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The following resources were shared during the optional networking session.

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The following resources were shared during the optional networking session.

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Use the + symbol to share additional resources with the group.

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Use the + symbol at the bottom of the column to post your question(s) for Section 2.

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Use the + symbol at the bottom of the column to post your question(s) for Section 2.

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Please post technical issues or questions here. 

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Please post technical issues or questions here. 

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You should have received an email with a link to access the meeting materials. You may also access the materials at the link above.

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Use the + symbol at the bottom of the column to post your question(s) for Section 3.

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Use the + symbol at the bottom of the column to post your question(s) for Section 3.

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Use the + symbol at the bottom of the column to post your question(s) for Section 1.

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Use the + symbol at the bottom of the column to post your question(s) for Section 1.

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Use the + symbol at the bottom of the column to post your question(s) for Section 3.

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Use the + symbol at the bottom of the column to post your question(s) for Section 3.

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If you need verification of attendance, please email CalTrainings@WestEd.org after the meeting.

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For more information on upcoming training opportunities, including additional sessions in the 2022 Using Assessment Data Training Series, please visit www.caaspp.org/training/training-opportunities.

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Think about relevant measures you have available to help you understand and respond to student learning. Consider the four categories of measures we discussed in Section 1. What else can be considered?

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Think about relevant measures you have available to help you understand and respond to student learning. Consider the four categories of measures we discussed in Section 1. What else can be considered?

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Can you give guidance on how students meet career measures, specific examples for work-based learning and non-registered pre-apprenticeship program? Thank you.

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student surveys about classroom experience and success

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Cultural attitudes toward learning. An example is that the ability to read is valued higher than math skills beyond 5th grade in our district. 

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Cultural attitudes toward learning. An example is that the ability to read is valued higher than math skills beyond 5th grade in our district. 

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Our district uses the CORE SEL assessment. The data provided gives us a glimpse into healthy and unhealthy behaviors. The assessment integrates with our SIS, so the data is readily available.

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The environment in which they are learning.

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Who did Evan say that their work stemmed from on slide 13?

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English Language Proficiency, socio-economic status, attendance, grades

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English Language Proficiency, socio-economic status, attendance, grades

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Truancy data, Length of stay, SEL, Observations

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triangulating attendance, behavior, SEL, and academic data from assessments and grades to identify at-risk students

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triangulating attendance, behavior, SEL, and academic data from assessments and grades to identify at-risk students

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Time on task measures are often used for special education students. It seems we need a measure of our students abilities to maintain focus. I noted many students seem to reject the idea of anything that requires sustained attention even when they knew the requested content.

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Time on task measures are often used for special education students. It seems we need a measure of our students abilities to maintain focus. I noted many students seem to reject the idea of anything that requires sustained attention even when they knew the requested content.

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Political leanings and attitudes appear to be a factor in how students value education in my district. 

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Political leanings and attitudes appear to be a factor in how students value education in my district. 

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Student grades, and attendance can often lend insight into how/why a student performs on state and local assessments. Using state dashboard data shows us where the gaps are and what areas need improvement.

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Student grades, and attendance can often lend insight into how/why a student performs on state and local assessments. Using state dashboard data shows us where the gaps are and what areas need improvement.

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We have student "grade" themselves on growth mindset every 6 weeks so they can see their own growth

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Being able to compare the internal assessments from the start of the school year with the end of the year scores. I also use my one-on-one meetings with not just the students, but the student and the parent, as a whole unit help me be a better teacher that can help respond to the students' learning.  

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Being able to compare the internal assessments from the start of the school year with the end of the year scores. I also use my one-on-one meetings with not just the students, but the student and the parent, as a whole unit help me be a better teacher that can help respond to the students' learning.  

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Someone mentioned "Street Data". As I get ready for next year's data conversations, are there other books recommended to help give teams new ways to think about data?

