# data[].attributes.body
Glen Allen
- All surveyed teachers feel very comfortable and cite teacher prep as a place for this skill set.
- One notes that a teacher's overall comfort with instructional tech usually helps teachers use data well to drive decisions.
Hungary Creek
- "Data is a dirty word. At least on the quantitative side. More of an after thought. The focus tends to be more qualitative. With the exception of English and Math, I’d argue that this is similar across other subjects. "

# data[].attributes.body
Glen Allen
- Common planning and consistent meetings that emphasize and follow up on a specific initiative.
- Anything coming from the district needs to have teacher input and be tailored to individuals and their context. Otherwise teachers know they can wait it out.

Hungary Creek MS
- Tools to build relationships and empathy with students.
- Product oriented approach- aka give teacher materials to use (especially realted to deeper learning.

# data[].attributes.body
Glen Allen

·         Teachers agree there are “no current expectations beyond SGMs to collect data to inform teaching”. All are OK with this.

·         One noted a suggestion for more teachers to use IA for SGMs as noted by the admin team, but there is no requirement or follow up.

Hungary Creek

·         “I have conversations with individuals that are like-minded in the sense of doing something innovative. It’s more of a pair and share kind of thing and not really collaboration. I’ve done a few things with other teachers this year, but pretty fragmented. “

# data[].attributes.body
Glen Allen

·         Departments meet and generally this is done because of building mandate.

·         Collaboration is very dependent on the individual or the content group. In one teacher’s experience, with one prep the group never collaborates, uses common assessments or co-plans. In the other prep, she and another teacher plan everything together, but the relationship seems much more “lead and follow” with the surveyed teacher explaining she “take a back seat because of time constraints even though [she] do[esn’t] want to plan like this.”

Hungary Creek

·         “Supposed to be incorporating more “risk-taking” and “making”. I see this in pockets, but not across the board.”

# data[].attributes.body
Glen Allen

·         The culture is driven by the teachers. There is a sense that there once was an extremely collaborative culture but not things are more fragmented into teacher social groups. People want to get better and are perceived as strong instructionally, but there is an increased divide in terms of growth in the profession.

Hungary Creek

·         “Pockets of innovation, great teaching happening. Not very collaborative across the board.”

# data[].attributes.body
Overall, most people feel comfortable analyzing data; however, that is at a surface level. When looking deep and for trends and the information it is to provide, the staff feels like PD is needed. There is also a mindset that scrutinizing the data is more of a task than providing information.

# data[].attributes.body
Data can be found on Schoology

Common assessments to look at strengths and weaknesses, data is inputted on a template before meeting so the focus can be about remediation or continued practice.  We also use the data to plan for instruction, remediation, or future reassessments to find how successful we/they have been.

Common assessments are given every 2-3 weeks

# data[].attributes.body
Open communication with all input considered, focused on instruction

Administrators attend, team discusses data, plans for instruction, open communication about what has and hasn't worked, what we'd like to accomplish based on pacing and units, roles are naturally established

Offer strategies to use with struggling students and remediation

# data[].attributes.body
Staff is positive, team focused, and student centered

Elitist attitude, division between IB and community, continuous improvement (not always positive), closing gaps

Melting pot, positive relationships with students, school safety, learning that is meaningful and fun.

Friendly, reserved.

School focuses shift depending on the part of the year

# data[].attributes.body
Response from John Marshall
The schools that I work with in SI are very comfortable with accessing, organizing, analyzing, and interpreting data for use making instructional decisions. I would assume that SI schools would be more comfortable and confident with data use than other schools might be.
Very comfort






Administrators, coac
administrators’ use of st
interpreting and drawing

add

# data[].attributes.body
interpreting and drawing conclusions and identifying next steps for your teaching or school-level decision making?  Do you think your comfort level is similar to that of your colleagues?
Response from John Marshall
The schools that I work with in SI are very comfortable with accessing, organizing, analyzing, and interpreting data for use making instructional decisions. I would assume that SI schools would be more comfortable and confident with data use than other schools might be.
Very comfort






Administrators, coac
administrators’ use of st

add
 What do you see as the main professional development needs to support teachers and/or administrators’ use of student data to guide instruction and school improvement?  What type of staff development is needed?  What are your suggestions for how staff development should be delivered or offered?
I feel like






Response from Phil Riddle
PD will need to vary

add

# data[].attributes.body
administrators’ use of student data to guide instruction and school improvement?  What type of staff development is needed?  What are your suggestions for how staff development should be delivered or offered?
I feel like






Response from Phil Riddle
PD will need to vary

add

# data[].attributes.body
Mixed responses: expectations are high in some areas and minimal in others. It depends on who you report to (school or admin).

