As you prepare to engage with your school's data this year, consider framing the work around the following questions with your grade level, team, or school:

1. Approaching Student Data Holistically
As you prepare to engage with your school's data this year, consider framing the work
around the following questions with your grade level, team, or school:
Why is information being gathered? What aspects of school improvement would it help?
What baseline data is available in the vicinity of the afflicted area/areas; are there apparent
historical trends?
What kinds of data are being gathered, and how will it be gathered and monitored?
What role will it play in shaping philosophy, purpose, and practice?
What are the desired levels of development for student performance, teacher planning and
practice, leadership initiatives, and any needed school policy and/or process reforms?
Dr. Sarah Sirgo, now head of staff for Frederick County Public Schools in Maryland,
explained the essential function of data planning in this way during a leadership meeting with
my team on data analysis: "A data monitoring plan is a formal commitment to where, when,
and with whom you will review data—teams, teachers, and leaders should analyze (what the
data says), interpret (what the data means), and connect the data to planning, instructional
delivery, and equity work; leaders should plan for how each team member will hold one
another accountable for a consistent review and discussion of the state of this work."
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THE STREET WORD
When you work with intention, you evaluate the issue at hand strategically, the
evidence-based decisions you'll make with your team(s), authentic analysis of the efficacy of
those actions, and the impact of the moves you've made. None of this happens in a vacuum,
and while data influences school progress, it is more than just numbers, percentages, and
Lexile levels.
When we talk about data, we're talking about children, and it's critical in today's school
improvement work to ensure that you view your data—your children—through a
trauma-responsive and anti-bias, anti-racist lens; that you're committed to uncovering the
whole child in terms of their origins, how they experience school life, and extensive
mitigating factors (e.g., home life), and how they impact their academic, social, and
emotional existence.
When you use a holistic approach to data gathering and monitoring, it's vital to ensure that
staff feel prepared to assess personal biases, set goals, be the street-level data detective,
devise relevant interventions and supports, and monitor that work over time. Administration

2. must prioritize this effort by allocating enough time, training and resources, providing
effective feedback, and providing regular support.
According to the landmark Street Data: A Next-Generation Model for Equity, Pedagogy, and
School Transformation by Shane Safir and Jamila Dugan, "street data offers a new grammar
for educational equity; it humanizes the process of data collection." Street data enables us to
connect with people as subjects and agents in an ever-changing landscape—human beings
whose experiences are deserving of careful study and close attention."
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Here are five approaches to exploring street data with students:
Obtain their permission and arrange for a sub or covering to shadow your pupil for portions
of the day.
Collect student work, objects that actually depict how students interact in school—tangible
evidence of their efforts, growth, and problems.
Establish time and space with families to hear their stories, learn about their origins, and
become aware of the impact of this information on their child; some options include a home
visit, community event, PTA meeting, and Zoom or Google Meet.
Conduct an audit of the child's strengths and areas for development; develop a root cause
analysis of their academic needs, as well as feedback from the student, family, and school
staff on why those issues may arise.
Collect voice data from at least four to five different sources (for example, a kid, a
parent/caregiver, a classroom teacher/specials teacher/administration, or a past teacher).
The school business is everywhere, piling up as the school bells move us past the
pandemic; what is monitored gets done. So, what will you track in your intentional personal
and team planning that you can revise in the coming month to embrace the above questions
and strategies? What colleagues or cohorts can help you with this work? Are you willing to
reconsider a shift in awareness and analysis from testing-centered to student-centered?
When the entire life of a child is prioritized, the work distills the sterile need for numbers and
instead prioritizes a face, a life, and the story of who we are called to serve.