A Strategic Plan: Increasing Student Academic Performance Using Multiple Data Assessment Points at Success Academy

This strategic research project was designed to emphasize the importance of using multiple data assessment points to drive instructional practices and to increase student academic achievement. The research specifically highlights the impact that quality professional development has on preparing teachers to make curricular decisions based on data. The basis for this project stemmed from Success Academy’s trend of declining language arts and math student academic proficiency levels within recent years. Upon exploring the reasons for the academic decreases through the implementation of a SWOT analysis, it was revealed that although there were multiple, valid data points administered throughout the school year, there was a lack of knowledge and training on how to effectively analyze the data and use it to enhance learning experiences for the students. Through research and consideration of the organization’s needs, it was determined that professional development on utilizing multiple assessments would be the solution to addressing the problem. The two strategies selected to implement this solution were providing on-site relevant training and ensuring that the leadership team upheld high accountability standards regarding the knowledge received from the formal training. The Quantitative Strategic Planning Matrix (QSPM) tool guided the selection of the strategy of on-site relevant trainings as most appealing when considering its impact on the organization’s internal and external factors, and this led to the development of an action plan regarding this strategy. The action plan focused on four main steps which included assessing the needs for professional development, finding and providing on-site professional development, reflecting on the content of the on-site professional development, and monitoring for fidelity in the implementation of the on-site training. The literature review on the topic for this project provided compelling evidence that quality professional development focused on instructing on research-based content, incorporating relevant models, and aligning theory with pedagogical strategies. The research additionally revealed that relevance is assigned to professional development that provides coaching to reinforce the training. These findings support the recommendation that the success of implementing data-driven curricular changes is dependent on the on-going monitoring and evaluating if the data examinations are being conducted and aligned with the instructional practices. The research also validated the importance of having accurate details to all steps of the action plan to ensure accountability and fulfillment of resolving the organization’s problem.