# data[].attributes.body
Data (both qualitative and quantitative) from students, educators, teams of educators, or school systems must be analyzed to identify goals.  Data is used to monitor progress and assess effectiveness.  Data is also collected to evaluate professional learning and its success.

# data[].attributes.body
Critical Ingredients for Data
Use a multitude of both qualitative & quantitative sources to help provide a more balance/comprehensive profile of educator/school/ etc.
Utilize, discuss, and evaluate the data in order to provide meaning discussions to increase quality & effectiveness for next steps.
Knowing the student + educator learning needs = meaningful Professional learning.

# data[].attributes.body
Multiple sources and types of data should be used to provide a clear picture of student, teacher, and school performance. This will help identify areas of need so that professional learning is relevant and focused.

# data[].attributes.body
Our school has tried to provide "common planning" time for grade levels to plan common assessments & then evaluate the results. Although I do not have a partner to plan & analyze data, I see the value in it. The analyze would allow both teachers to learn & share from each other. Our school is focused on literacy strategies this year. The weekly meetings have been structured to accommodate the goal. The Literacy team learns a strategy, then shares it with their content. The expectation is all contents will have 2 weeks to incorporate and gather samples. The samples are brought to the literacy meetings for evaluation. We discuss obstacles and next steps.

# data[].attributes.body
After analyzing student feedback about the climate in our school, administration created an equity team who was responsible for organizing professional learning opportunities for school staff. This improved students' feelings about school climate over the course of the school year.

# data[].attributes.body
It should become a school norm for various types of data to be analyzed. It would be helpful to collect data from teachers about what topics they feel would benefit them the most in addition to looking at student achievement data.

# data[].attributes.body
I think I would have to start small. A great tool would be to model planning a common assessment and analyzing data with the grade level teachers. This would occur often. On a school-wide level, I would need to know my staff so I could guide people to others who can assist with a particular skill, technology, etc. This most certainly needs to be an ongoing process NOT a one and done.

# data[].attributes.body
This year my school is collecting and analyzing data in order to determine the effectiveness of Conscious Discipline professional development.  Data is collected to understand the climate of Conscious Discipline classrooms and classrooms in which that program is not being used.

# data[].attributes.body
In order to cultivate an environment in which this standard is given a great deal of attention, I would love to provide teachers with set time to collaboratively analyze data in a meaningful way.  This time would also allow teachers to make decisions and plans based upon the findings.

# data[].attributes.body
The important factors of the Data standard are analyzing various types of data from different sources (educators, students, schools), assessing the progress once utilizing the data, and evaluating professional learning. Knowing student learning needs can help guide decisions about professional learning for the educator and the administration or county.

# data[].attributes.body
Data should be thorough and plentiful. Both quantitative and qualitative data should be collected, it should come from various perspectives, both formally and informally and it should be taken frequently. Create a benchmark and continuously collect and reevaluate to track change.

Finally, collecting data from a larger populace also ensures more accurate findings, so having more teachers collecting the same type of data will offer deeper, more accurate insight.

# data[].attributes.body
Data is something that I don't use as much as I should. I see data in monthly reports I send to my department chair concerning the number of Ds and below. I use data in my classroom to group students and decide who needs extra instruction. Our administrators use data as a weapon against us to demonstrate where our school stands (attendance, PARCC/MAP scores, number of suspensions, etc.) and to emphasize how we aren't doing enough to move our students.

# data[].attributes.body
I believe we are already a very data-driven school, but I could definitely use it more in my classroom. Going back through my gradebook to see where students struggled on assignments or particular questions on tests. I loved the suggestion in the video about a student perception survey to collect and effectively use data. I often gather it without much thought, other than in grouping and who needs re-teaching. I love the idea of gathering qualitative data on my teaching style and using that to enrich student learning at an individual level.

# data[].attributes.body
Our school exerts a great deal of time and energy closely evaluating student standardized test scores. We view them by subgroups, over the course of 4-6 years, we view student scores by name and grade and cross-referenced with each other in various ways. We also evaluate the actual test questions according to student response in our own school to see exactly which questions provided the most challenge to our students. This process is a bit painstaking but has shown, over time, to yield results and improve student test scores.

# data[].attributes.body
My school and my department already utilize quantitative data often. I believe that I would engage other teachers in finding ways to collect qualitative data more frequently as well. A big part of this means educating them on how to collect this type of data and how to effectively cross-reference the two types of data to make inferences and add context to findings.

# data[].attributes.body
Data can look very different, there are so many tools and techniques for collecting data. It should be measurable, analyzed frequently,

# data[].attributes.body
used to monitor progress and make decisions.

# data[].attributes.body
Data is used to monitor student progress in each grade level.
We have taken time at faculty meetings and grade level meetings to analyze student data and school-wide data.

# data[].attributes.body
Taking time to look at data and what it means for the student, grade, school and then the big picture measuring against benchmarks is important. I think as a leader to help staff identify gaps in learning is crucial to try and be proactive for upcoming years while continuing to provide RTI plans for those in need after analyzing data.