# data[].attributes.body
I feel like we take a lot of time talking about data at specific times of the year but then how is that translated into the day-to-day of the classroom?

Having more emphasis on classroom data and not just honing in around MAP and other large assessments will support teacher understanding of student needs and revisiting to see if what we are doing is working.

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Key takeaways - Data must inform the practice of testing. It provides evidence and focus. Data offers the opportunity to ask deeper questions. It should have a PURPOSE and IMPACT.

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Good data can provide teachers with evidence and focus to create powerful moves in their teaching. But we need to be able to provide the data in a useful way for them to utilize or train them to be able to pull data in a useful way. Too often we squeeze in data talk into a short 30 minute meeting and it's just not enough time to digest data and then plan for it. Without the planning for impact the data does not provide any real meaning.

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Simply looking at data doesn't change outcomes, the data needs to be used in planning instruction.

The "Zone of Proximal Instruction" was a useful term for me.

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When you gather staff/educators together you have an opportunity to leverage learning. Staff meetings should not be administrative logistics but Professional development that is tied to the data with a practice that we want to develop in our teachers. The article said it best; "Specifically, professional learning that provides guidance and coaching, rooted in solid, evidence-based best practices about how to turn data into conversations, decisions and actions that do, in fact, improve student results."

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One takeaway for me is that it is not about collecting data and looking at it once, it's about asking deeper questions and continuing to collect data to determine if the analysis and changes we implemented made an impact on our students.

# data[].attributes.body
First Thoughts - It's the skill of student centered teaching that shapes an effective classroom environment for all. Student data plays an important role in shaping that effective learning environment.  A teacher should look at data and ask why it may be that way.  What is the data telling you as the teacher.

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Deeper questions > more data

Use data to develop questions and resources/strategies/collaboration to answer those questions

What defines "good data"?

How do we collect and analyze data to ensure that it is reliable and accurate?

How do we develop strategies to grow students who are "teacher proof" while also growing students who need new instructional strategies?

# data[].attributes.body
It reminds me of the "so what, now what?" concept. Teachers have so many data tools but what they do with them is very open ended and what I saw as an RT and SDT was that analysis was usually surface level or they got lost in the weeds. As leaders, we had to create systems to make it make sense and make it useful.

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"What good data can do is provide educators with more evidence and focus as they create instructional plans that are responsive to the needs of each student. Data should prompt educators to ask deeper questions — Why isn’t this student understanding this concept? — rather than just reteaching a lesson."

As a leader it's my responsibility to push/refocus teachers around this point. It requires time and willingness to slow down,dig into data, and often requires collecting more data.

# data[].attributes.body
My first thought; it's not the data but the question we must ask about the data. Work towards asking questions that change practice.