Whichever assessment practice model you use—be it Response to Intervention (RTI), multi-tiered systems of support (MTSS), or any other—building a positive culture of assessment is the key to success for both students and teachers.

As schools rushed to move face-to-face classes online, the unique challenges faced by students attempting to learn remotely came to the surface. The enormous loss of instructional time caused by the COVID-19 pandemic has the potential to widen performance gaps in public education.

Every school district is faced with a choice about how to protect student data. As districts have implemented more technology to support digital learning, student data privacy in schools has become a critical issue.

Fairfield County Schools is a small, rural, high-poverty school district in South Carolina. The district is composed of five elementary schools and four secondary schools, serving more than 2,600 students.

Teachers from previous decades may have focused on “What did I teach?,” but the new focus is “What did the students learn?”

The chorus singing the praises of data in education has been ever-present for years now, but it’s not always clear how educators can effectively put that data to use. Should we be using data to solve problems at the individual student level, the school level, or district level?