Thank you for visiting #ksedchat. We welcome all educators to our chat that runs Mondays at 8 p.m. Central. Though many of our educators have their homes in Kansas, all teachers are welcome to pop in and join in on the learning.
Welcome to our discussion about data. The inclusion activity to begin tonight: When you think of utilizing data within a system, what comes to mind first? Post a gif to explain what comes to mind. #ksedchat
A1: Time seems to be the biggest barrier for those with whom I work. Encouraging administration to protect this valuable time is one way to give the gift of time. #ksedchat
When I think of data, I think of feeling left out. Typically data conversations focus around core subject areas & electives feel forgotten or awkwardly smushed in. #ksedchat
A1. There is lots of data out there but important to figure which data to use. This quote sums it up “not everything that counts can be counted and not everything that is counted counts.” #ksedchat
A1: Looking at data throughout the school year in a school that is highly transient is hard, you're literally comparing apples to oranges due to so much classroom turnover #ksedchat
A1: I agree with @KaylaPreisner that time is a huge barrier. When I coached at the building level I found setting aside time and blocking on my calendar was a helpful way to deal with this barrier! #ksedchat
As much time as data takes, it is worth it to your kids in the long run. No, they are not all data, they are MUCH more then that! Looking at data can really help our students excel! #ksedchat
A1- Knowing what actions to take because of the data. I can see what is happening in the data, and then stall out when it comes to meaningful action bc of the data. #ksedchat
A1. Time is a big factor. Also the amount of data, and which data to put the most focus on. To overcome it I’m trying to decide which data to best spend my time on. #ksedchat
@kln_ks Q1 - Being comfortable with data takes practice! Also, coming to the table without a personal agenda about the numbers is a barrier. Reminding ourselves that we can do this is what we aspire to be! #ksedchat
A1 as @marykmyers73 stated TIME is a huge factor and challenge to overcome another is focusing on what the data mean from the all perspectives #KSedchat
A2: I have worked with buildings that have utilized their intervention data to determine core instruction needs. When majority of students need an intervention, it's usually a core issue. #ksedchat
A1) Being a first year teacher data is still a new thing for me. I know how to look at MAP scores and have used them for my seating chart and where we need to put larger focus on. #ksedchat
A1: My biggest barrier is time to process and analyze. We have so many data points to use and it is hard to find the time to put all of the puzzle pieces together sometimes. #ksedchat
A2. We use MAP data as it allows us to see growth and areas to adjust instruction. But also data in reduction of suicide assessments shows SEL is working is important too. #ksedchat
A2: I think having a walkthrough form that isn’t tied to an evaluation system can glean powerful data on the core. @SafeAndCivil has some great ones! #ksedchat
@kln_ks Q2 - I am not in the classroom currently but I worried often about quality instruction for all. We reading and math screeners to place students in interventions. Quality materials and texts for all must not be a barrier for Kansas kids! #ksedchat
A2- Here is one I’ve been wondering about related to this Q. What issues raise up for you when thinking about data for the majority of students?#ksedchat
A2: We use data to determine a need for reading/math interventions either in class during MTSS time or with me as the "academic tutor" which really is more "reading interventionist" #ksedchat
A1: A barrier I run into is having kids see the relevance in my data collection. Many don’t get 💯 on tests because they see it as meaningless to them. #ksedchat
A2: We utilize MAP data to help drive core instruction. I also work hard to dig deeper into the data to help drive differentiated small group instruction. #ksedchat
A1. Data is information that is a bridge between reflection and planning. However, there are many barriers and often we stop before we even start because it can be overwhelming and take time! #ksedchat
A1: Biggest hurdle to me using data effectively is probably that I’m looking at it in a vacuum. I don’t have anyone to compare data to so hard to know what I’m looking at #ksedchat
A2 use of our Math MTSS data help drive key concepts for the math teachers to review, our PBIS data reveal when and where Ss struggle for choices in behaviors, and our IPS data aid in matching advisory teachers for field trips and experiences #thrivein375#KSedchat
A2: Our core teachers use common assessment data to compare their teaching methods & make sure students are getting the same education regardless of teacher #ksedchat
A2: We group our students in reading levels for SFA based on data. We use two district mandated tests each quarter and our in class comprehension scores. #ksedchat
A3: Trying to determine what is causing the data to look the way that it does means looking at the whole picture (curriculum, instruction, teachers, infrastructure, students, assessments). #ksedchat
A3) We have review time on Mondays for Math and Tuesdays for Reading, so my data really helps drives the skills and standards we work on during this time! My math MAP data also drove my seating chart this second semester. #ksedchat
A2) I use data extensively in my music classroom to monitor goal progression in music performance both vocally and instrumentally. We also have begun to use it in movement exercises. #ksedchat
A2 also we need to use data to determine which curriculum is being used effectively and to take some of the workload burden off of teachers for curriculum or requirements being piled on #ksedchat
A3 - Protocols vary greatly across our great state. When using data, I prefer a protocol that has me celebrate first, make predictions next, look for patterns and plan action steps. I regularly use the Collaborative Cycle from The Adaptive Schools Framework Book.
