With Grades 3-8 ELA proficiency scores remaining stagnant at 31% over the past three years, building administrators must pursue innovative strategies to improve performance. While many building leaders focus on test scores and proficiency rates, these outcomes do not the whole story. Scores are important metrics that should be monitored, but do not directly impact instruction. Building leaders must possess a comprehensive understanding of the New York State ELA assessments, the progression of ELA standards and the underlying skills being evaluated. This knowledge informs focused instructional strategies that target skill development and forms the foundation of a plan to generate improved student outcomes in ELA.


CASDA’s Data Analysis and Curriculum & Instruction experts collaborated to develop a unique system for using student data to inform instruction and improve achievement.  CASDA Data Analysis and Instructional experts work with administrators to increase their understanding of the uses of diagnostic data.  CASDA’s approach includes:


  • Tracking student growth by common core skills.

  • Defining a systematic way to collect common core skills data

  • Providing diagnostic data for curriculum development and classroom instruction

  • Using data to target instructional needs on a building level, classroom level and individual student level

  • Sharing the data with teachers in a manner that can have an immediate impact in classrooms and student performance



CASDA’s Data Driven Instruction system includes a simple, yet powerful method of identifying skill deficits and leads to practical, targeted instructional strategies and scaffolding.  Our research has shown that schools using this skills-based, targeted approach are successful in increasing student performance.

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University at Albany 
1400 Washington Ave
Catskill B27
Albany, NY 12222  

© 2019 Capital Area School Development Association