1. Data Use in Practice Sometimes data is just for show. But other times, we can’t move forward without it! Juanita Sanchez Educational Complex

2. Do Now Think about the school where you work. Describe an example where data from more than one source was used to make an important decision.

3. Agenda Do now and introductions Micro-lab Data use at JSEC Triangulation and Effort/Impact Closing

4. Objectives Participants will be able to… Articulate aspects of a sustainable school- wide data use plan that meets the needs of adults and students. Describe changes that could optimize existing school-wide data usage. Manage a team that effectively uses data to make decisions and promotes data use.

5. Microlab Move into small groups (4 is ideal) A question is projected on the wall and a timer is set for 5 minutes. Group members respond to the question one at a time. The text may be used as a reference but this is not necessary. Other group members do not comment on the response until everyone has answered. With the time that is remaining, group members may engage in open discussion until time is up. Repeat the process for the next question (there are three total)

6. The article lists “strong leadership” as a key support for data use at the building level. What are some examples of this kind of “strong leadership” in your building (or in a hypothetical building where you were a leader)?

7. “Hypotheses” are often mentioned in professional literature about school data use. Who should make them? What could they be based on? What should happen after a hypothesis is posed?

8. Your school just received the results from a standardized test (PARCC, STAR, PSAT, etc…). What should happen next?

9. Microlab wrap-up: Most schools and districts have a wide variety of data available. What are some of the strategies that can help our schools make meaning out of numbers? How do we prevent ourselves from being a "data rich, analysis poor" school?

10. Cycle of Inquiry

11. Data work Structure School community Aspects of data use at JSEC

12. School goal monitoring Data work Structure School community

13. School goal monitoring Data work Structure School community

14. School goal monitoring Data work Structure School community

15. Access and coordination

16. Tools for organization and analysis

17. Monitoring school goals

18. The big picture

19. Teacher needs surveys

20. PLC exit ticket analysis

21. Teacher needs surveys

22. Response to Intervention

23. Data team and ILT meetings

24. Data team report out at ILT meetings

25. Committee data liaisons

26. Proactive Data Distribution Data Team Student Support Team Attendance Team ADA numbers ADA numbers Perfect attendance Perfect attendance Chronic absenteeism Chronic absenteeism Full RtI results Full RtI results Students with multiple RtI referrals Students with multiple RtI referrals STAR results STAR results Quarter Grades Quarter Grades Teacher Leaders/ Committee Chairs

27. Attendance

28. The Teacher Portal http://www.juanitasanchez.org/

29. Data newsletters

34. Advisory lessons Numbers talk! JSEC First Quarter Data Snapshot

35. Advisory lessons

36. Data training materials customized for JSEC teachers

38. https://jsecdata.wikispaces.com/ Data Team Website

39. Data work Structure School community Where we’ve been and where we’re going…

40. Triangulation

41. Triangulation

42. Triangulation

43. Validate using triangulation? Why or why not? If yes, what data sources would you use?

44. Triangulate?

45. Effort vs. Impact

46. Effort Impact Matrix

47. Mr. S. and Mr. M. just scored a persuasive essay writing assignment they gave to their classes. They examine the results and quickly notice a pattern of need: Pattern of Need: On the 4 point rubric, 40 out of 62 students scored below a 3 on the row that focused on writing an effective thesis/focus statement. Root Cause: Students do not understand how to write an effective thesis/focus statement and are not able to describe how this statement connects to the rest of the paper.

49. Effort Impact Matrix

50. MOY STAR scores are in and 9 th and 10 th grade have made acceptable gains in math but not in reading. Interventions are already in place for all 9 th and 10 th grade students in both reading and math.

51. Effort Impact Matrix

52. The school goal is 90% average daily attendance. Attendance levels fell well below this last year (approximately 85%). An attendance committee was formed yet there has been no significant change in ADA.

53. Effort Impact Matrix

55. https://jsecdata.wikispaces.com/Data+Talk