#Ksedchat
We use PLC time to look at data, usually our admins give us protocol but I wonder if having a better idea of what we are looking for would be more helpful. , #ksedchat
A3 we gather so many data points so groups and committees are formed to analyze specific ones (MTSS, IPS, PBIS, Etc) then the data are shared with the staff #ksedchat
We use PLC time to look at data, usually our admins give us protocol but I wonder if having a better idea of what we are looking for would be more helpful. , #ksedchat
A3: For me, it’s a cycle of information. The data helps me reflect to know how effective I am as a teacher and what direction I need to go in small group and core instruction. #ksedchat
A3) I honestly don’t think teachers parse data collected internally at my school- me included. It seems we’re behind the eight ball in this area. I enjoy reading others’ thoughts, though. #ksedchat
Sorry I only stayed for a minute, too many essays to grade for this #parttimeprofessor. Have a wonderful week everyone! The Christmas break countdown is on! #ksedchat#13schooldays
Right?!?! You can have 2 people look at the same data, one sees at a celebration and one sees it as a concern. Background experiences mean everything! #ksedchat
A3: For me, it’s a cycle of information. The data helps me reflect to know how effective I am as a teacher and what direction I need to go in small group and core instruction. #ksedchat
A3 One KEY piece to any protocol is framing the issue to focus the dialogue. Teams that have observed going deep and staying focused are clear about their purpose. Ask yourself: "What is our purpose: Inquiry, problem-solving, or testing a hypothesis?" #ksedchat
A4: I always felt rich in reading data, but lacking in math. I would analyze one or two key problems a week to group my students for interventions. #ksedchat
I have used my Journey's weekly test data to determine what I need to recover during Tuesday Reading that following week. It also helps me see how well I did in covering that skill, or if I need to do something more, better, or different next time. #ksedchat
A4- Some data is super informal, such as the mood of the whole class or an individual that day might cause me to choose to work in pairs or get up and move or who needs my attention in a small group #ksedchat
A4 informal data that is a constant state of teaching, thumb checks (time for an example or YouTube clip), number of yawns (time for a brain break), deer in the head lights (slow pace or use different teaching modality) #KSedchat
A4 - Portfolios, student interviews, writing samples, daily exit tickets are some of the recent examples I’ve observed during walkthroughs recently. #ksedchat
A4) In this respect I do collect data. In fact, EVERYTHING is data when it comes to student work- be it concept development lessons or assessments. There is no failure, only feedback. #ksedchat
Exit tickets help me with instruction, I will look to see if that concept needs reviewed or if we can go forward. I also like just an informal observation and listening to the academic discourse happening to see who is understanding. #ksedchat
A4 informal data that is a constant state of teaching, thumb checks (time for an example or YouTube clip), number of yawns (time for a brain break), deer in the head lights (slow pace or use different teaching modality) #KSedchat
A4: Problem precision statements when the data shows behaviors are higher in one location or time of day are helpful in determining teacher supervision or engagement practices for that location or time. #ksedchat
@clegleiter this is so true! How might we, as educators, change the beliefs about data to make sure it is valued and can include important decision-making information that often gets left out? #ksedchat
A4) In this respect I do collect data. In fact, EVERYTHING is data when it comes to student work- be it concept development lessons or assessments. There is no failure, only feedback. #ksedchat
A4) observing their retrieval practice while they are doing it lets me form more groups of mixed ability. The pairing is something I've gotten better at over time. #ksedchat
A4: After being inspired at @ECET2KS and the discussion we had about standards based grading, I’ve implemented a daily student scale (1-4) and they report their own number based on how well they know the skill (confidence included). #gamechanger#ksedchat
Q5-Knowing there are often personal/emotional ties to data, what strategies have you utilized to ensure all stakeholders look at and process the data through a neutral lens? #ksedchat
Q5) Parents are the only other ones that see our data, besides our principal. Explaining data, MAP scores, at P/T conferences is kept very simple and straight forward. #ksedchat
A5: As an instructional coach I would often take off teacher names or look at the grade level data. It wasn’t “their data” or “my data”, it became “our” data. #ksedchat
Q5-Knowing there are often personal/emotional ties to data, what strategies have you utilized to ensure all stakeholders look at and process the data through a neutral lens? #ksedchat
Q6-What might be some effective ways of sharing data to all stakeholders such as parents and community members and why might we want them to have that information? #ksedchat
