1. Collect Schoolwide and Classroom Data

Collecting schoolwide data is a time-consuming but worthwhile task. It is essential that the team's work be shared and that instructional goals are based in data collected. Some data analysis tools are available to facilitate this work.

1. Data-Analysis Tool
   Two tools are available to facilitate your work:
   
   1. The Florida School Report© (FSR), is an online data analysis tool, developed by the Council for Educational Change. It can assist in analyzing your school's data. The data display looks at a schools' performance by subject and grade level and can help in understanding student performance trends. It also compares schools based on similar demographics and school characteristics. All members of the faculty can use this tool to determine for themselves the current reality of their school’s performance. The greatest understanding is derived from the learning we do ourselves, and to that end, every faculty member can be more committed if they personally asses their school’s relative performance. Print and use the (worksheet/handout—Florida School Report Data Analysis Tool) to record your school information. Link to www.floridaschoolreport.org and select School Data as your starting point to research your school.
      

      SP SnapShot™ is a data analysis tool developed by the Council for Educational Change. SP SnapShot™ displays data at both the classroom and individual student level. This tool will assist in computing learning gains (AYP), identifying learning needs student-by-student and providing critical NCLB information. For information on this tool contact the Council for Educational Change or visit the website, www.studentperformance.com.

2. Set Goals Based on Data
   According to Schmoker, the key to building knowledge is to focus on assessed standards, set a limited number of measurable achievement goals in the lowest scoring subjects or courses, and target specific standards within those courses or subjects that require added attention. Develop and refine instructional strategies that target those specific skills, and then measure results. Avoid generating a long list of action steps with no relation to student data. Such steps steal time that could be used to affect student performance. Schmoker says the key is to "concentrate on how teams of teachers can improve instruction in areas of lowest performance—often one at a time—to reach measurable goals" (JSD, Spring 2002, p.12).

   In summary:

   1. Examine your data and set a few measurable goals
   2. Identify the areas of lowest performance from the data
   3. Find, create, and refine better ways to teach those skills

3. Share the Team's Work
   The faculty data collected regarding the school's culture (Module 1 Leading Change) should be posted in the faculty lounge or other teacher congregation area to keep in sight the targets and progress toward attaining them.

   Leadership Teams are responsible for collecting and disaggregating the school-wide assessment data and, after careful discussion and analysis, identify what information is most meaningful to faculty. Using bullet points or talking points when sharing this information with Learning Teams, not only helps communicate change, but also helps build coherence. Simply dumping the data on faculty can create confusion and detachment.
   School-wide data will include all standardized test data (disaggregated) and other schoolwide "snapshots" that can be captured by information such as:

   • discipline referrals
   • dropout rates
   • absentee/tardy rates
   • course failure rates
   • retention rates
   • mainstreaming rates
   • faculty attrition
   • geographical/residential map
   • student honors/awards
   • advanced course demographics
   • performance of feeder schools
   • free/reduced lunch
   • limited English proficiency
   • writing samples of entering students
   • community partnerships
   • class size variations

Next: 2. Form Measurable Goals: Strategic and Action