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Read this piece from Instructional Rounds in Education: A Network Approach to Improving Teaching and Learning from Harvard Education Press. Answer the questions below.

• What are two considerations do you think will be easiest to use? What two considerations do you think will be hardest to address? Why?
• What questions do you still have about problems of practice?

Using the data you collected in Question 5, answer the following questions

• In what general area(s) are these outcomes not meeting our shared expectations?
• What discrepancies, patterns or trends within this general area do the data reveal?
• What unmet student needs does the data reveal, and which are the most important to address?

Using the data you located in Question 5, answer the questions below. If you were unable to locate data, you can use this sample data.

• In what general area(s) are these outcomes not meeting our shared expectations?
• What discrepancies, patterns or trends within this general area do the data reveal?
• What unmet student needs does the data reveal, and which are the most important to address?

Using the data you located Question 5, answer the questions below. If you were unable to locate local data, you can use this sample data.

• In what general area(s) are these outcomes not meeting our shared expectations?
• What discrepancies, patterns or trends within this general area do the data reveal?
• What unmet student needs does the data reveal, and which are the most important to address?

Reflection School Union hired an outside organization to help collect some data from students, parents and teachers. Representatives from the outside organization came to the school to teach the team how to read the data and talked about how data can be manipulated to sound positive. For example, for the statement "I feel valued at school" here were the responses:

• 10% Responded "No"
• 15% Responded "Yes"
• 75% Responded "Unsure/I don't know."

The representatives explained that by omitting or ignoring the second two data points, it looks like only 10% don't feel valued at school. This possible manipulation bothered the group. What rules can you establish around looking at data to ensure best decisions? If this was your data set, what could you do to collect better data that addresses if students feel valued at school?

Read the Vermont Guidelines for Teacher & Leader Effectiveness to learn about statewide teacher and leader evaluation guidelines.

Read this research article from the Center for Collaborative Education to learn about How Schools Use Data-Based Inquiry and Decision Making Process.

Read this IES practice guide to learn more strategies for Using Student Achievement Data to Support Instructional Decision Making.