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" Street Data calls upon readers to ′flip the dashboard′ from a focus on big data to a focus on the voices at the margins - those learners and their families who have been most affected by deep-rooted systemic inequities. When we listen closely to these voices with curiosity, courage, and humility, we gain a greater understanding of the meaning and root causes of these inequities, as well as how they can be addressed in ways that transform and heal. Policymakers and educators at every level of the system need this book to forge a path to genuine equity." -- Linda Darling-Hammond Published On: 2020-10-12"For far too long, education leaders have implemented reform strategies without engaging and centering those most impacted - the students. Shane Safir provides an energizing, anti-racist, actionable framework that centers the voices of the most marginalized students as the experts and co-conspirators that we need to create an education system worthy of their brilliance. Read this, share it, and be a part of ushering in this ′new normal′ of street-level data to unlock racial justice in our schools." -- Taryn Ishida, Youth Organizer and Executive Director Published On: 2020-11-03" -- Napoleon Wells , Ph.D. Published On: 2020-10-06 -- Sophie Fanelli, President Published On: 2020-11-06issues an urgent, timely provocation to listen to, honor, and be informed by the experiences, wisdom, fears, and aspirations of children and families who have been forced to the margins by our schools and institutions. Rich with stories that affirm our shared humanity and connectedness, Safir and Dugan offer a humanistic approach and practical guidance for embedding love, equity, curiosity, and courage in our efforts to manifest learning spaces where every young person learns, develops, and thrives. -- LaShawn Routé Chatmon, Executive Director Published On: 2020-11-06 -- Jal Mehta, Professor of Education Published On: 2020-11-16" -- Shawn Ginwright Published On: 2020-11-23

With Street Data,

" Shane and Jamila have built a conversation more than a framework, wherein students, their communities, teachers, leaders and systems are interconnected parts of a family unit. As a Professor and Psychologist, I found myself drawn to the work's human and family centered focus. Throughout the work, these are linked to an emphasis on building approaches to the art of teaching grounded in listening, making and holding room for all members of the learning family, and setting goals and evolving approaches that begin with the student as their core. Shane and Jamila are engaging us all in a critically important conversation, where the data we gather and share around learning spaces is shaped and centered on the voices and beings of students. It is family systems centered teaching and learning. It is holistic, and it is necessary. "Shane Safir and Jamila Dugan have given us a vivid and immensely readable account of what public education could and should be. Rather than quick fixes, the book is rich with real-life examples and immediately actionable equity practices that educators and leaders can use to tackle root causes. The authors have also issued an unspoken but clear challenge to all of us who care about children′s learning and development: ′What if policy decisions were anchored in the lived experiences of students, their families, and their educators?′ Their call to action is clear and urgent: we must reverse-engineer and radically reimagine our resources, policies, and practices to support the broad conditions in which students can authentically thrive, and most particularly students who are the most marginalized by the current system. The vision of educational justice laid out in the book will not be more widely practiced if we simply rely on individual teachers and principals to push forward alone into the headwinds. It must be supported at systems and state levels, so that it becomes the rule and not the exception."

" Street Data "In this absolutely path-breaking book, Shane Safir uses the concept of ′street data′ as an entry point to a fundamentally different paradigm for schooling. Foregrounding listening, understanding, and loving over counting, measuring, and classifying, Street Data

illustrates what it would truly mean to develop a humanizing and liberating approach to school transformation. Startlingly fresh in its prose, clear in its convictions, and moving effortlessly between theory and practice, we can only hope Street Data will mark the beginning of a new and different era for American education. A spectacular book!"

"Safir and Dugan call on us to free ourselves from old constructs about data for improvement that are rooted in Whiteness as normative and, instead, model ways to integrate concepts of wholeness, justice, deep culture, personal mastery, and agency into our school transformation efforts. This book is an important contribution to all of us who are working to create a world that works for all of us."

Old systems are crumbling before our eyes as new ones are being built. Street Data offers key insights about how to transform data and explore indigenous knowledge creation for a new world. Shane Safir and Jamila Dugan give us new ways to analyze, diagnosis, and assess everything from student learning to district improvement to policy. This book is a must read for researchers and practitioners searching for a fresh and deeply authentic model for school transformation.

"

" Street Data gives us a vibrant picture of what it means to do school when we authentically center our students. Shane and Jamila provide inspiration and clear examples of how we can humanize our classrooms and create a more just education system. Critically for change agents, we also find practical advice for supporting adults across the system as they begin to shift their approach to a new normal that builds with and for students. There is no doubt that we need a new way forward and Street Data is a trusted map for charting a course for maximum impact."

-- Shanna Peeples Published On: 2020-12-28

Shane Safir has worked at every level of the education system for the past 25 years, with an unwavering commitment to racial justice and deep learning. After teaching in San Francisco and Oakland, California and engaging in community organizing to launch a new public high school, Shane became the founding principal of June Jordan School for Equity (JJSE), an innovative national model identified by scholar and policy leader Linda Darling-Hammond as having "beaten the odds in supporting the success of low-income students of color." For over a decade, Shane has provided equity-centered leadership coaching, systems transformation support, and professional learning for schools, districts, and organizations across the U.S. and Canada. She writes for Edutopia, Ed Week, Educational Leadership magazine and is the author of The Listening Leader: Creating the Conditions for Equitable School Transformation (Jossey-Bass: 2017). Shane is thrilled to co-author this book with Dr. Jamila Dugan, a long-time collaborator who conducted foundational research for The Listening Leader and facilitates equity workshops with Shane, as well as Carrie Wilson, a colleague whose groundbreaking program for teacher-driven inquiry centers street data in the pursuit of equity.

