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How can we share the district-wide data to support instructional leadership?

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What do we know about how "predictive" this data is?

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I wonder what are the conditions and supports surround Black boys who are above benchmarks? I wonder what they would describe and what their families/caregivers would describe?

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I notice in the data for 1st and 2nd grade composite scores that the two largest groups are on either end of the spectrum (above and well below). What does that mean for helping educators support this range of readers in their classrooms?

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I notice the there is an equal number of those at/or above and well below.

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Focusing on adult/teacher instructional shifts

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Focusing on adult/teacher instructional shifts

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I am wondering how we use this data to inform adult instructional practices.

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I am thinking about how perception data/street data(student, family, educator), DIBELS, and additional performance data can produce a data story about Black boys reading in SPS.

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Letter Names - Families Understandings of their Children's performance

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Letter Names - Families Understandings of their Children's performance

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I wonder what family perceptions of students skill in this area?

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I also want to share a new value proposition as part of the shift - 

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I also want to share a new value proposition as part of the shift - 

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What new values are guiding how our central office is supporting school leaders and teams in the improvement of equitable learning experiences for AA males and students furthest from educational justice?Measuring Opportunity and Success

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administration fidelity/proficiency as the #1 goal in year 1

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administration fidelity/proficiency as the #1 goal in year 1

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Important to remember this is a teacher administered assessment Over time, too much pressure from above on the data may result in distorted scores. So to maintain high value for instruction, we need to be thoughtful about how we explore and use the data, and thoughtful about how we encourage principals to do the same with their teams. Also worth noting that the phonemic segmentation and nonsense word fluency requires teachers to have a decent degree of knowledge and deftness with their scoring. In this first year it's important that we focus first on ensuring teachers become highly proficient with the assessment before we make too many decisions/moves with the data. Take the Year 1 data with kosher grains of salt! - Luke Justice