WEBVTT

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[Music] Welcome to the overview
on establishing a clear Vision

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for Schoolwide Data Use.

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A strong culture of data
use in a school can ensure

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that data-based decisions
are made frequently,

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consistently, and appropriately.

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This culture cannot develop,
however, without a clear vision,

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developed among all staff,
for schoolwide data use.

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A data team can support
the development

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of a clear vision by: -
Providing consistent leadership,

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- leading the development of a
schoolwide plan for using data

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for instructional
decision making, and -

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creating a common language
for data use, shared by staff,

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teachers, and administrators
alike.

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The task of a data team is to
clarify the school's vision

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for data use, model
the use of data

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to make instructional
decisions, and encourage

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and support other school
staff to do the same.

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This team can include
stakeholders

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who represent the
entire school community.

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This breadth of representation
serves to ensure

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that the data system that is
developed meets everyone's

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needs, provides opportunities
for collaboration between grades

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and subject areas, and
makes it more likely

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that all staff will adopt
the practices established

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by the team.

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Ideally, some members would
have experience with--

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or have a desire to learn-- data
analysis and interpretation.

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Staff with an interest

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in data-driven instructional
decision making and/or strong

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leadership and motivation
skills can make ideal data

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team members.

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A data team provides leadership
to the rest of the school

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through guidance, education,
encouragement, and modeling.

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The team guides the school
staff on using the data system,

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and helps build staff
capacity to use data

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in their everyday
decision making.

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It's important for all staff

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to understand how the system
can help everyone make informed

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decisions based on data.

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The data team can help educate
staff by providing resources

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and support for data
analysis and interpretation,

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such as information

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about professional
development sessions.

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When the data team is formed,

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members of the team
should regularly interact

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with school staff about
data and its uses,

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providing encouragement to those

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who don't immediately see
how the system helps them,

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or who are reluctant
to use data.

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Data team members also need
to clarify the school's vision

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for data use and
model how data is used

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to make instructional decisions.

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However, it's important to
note that it is not the role

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of the data team to hold staff
accountable for data use,

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to supervise data activities,

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or to provide expert
advice on the use of data.

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The schoolwide plan developed

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by the data team should clearly
articulate how the school will

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use data to support
school-level goals

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for improving student
achievement.

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It should reflect the
concerns and needs uncovered

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through the data
team's discussions

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and other staff input.

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The team should revisit the
school's goals to ensure

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that they are attainable,
measurable, and relevant.

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If the team determines that the
current school goals don't meet

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these criteria, and are
therefore incompatible

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with effective data
use, the team may wish

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to establish short- and
medium-term goals that do.

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A data plan can: - Define
specific actions for using data

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to make instructional decisions,
- Identify which staff

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and team members are
responsible for carrying

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out specific actions,
- Set timelines

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for executing each action, and -
Show the links between data use

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and the school's
long-term goals.

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A crucial element to both
buy-in and effective use

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of data is having a common
language around its use.

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Some educators may think of
data simply as test scores,

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whereas others define it

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as any available
information about a student.

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The data team can
work with staff

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to develop a common language,
minimizing misunderstandings

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and conflicting assumptions.

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Terms relating to education
in general, and data use

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in particular, can be defined.

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Such terms include
achievement, learning, data,

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evidence, and collaboration.

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All of this, of course, requires
careful planning and support

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from the principal and the
district in order to foster

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and maintain a data culture.

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even with support, however,
forming a data team,

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creating a plan, and fostering
a new culture can be a

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daunting task.

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School staff may not have time

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to develop an additional
plan for how to use data.

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The school may decide
to integrate data

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into other school improvement or
reform plans that already exist.

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Alternately, a school may find

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that no one is qualified (or
wants) to be on the data team.

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Administrators may
need to work directly

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with potential candidates

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to promote enthusiasm
for the process.

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If a school does have existing
qualified staff, questions

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or requests for assistance
may quickly overwhelm them.

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It is important for
principals and district leaders

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to protect people's time

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by clearly defining roles
and responsibilities.

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Principals can also encourage
all members of the data team

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to train other educators in
using and interpreting data,

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reducing the need for
staff to approach the team

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with routine questions.

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Phasing data use into the entire
school can help prevent staff

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burnout, deepen staff
data literacy,

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and encourage schoolwide
support and implementation

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of the data-based
decision-making process.

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[Music] To learn more about
establishing a clear Vision

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for Schoolwide Data Use, please
see the additional resources

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on the Doing What Works website.