- Data are defined as "factual information" used as a basis for reasoning, discussion, or calculation. Data are WHAT we KNOW.

- Data have no intrinsic value when considered in isolation. --
- Data become meaningful and valuable only when processed, usually for the purpose of answering specific questions

- The quality and appropriateness of particular data depend on their accuracy and relevance in answering in answering a specific question(s) in a particular context.
- The most important step is the discussion of the most important and essential questions that need to be addressed.

Is there another way to get this information? Testing does not equal meaningful data!

- Large-scale assessments represent but one, potentially limited indicator of student learning.
- Quantitative (numeric)
Qualitative ( observations, reflections, interviews, self-reports)

- Data from multiple sources enrich decisions about professional learning that leads to increased success for every students
- Allison, KIDBLOG
Evernote
Three Ring

"Most people want to grow, they want to do better, they want to take pride in their work, but they need targets to shoot for. Unless they have clearly defined goals, the path of least resistance will almost always raise its ugly head."

- By sharing with your Grade Level team, you can grow.
- "If there is no sharing, there is no learning"
- Analyzing qualitative data can be difficult. Expert knowledge of an area if necessary in interpreting it! Also, great care must be taken in the analysis so as not to bias the results.

Different Purposes of Data -
1. Formative (to describe what is going on, and sometimes to describe why)
2. Summative Data (to make judgements and evaluations providing info on what WAS accomplished and what the consequences (+/-) were)
Types of Data -
1. Cognitive (academic achievement)
2. Affective (students' attitudes, interests and feelings)
3. Psychomotor (behavioural goals)

Extreme example, but here we go. What is the problem here?
- non-essential skill
- not appropriate!

Data is not just to be collected... it must be analyzed.
- to determine student needs
- to assess teachers' progress relating to new practices
- to evaluate professional learning

Talk to your team. What will you do with these kinds of results?

- Focus on the essentials. Get rid of the clutter and the busyness! Do you need to mark all those papers? SIMPLIFY your life. Make your data meaningful.
Here's what we DO:
Researchers propose four steps to effective data use:
1. determine the essentials - what do your students need to know?
2. collect or access data
3. analyze results
4. set priorities and goals
5. develop strategies

Successful use of data o DRIVE decisions

No - not really. You have a lot of resources already. This information shouldn't really be all the new! It is all about changing your perspective on WHY you do what you do. It is all about changing the direction about HOW you plan.
It's all about being intentional, and having a reason for doing what you do.

Use the word data in your conversations. It isn't a word that makes you sound arrogant - it is a word that, when put into practice, makes you a better teacher!
Use the data you have to support what you do! And talk about it!

Check what assessments you have.
How was it created?
Why was it created?