Jamila Dugan is a leadership coach, learning facilitator, and researcher. She began her career as a teacher in Washington D.C., successfully supporting her school to implement an International Baccalaureate program. After being nominated for Teacher of the Year, she later served as a coach for new teachers in Oakland, California. As a school administrator, Jamila championed equity-centered student services, parent empowerment, and co-led the development of the first public Mandarin immersion middle school in the Bay Area. Jamila and Shane began their work together 7 years ago during the development of The Listening Leader for which Jamila acted as the primary researcher. Jamila currently serves as an equity-centered leadership development coach across all sectors including non-profits, public school districts, charter networks, parochial, and private schools. She is an avid supporter of dual language learning, serving on the boards of Independence Charter Spanish Immersion School in Philadelphia and Parents of African American Students Studying Chinese (PAASSC) in the Bay Area. She holds a Bachelor's Degree in Psychology from Fresno State University, a Master's Degree in Early Childhood Education from George Mason University, and a doctorate in Education Leadership for Equity from University of California, Berkeley. Jamila is also a loving wife and the mother of three amazing children who remain her constant inspiration for her work.

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Street Data: A Next-Generation Model for Equity, Pedagogy, and School Transformation

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Street Data: A Next-Generation Model for Equity, Pedagogy, and School Transformation [Safir, Shane, Dugan, Jamila] on Amazon.com. *FREE* shipping on qualifying offers. Street Data: A Next-Generation Model for Equity, Pedagogy, and School Transformation

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remove systemic barriers and provide the supports

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- Equity
- All groups
-systematic barriers
- Religion

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remove systemic barriers

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positive outcomes, remove systemic barriers, predictors of outcomes

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positive outcomes, remove systemic barriers, predictors of outcomes

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....characteristics are not predictors of outcomes....

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....characteristics are not predictors of outcomes....

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My question is really...where do we begin?

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My question is really...where do we begin?

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Do you have any suggestions for an alternate protocol when working with largely NEW teams/staff members? I've used 4R's and like it, but the Recall and Reflect steps will be so hard for people who weren't at the schoolsite last year.

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How do the outcomes for student groups compare with each other and to the all-student group?§ Student groups may include: English learners, students with disabilities, students on free or reduced-price lunch, homeless students, foster youth, or migrant students.

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How do the outcomes for student groups compare with each other and to the all-student group?§ Student groups may include: English learners, students with disabilities, students on free or reduced-price lunch, homeless students, foster youth, or migrant students.

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3.	What conversations were had and what feedback was received from educational partners that could be included in this stage of the data analysis process?

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3.	What conversations were had and what feedback was received from educational partners that could be included in this stage of the data analysis process?

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How do the outcomes for student groups compare with each other and to the all-student group?

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How do the outcomes for student groups compare with each other and to the all-student group?

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4.	What conditions produced the available student assessment data and information?

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4.	What conditions produced the available student assessment data and information?

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4.	What data do we have about student well-being?

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4.	What data do we have about student well-being?

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Recall #10

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Question number four, focused on conditions the data was collected under. This speaks to the idea of equitable access to content, and seeing the data in context of the whole student not JUST as a score.

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Question number four, focused on conditions the data was collected under. This speaks to the idea of equitable access to content, and seeing the data in context of the whole student not JUST as a score.

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How were accessibility resources for remote learning determined for all students, including English language learners and students with disabilities? Did students receive the appropriate resources?

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Critical Friends Group work and CFG coaches' training

Critical Friends Group work originated with the NSRF in 1994. The key differences between CFG communities and other professional learning communities (PLCs) are (1) an intentional cultivation of safety and trust between the members, and (2) a focus on solving problems and accomplishing goals brought by its participants. These distinctions are key to the member educators helping each other improve their practices with honesty and integrity, resulting in a more positive school culture.

Groups are led by a certified CFG coach who is trained to use NSRF collaboration tools called "protocols" mindfully. These tools allow all CFG members' voices to be heard and honored as they give non-judgmental, but open and honest, feedback to one another, resulting in accomplishing great things in short periods of time.

Worldwide, educators are experiencing how CFG work epitomizes the mindset of continuous growth and improvement, as their CFG communities create and solidify their belonging mindset, all of which translates into a productive system to improve student learning.

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Improving student outcomes through collaboration in Critical Friends Group® work