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How Can Using Data Lead to School Improvement?. Six-Year Plan: Vision . What data do you collect?. Assessment Data (Quantitative). Perception Data (Qualitative). Student Data (Quantitative). Program Data (Quantitative). Why do you choose to keep that data? .

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what data do you collect
What data do you collect?

Assessment Data

(Quantitative)

Perception Data

(Qualitative)

Student Data

(Quantitative)

Program Data

(Quantitative)

slide5

Schools committed to improving student learning need information more than ever. They must have a process that gathers authentic and relevant information and used it to identify strengths and weaknesses in a way that pushes people toward continuous improvement.”

(Dolan, 1994)

how does data lead to improvement
How does data lead to improvement?

Questions to begin thinking about soon . . .

Did we, as a school/division, meet our objectives?

If not, what do we need to do differently? What are indicators (best practices) that align to our data needs?

What is the climate of our school/division? What are some specific perceptions or needs that need to be addressed in the improvement plan?

What programs and/or interventions are working or not working?

what does the data indicate is an area of improvement
What does the data indicate is an area of improvement?

Math?

Reading?

Discipline?

Attendance?

Graduation?

Subgroup?

Content category?

what are contributing school factors or needs
What are contributing school factors or needs?

Common vision?

High level thinking?

Belief in all students?

Rigorous assessments?

Aligned curriculum?

Fidelity of implementation?

Maximized instructional time?

Specific and targeted interventions?

slide12

Required Improvement Indicators for

All Schools in Improvement

School leadership teams must assess and include the three targeted interventions indicators below in their improvement plans.

how does data lead to improvement1
How does data lead to improvement?

Questions to consider throughout the year . . .

Based on universal screenings and other assessments, are all students showing growth?

Who are students being monitored? Tier 2 students? Tier 3 students? What is being done for these students, and is it making a difference?

What instructional trends is our walk-through data showing and where do we need to focus attention?

Does our data correlate? For example, do our grades align with our other assessments?

What does the work of the PLC look like? Does it demonstrate academic rigor? What are the key elements?

Is behavior getting in the way of learning? If so, for whom? How?

Is attendance getting in the way of learning? If so, for whom? How?

Are we on track for meeting/ exceeding benchmarks? How do we know?

how high poverty schools are getting it done
“How High-Poverty Schools are Getting it Done”

1 – Their beliefs about potential drive their work.

2 – They put instruction at the center of their managerial duties.

3 – They focus on building the capacity of all the adults in the building.

4 – The monitor and evaluate what leads to success and what can be learned from failure.