In Bambrick-Santoyo’s (2012) book, he focused on a model that utilizes four fundamental factors crucial for successful data-driven instruction. The first element dealt with making assessments—which is what educational leaders need to do before they can create an action plan promoting student academic achievement. The goal for any educational institution is to constantly strive for student growth and development. This is only done when educators can provide instructional rigor. In other words, administrators and specialists need to ensure that the teachers at their campuses are generating a suitable environment where all learners are internalizing key concepts at high levels. In addition, students should be able to apply these concepts to demonstrate …show more content…
In the systemized scheme of sustaining an effective school, leaders based the goal for rigor on “state or notational standards.” This idea behind reaching these standards is that if teachers are adequately executing the lessons, then students should be well prepared to reach or even surpass their content knowledge and skill level. The Common Core standards are considered to be the standardized curriculum expectancy that all students should meet. In taking an in-depth look however; the standards are not quite specific about what the students should be able to master. There are many ways that teachers may feel they are reaching these standards. On the contrary, if students are not able to answer higher order thinking skills questions and meet the advanced levels of the bloom’s taxonomy scale seen in Figure 1, then they are getting a very general and mediocre idea of what the curriculum requires of them. The Common Core standards to have true significance, there must be a definitive way to evaluate them. Formative and summative assessments are not only helpful in this instance but also necessary in evaluating whether educators are accurately instructing rigor in the classroom. Moreover, it shows if all students are learning at high