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i-Ready, RCTs, ANet, and I'm really dying to know my last year students' performance on PARCC.

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What are the multiple ways of using student data other than providing instructional supports based on readiness? How else can we support families to understand their student data?

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I think our school does a pretty good job of using student data to provide what each student needs and also provide that information to their families.

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Principle #2 resonated with me, and not rushing is something I really need to work on this year. When data shows a glimpse of a positive change in their performance, I often quickly move on to the next targeted goals. That often caused me not fully understanding student's mastery.

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This is my first year at Hearst. But in my previous school we used data as a way to help guide instruction. It also helps with determining what additional support a student may need based on their level of ability.

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Principle #4 resonated with me the most as a special educator I have seen how important student engagement really helps determine how students who have learning disabilities and/or attention deficits in the classroom will respond or attend to the lesson. It is very important to take into consideration when looking at student achievement in the classroom how the students are engaging with the lesson because if they aren't provided with opportunities to be active/ engaged with their learning it provides more opportunity for them to want to engage in off-task behaviors. I really liked the idea of collecting student surveys as a way to help monitor engagement in the classroom

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In addition to everything Amanda listed, we also have Eureka Equip Pre-Module assessments.

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Our school collects data to share with families and to inform our MTSS groupings. When we look at school wide data, we often notice trends and give possible reasons for those trends. I use anecdotal data and assessment data to inform my whole group and small group instruction. I think I often focus on student engagement (Principle 4) and use professional judgement (Principle 5), but often rush through analyzing data to inform my day to day instruction.

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At the beginning of the article, the authors shared that disaggregating data is important to see which groups of students are below, on, or above grade level. Then, schools/teachers can reflect on what other opportunities certain students have outside of school. For example, some students at Hearst get tutoring or go to academic programs outside of school, whereas other students do not have those opportunities.

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Our school uses data to help inform what students should receive particular support. In my classroom, I use data to help figure out what concepts have been mastered and what concepts need to be reviewed.

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I get data from iReady testing, exit tickets, informal in class observations, end of module assessments, cer responses, and ANET testing.

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What are the pros and cons of ability grouping? Is there a situation where it's beneficial, especially if a group of students need to focus on a set of skills.

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Principle 2 (Don't Rush) is what stood out to me. It spoke of the importance of analyzing data carefully, and thinking about what the causes behind a set of data might be. It reminded me about how being intentional about a set of supports for a student is better than rushing into a plan.

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01. Data Use for Equity (Datnow and Park)

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What data sources do we have available to examine at Hearst?

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What other questions does the article raise for you around data-use and equity in our school, your grade level, your classroom?

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What resonated with you while reading the article?

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What is the culture of data use in our school? Your grade level? Your classroom? Which of the principles that the author articulates are present? Which are not?