In May 2024, Achievement Network (ANet) described assessment-strategy work with Everman and Aldine ISDs. ANet was providing support through a Texas Education Agency pilot and reporting its partners' experience. ANet account.
At Everman, coach Clarice Clash-Turner asked the team to list its assessments in one column and uses of their data in another. Director of Secondary Education Austin Smith described an imbalance: several assessments, but few stated uses. Everman account.
For a school reviewing its own assessment system, that second column is a practical place to begin. A test might inform next week's lesson, contribute to an accountability projection, or help evaluate a curriculum. Each purpose calls for a different conversation. Before adding another assessment, a team can ask what its existing results are already capable of answering.
CoPilot's A–F Reports offer one way to get more use from assessments you already administer. They give leaders accountability projections from supported assessments, including local benchmarks, with filters for departments, grade levels, and teachers. A principal can use an existing benchmark to examine projected accountability performance at the grade level, then bring that context to the team. That gives the data a defined use while leaving teachers to examine the tasks and student work behind an instructional concern. Explore A–F Reports.
Aldine's experience raised a related issue: timing. Lindsey Wise, identified as assistant superintendent of teaching and learning, described schedules that sometimes left insufficient time to respond between tests. A working group examined assessment uses and scheduling. Aldine account.
At the meeting itself, CoPilot's Aviator puts on-demand TEKS analysis into the conversation. Teachers can ask for TEKS-level data in plain language during their PLC, using the assessment information available to Aviator. A question that arises mid-discussion can become the next thing the team investigates, without waiting for someone to prepare another report or interrupting the conversation to search through reports together. Explore Aviator.
For your next assessment review, try assigning one concrete decision to each set of results. Who needs to see it? When could they change instruction? What evidence would help them decide whether that change helped? A meeting can end with a named teaching response and a date to revisit it. An instructional leader can then check whether the timetable actually leaves room for that work before the next assessment arrives.
The 2024 account documents observations and plans, without establishing completed reductions in testing or measured learning gains. Those outcomes would require their own follow-up.
This Data Journeys article draws on a publicly available partner account. CoPilot commentary reflects our own perspective and does not describe Everman or Aldine's use or endorsement of our products.