# data[].attributes.body
r school-level decision making?  Do you think your comfort level is similar to that of your colleagues?
Response from John Marshall
The schools that I work with in SI are very comfortable with accessing, organizing, analyzing, and interpreting data for use making instructional decisions. I would assume that SI schools would be more comfortable and confident with data use than other schools might be.
Very comfort






Administrators, coac

add
 What do you see as the main professional development needs to support teachers and/or administrators’ use of student data to guide instruction and school improvement?  What type of staff development is needed?  What are your suggestions for how staff development should be delivered or offered?
I feel like






Response from Phil Riddle
PD will need to vary

add

# data[].attributes.body
Wide range of responses: 1) go to R&P and get what you need; have them interpret it for you; 2) use only the specific assessment in the subject area but use it well; 3) minimal expectations for content area usage

# data[].attributes.body
culture was described as friendly, inclusive, stressful but supportive. Many felt that they work in silos the bulk of the time. Want to focus on continuous improvement. Improving student performance on tests is the focus.

# data[].attributes.body
mixed response on collaboration: some see a team approach among core content teachers or specialists; others see it a a solo effort, i.e., it's the teachers responsibility to utilize the data as best he/she can

# data[].attributes.body
Data was used on a minimal, as needed basis. Not considered an everyday tool.

# data[].attributes.body
PD will need to vary by building. Some buildings will need PD on how effective PLCs function. Many buidings will need additional support with how to look at the data and conduct an error analysis beyond "right and wrong" and really looking at student errors. The PD needs to be face to face PD in order to model the discussions that have to occur around the data.

# data[].attributes.body
There is definitely a culture focused on continuous improvement in all of the buildings that I spoke with. Each building has a slightly different focus -including lesson planning, implementing different routines, collaborative teaching.

# data[].attributes.body
Administrators, coaches and Title I are very comfortable with accessing and using data. Teachers in some buildings share this same degree of comfort but this varies by building. In buildings where data and data analysis are handed to the teachers, they are less comfortable and almost expect to be told what to do with the data. In buildings where data has been a major part of PLC conversations, more teachers share this comfort level.

# data[].attributes.body
Grade level teams meet at the elementary level, but these meetings occur after school and there often isn't time to thoroughly plan for ELA, Math, Science, and Social Studies in this one meeting. Many teams take a "divide and conquer" approach with only one teacher completing the plans for one subject area for the entire team. In some buildings this allows for more discussion around data and assessment results when the team meets, in other buildings this means that there is no discussion of data and plans are developed with no connection to assessment data for each class.

# data[].attributes.body
Expectations and procedures for analyzing data varies from school to school.  Most schools have a formal discussion around benchmark results, but conversations around other common assessments are not analyzed to the same degree.  SI schools report their data by class and subgroup.  Discussions around why students missed a specific question or analyzing student errors are not often done - time is a major factor here.

# data[].attributes.body
A strength of our primary assessment platform (PSAA) is the ability to disaggregate data in variety of ways. I think we can do a better job supporting (PD, resources) school staff in bridging to gap between assessment results and instructional decisions.

# data[].attributes.body
Thinking about the benchmark process, I think we do a great job providing data to schools but we haven't consistently implemented a formalized process for staff to analyze those results. I am hesitant to be overly prescriptive, but I think we could provide additional suggestions and ideas.

# data[].attributes.body
School staff often contact me for help preparing for CSIP Meetings.  Their concerns are typically focused on disaggregating assessment data by subgroups.

# data[].attributes.body
I feel like they just need more time, not necessarily more training.  Collaborative group training is needed, that can discuss data from similar strands.

First it has to start with the test coordinators and principals understanding the data and how it can be used.  Then work with teachers and train them on their data and how to use the data.  Need to make data exciting.  Need more training on how to look at their day-to-day data, classroom tests and activities.  Data piece, what does it mean and how do you go back and reteach?  How to use data and how to understand it.

Need more time to get together, it is very hard to schedule common planning so can meet together.  Once a month is not enough.  Make sure power test has good questions, some subjects do not.  Make better questions.

# data[].attributes.body
Very comfortable with using data, all aspects but part of my job.  No, I am more comfortable.

Extremely, that is something I love to do.  I am always diving down into the data, always looking for new ways.  I think it should be more of my job.  My comfort level is not similar to my colleagues, I think other persons in the same position are more focused on testing, not what we get out of the testing.  It has gotten better but a lot of work that still needs to be done.  As for teachers, some that really understand and are good but many that cannot sort spreadsheets.  I don’t think that some colleagues’ job are not data but more focus on instruction.

