1. Data Report or Treasure Chest? Using What You Have to Support Students

2. Get to Know NCHE The U.S. Department of Education’s technical assistance and information center NCHE has: – A comprehensive website: www.serve.org/nche www.serve.org/nche – A toll-free helpline: Call 800-308-2145 or e-mail homeless@serve.org homeless@serve.org – A listserv: visit www.serve.org/nche/listserv.php for subscription instructions www.serve.org/nche/listserv.php – Free resources: Visit www.serve.org/nche/products.php www.serve.org/nche/products.php The U.S. Department of Education’s technical assistance and information center NCHE has: – A comprehensive website: www.serve.org/nche www.serve.org/nche – A toll-free helpline: Call 800-308-2145 or e-mail homeless@serve.org homeless@serve.org – A listserv: visit www.serve.org/nche/listserv.php for subscription instructions www.serve.org/nche/listserv.php – Free resources: Visit www.serve.org/nche/products.php www.serve.org/nche/products.php

3. Who’s in the room? How comfortable are you with data? Who’s in the room? How comfortable are you with data?

4. “I am a deep believer in the power of data to drive our decisions. Data gives us the road map to reform. It tells us where we are, where we need to go, and who is most at risk.” Arni Duncan “I am a deep believer in the power of data to drive our decisions. Data gives us the road map to reform. It tells us where we are, where we need to go, and who is most at risk.” Arni Duncan

5. McKinney-Vento data – Districts submit to SEAs – SEAs submit to US ED via ED Facts or CSPR – NCHE reviews data, creates national summary http://center.serve.org/nche/ibt/aw_statistics.php ESEA calls for collection, analysis, and use of student achievement data to improve school outcomes – Includes requirement for state report cards McKinney-Vento data – Districts submit to SEAs – SEAs submit to US ED via ED Facts or CSPR – NCHE reviews data, creates national summary http://center.serve.org/nche/ibt/aw_statistics.php ESEA calls for collection, analysis, and use of student achievement data to improve school outcomes – Includes requirement for state report cards

6. Find kids, get them in school Find kids, get them in school, count them Find kids, get them in school, count them, find out how they’re doing Find kids, get them in school, count them, find out how they’re doing, actively help them grow Find kids, get them in school Find kids, get them in school, count them Find kids, get them in school, count them, find out how they’re doing Find kids, get them in school, count them, find out how they’re doing, actively help them grow

7. Where are you in the data evolution? What access do you have to data? Do you know who your players are? What do you want to know? Where are you in the data evolution? What access do you have to data? Do you know who your players are? What do you want to know?

8. Develop a plan – Identify your questions – Can change over time, but establish a direction – Do your research – Make your ask concrete Develop a plan – Identify your questions – Can change over time, but establish a direction – Do your research – Make your ask concrete

9. Count of students, by grade & housing Diversity of HCY population Where the students are State testing performance Special populations overview Count of students, by grade & housing Diversity of HCY population Where the students are State testing performance Special populations overview

14. Must compare the outcomes for homeless students to other student populations for true depth of growth and challenges – Gives new meaning to data – You can mix and match based on your needs assessment and priorities Must compare the outcomes for homeless students to other student populations for true depth of growth and challenges – Gives new meaning to data – You can mix and match based on your needs assessment and priorities

15. Graduation rates Special Education rates Gifted and Talented Suspensions Graduation rates Special Education rates Gifted and Talented Suspensions

17. Graduation Rate by Subpopulation

18. Percent Students in Gifted & Talented

19. Percent Students IDEA

20. Percent of Students that Received a Suspension

23. Qualitative does have its place – Can be harder to collect, analyze – Can tell you the story behind the numbers – What opportunities do you have to gather it – How can you make it reasonably standardized Qualitative does have its place – Can be harder to collect, analyze – Can tell you the story behind the numbers – What opportunities do you have to gather it – How can you make it reasonably standardized

24. Consider requiring liaison verification Consider tracking large changes Consider comparison groups like free lunch, employment rates, census data Consider n size: small group sizes skew Consider requiring liaison verification Consider tracking large changes Consider comparison groups like free lunch, employment rates, census data Consider n size: small group sizes skew

25. Golden Rule: ALWAYS be nice to the data people Find reasons or ways to do things for them – Review guidance, help train, field questions Be mindful of their timelines Find ways to help assure quality Golden Rule: ALWAYS be nice to the data people Find reasons or ways to do things for them – Review guidance, help train, field questions Be mindful of their timelines Find ways to help assure quality

26. When deciding what to look at, consider format for final report Explain your findings When deciding what to look at, consider format for final report Explain your findings

27. Data…"can basically take us out of the dark ages of just kinda teaching and hoping, which is what a lot of folks have done for a very long time. A lot of teachers have taught their hearts out and don't have a good way of telling who's learning what and what's working and what's not.“ Katie Haycock, Education Trust Data…"can basically take us out of the dark ages of just kinda teaching and hoping, which is what a lot of folks have done for a very long time. A lot of teachers have taught their hearts out and don't have a good way of telling who's learning what and what's working and what's not.“ Katie Haycock, Education Trust

28. Christina Endres cendres@serve.org 336-315-7438 Beth Hartness bhartnes@serve.org 336-315-7452 Data Collection Information http://center.serve.org/nche/ibt/sc_data.php Christina Endres cendres@serve.org 336-315-7438 Beth Hartness bhartnes@serve.org 336-315-7452 Data Collection Information http://center.serve.org/nche/ibt/sc_data.php