Q5) Parents are the only other ones that see our data, besides our principal. Explaining data, MAP scores, at P/T conferences is kept very simple and straight forward. #ksedchat
A4: 'My favorite NO': Students individually solve a posed problem on a note card. Then anonymously turn it in. Teacher selects a wrong answer and kids help her determine how to correct the mistake. Students all get instant feedback. Encourages a Growth mindset too! #ksedchat
@kln_ks A5-Using a protocol makes data as 3rd point reference allowing us to focus on what data is telling us RATHER than what we hope, want, feel it should be telling us. Using anchor charts to record thoughts on wall also keeps the data sets “over there” on wall. #ksedchat
A5 the hardest thing I’ve had to do is learn to not get defensive when looking at data or justify something. I need to adapt and be flexible because, data reveal where both strengths and challenges are and it helps everyone Ss, Ts, and Admin get better together #KSedchat
A5) Data I collect is entirely based on content proficiency. Students know goals in advance, and understand they’ll mostly only get feedback from me & a description of how I think they’re coming along. If not proficient yet- that’s okay! It helps define next steps. #ksedchat
A5. The Collaborative Cycle of Learning protocol allows time for members to explore assumptions and beliefs prior to analyzing the data. Worth the time because we all come to the table with experiences that are unique to anyone else! #ksedchat
Q6-What might be some effective ways of sharing data to all stakeholders such as parents and community members and why might we want them to have that information? #ksedchat
I have to work on this too! Taking it personally is often when people start blaming others instead of informing next steps, so I'm working on it. :) #ksedchat
A6: I think there is power in the transparency that comes with sharing data with the community stakeholders. For me the key is making sure we explain what is being measured so we build a collaborative culture. #Ksedchat
A6 I think this would need to be very simple. I know trying to communicate in the past with parents can be very confusing for them because they don’t understand what we are looking at. I wonder if a form would be helpful? #ksedchat
A6 sharing with stakeholders helps with community engagement it also provides transparency and in the long run develops relationships from the public sector to the private sector #KSedchat
A6- Pair up individual S data with suggestions or resources for families to support their student. Can’t assume parents will know what to do next once they understand the data. #ksedchat
A7: In knowing that gaps exist, it's important for all stakeholders to embrace what the data is saying. Then creating actions based on that data. #ksedchat
@kln_ks A6 - Family/community is our GREATEST asset. They are the experts of our students. Having them familiar with data gives them an obvious buy in point to school wide initiatives and improvement plans. If want the numbers to go up - let’s invite them to the table. #ksedchat
Q6-What might be some effective ways of sharing data to all stakeholders such as parents and community members and why might we want them to have that information? #ksedchat
It is always about finding that balance between providing the information so they are well-informed and being careful to not alienate by using educational jargon. #ksedchat
A6 I think this would need to be very simple. I know trying to communicate in the past with parents can be very confusing for them because they don’t understand what we are looking at. I wonder if a form would be helpful? #ksedchat
A6: I love using @Seesaw to help share and celebrate daily work with parents - it’s a great way to share what we’ve learned and accomplished and to also track skills. #ksedchat
A7- Schools have an obligation to dig into achievement gap from the lens of T disposition, Instruction, and curriculum. Often people want to go to blaming Ss or families. #ksedchat
A7: First step is having a data platform that is even capable of pulling in demographics along with whatever outcome data you are looking at.
Hard to see the gap if you don't have the technology to uncover it. #ksedchat
Thank you to @kln_ks for hosting #ksedchat tonight!
Come back next week when @rascalrue285 leads the chat!
The topic is Holiday Stress Management.
Have a great week everyone!
A7) An important question. Looking at retrieval work allows different backgrounds to activate different knowledge, but I MUST be mindful of how the different approaches perform on summative measures.
It is my job to ensure each growth trajectory still leads to mastery. #ksedchat
@kln_ks A7 - I find this is a difficult conversation for educators to have. Root causes often tie back to systemic issues and uncomfortable topics. We must start the conversation and not fear the illusion of separateness. Our students need us to be brave! #Ksedchat
A7: Be intentional. It is easy to look at aggregated data, but what is your disaggregated data telling us? What do those patterns and trends tell you about how your school is meeting ALL student needs? It is our job to meet THEIR needs, not the other way around. #ksedchat