I am comfortable, very comfortable.  I think I am at the same level as people in my same position but not with other colleague, I think there is not a lot of knowledge about data unless they are math teachers.

# data[].attributes.body
Regular content meetings

On teacher level, there are no expectations, kind of up to the content of what data they use.  Myself, I use a lot of SOL data to assist the teachers to help them move forward.  I would like to see more consistency in how teachers are monitoring their students.

Use data after benchmark to find their bubble kids, other than that they use data from their classroom work to gauge where the students are.

# data[].attributes.body
Time constraints do not allow for productive analyzing and planning.  Data shared but not utilized effectively. Thoughtful discussion on reasons and solutions.

We have a core admin team each week, a larger admin meeting every other week, and faculty meeting once a month.  Look at data at each meeting, depending on what is going on at the time.  Also have content level meetings that meet once a week to once a month – collaborate on content.

During CSIP and content meetings.  They talk about data, what common assessments they are doing, results, students at risk.

# data[].attributes.body
Everyone has a good working relationship based on mutual respect and common goals.  Student success is the main focus/priority.  Yes, we are focused on continuous improvement.

It is definitely one of student pride, student focused, everything done to hold up the kids on a pedestal.  Students feel very comfortable talking to staff.  Staff in general, good safe feeling climate.  Main focus is keeping the kids safe and achieving the scores (sadly).  Yes our school has a focus on continuous improvement, at staff meetings we share and are constantly trying to streamline processes.  Always looking at data, reflection.

What is best for the students?  Main focus is accreditation and graduation.  I guess that the school focuses on continuous improvement.

# data[].attributes.headline
The schools that I work with in SI are very comfortable with accessing, organizing, analyzing, and interpreting data for use making instructional decisions.  I would assume that SI schools would be more comfortable and confident with data use than other schools might be.

# data[].attributes.subject
The schools that I work with in SI are very comfortable with accessing, organizing, analyzing, and interpreting data for use making instructional decisions.  I would assume that SI schools would be more comfortable and confident with data use than other schools might be.

# data[].attributes.headline
SI schools utilized the VA School Improvement Planning Process this year.  This process outlines the Comprehensive Needs Assessment and Executive Summary that precedes the development of the Virginia Continuous School Improvement Plan.

# data[].attributes.subject
SI schools utilized the VA School Improvement Planning Process this year.  This process outlines the Comprehensive Needs Assessment and Executive Summary that precedes the development of the Virginia Continuous School Improvement Plan.

# data[].attributes.headline
Teams at Wilder meet by content level weekly.  They come prepared to their planning meetings with a one-pager outlining their individual thoughts.  They then complete the lesson planning process as a team, while personalizing their lesson plans to the needs of their specific students.

# data[].attributes.subject
Teams at Wilder meet by content level weekly.  They come prepared to their planning meetings with a one-pager outlining their individual thoughts.  They then complete the lesson planning process as a team, while personalizing their lesson plans to the needs of their specific students.

# data[].attributes.headline
Schools in improvement are always tasked with focusing on continuous improvement.  The main focus in SI schools, especially in the eastern end of the county, is keeping and retaining high quality teachers at hard-to-staff schools.  If you can't get quality teachers, or those who are "teachable", it is difficult to expect quality instruction.

# data[].attributes.subject
Schools in improvement are always tasked with focusing on continuous improvement.  The main focus in SI schools, especially in the eastern end of the county, is keeping and retaining high quality teachers at hard-to-staff schools.  If you can't get quality teachers, or those who are "teachable", it is difficult to expect quality instruction.

# data[].attributes.body
My teachers report a lack of confidence in working with data, and those with more confidence and that are doing it on their own mostly learned this skill at another school. They report that this is likely because the school where i work has been historically high-achieving and there has therefore not been a focus on regular data analysis to inform practice, except for twice a year, at benchmark time and SOL expedited re-take time. This needs to become a part of our regular practice, but, again, time and a lack of training are a barrier, according the teachers I asked.

# data[].attributes.body
The culture in the building is a mix of "old guard" that is focused on content knowledge and rigor and the "new school" that focuses more on the vulnerable populations in our school.  The Old guard values continuous learning , but mostly within the content field and views the new school as a threat to the rigor in our school.  Despite this rift in teaching approach, each respondent described the culture as "supportive" (or some variation of that word).
All described continuous improvement as a priority for some teachers but not all, but that they had observed a change in this, toward continuous improvement, in the past two years. Time (to reflect, learn and improve) was stated as the biggest obstacle for improvement.