1. Data Conversations

2. Data Down-low: What Up with the Data?!
Most teams spend 75% analyzing data and 25% planning solutions. We need to switch it!
Two main( )roles of data:
Identify which students were and were not proficient. Most commonly used.
Use as a tool to look at a team’s instructional practices. Use less often but best practice.
Look through the lens of student learning to correct year by year.
Decide what works, needs to be fixed or get rid of it.
YOU HAVE TO DO THIS!!! IT’S ESSENTIAL TO OBTAIN BETTER CURRICULUM AND LEARNING!

3. Diggity Data BAM!! How to get it done…and make it matter!
The turnaround time for data should be no longer than 48 hours. This is done in your planning period, not your PLC meeting.
Honor the three rules of data!
It needs to be easily accessible. Google forms, online quizzes, spreadsheets make this fast and easy.
Purposefully arranged. It needs to be by learning targets, by teacher, by student.
Publicly discussed. This is with all of your team level.

4. How do we analyze data quickly?
Identify ( ) which subtest has the lowest average score.
Circle ( ) the lowest class average(s) for each learning target.
Check ( ) student scores that are not proficient (<80%).
Highlight ( ) any students below proficient in all subjects.
Box ( ) the highest class average score on each target.
Identify ( ) classes where all students were proficient on all target.
We should ONLY be looking at essential skills (non-negotiables students HAVE to learn to be grade level ready) when we analyze data.
YOU TRY IT.

5. What do we do with our data AFTER we analyze it?
Develop a plan of action:
Which students did not master which targets?
Which essential skills require more attention?
Which area(s) was our lowest? How can we improve?
How will we deliver additional time and support?
Which instructional strategies were most and least effective?
How could we improve the assessment itself?