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    MTSS Logo Multi-Tiered System of Supports

    Data-Based Problem Solving and Decision Making

     

    District and schoolwide data monitoring are at the core of MTSS. Data are used to develop highly effective school plans that inform supportive systems meant to engage students, prevent disparities, and provide optimal educational opportunities to all students. 

     

     

     

     


     

    Data

Data Resources

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    Data Folder

    The Use of Data Protocols

    VIDEO: Dr. Elizabeth City of the Harvard Graduate School of Education talks about the use of data protocols to analyze data.

     

     

    Data Data Protocols A-Z

    from National School Reform Faculty - Harmony Education Center 

     

     

    Data Folder

    Dictionary of Abbreviated Protocols

    For successful planning and implementation of instruction

     

     

    Data Folder

    Data Principles and Safety Regulations

    Principles of Effective Data Use 

     

     

    Data Folder

    How to Use the 5 Whys Protocol

    Root Cause Analysis

     

     

    Data Folder

    The 5 Whys Protocol

    Root Cause Analysis - Step by Step Guide

     

     

    Data Folder

    The 5 Whys Problem Solving Tools

    Root Cause Analysis - Benefits and Analysis

     

     

    Data Folder

    The 5 Whys Template 

    Root Cause Analysis Worksheet

     

     

Webinars: Data-Based Problem Solving

  • Computer Webinar

     

    Play

    Webinar with Kathleen Lane: Part 1 of the Importance of Systematic Screening: Using Data to Support School Success

      

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    Webinar with Kathleen Lane: Part 2 of the Importance of Systematic Screening: Using Data to Support School Success

      

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    Using Data to Improve Student Outcomes: Dr. Chandra Williams Webinar

     

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    Using Data to Improve Student Outcomes: Dr. Chandra Williams Webinar Slides 

      

    Play

    SWIFT - My Brother's Keeper Task Force: Using Data to Promote Equity in Portland

     

     

  • Effective Use of Data AssumptionsData Growth

    from Data Coach's Guide to Improving Learning for All Students

    By Nancy Love

    Click HERE for Article

     

    ASSUMPTION 1: Making significant progress in improving student learning and closing the achievement gaps is a moral responsibility and a real possibility in a relatively short amount of time – two to five years. It is not children's poverty or race or ethnic background that stands in the way of achievement; it is school practices and policies and the beliefs that underlie them that pose the biggest obstacles. 

     

    ASSUMPTION 2: Data have no meaning. Meaning is imposed through interpretation. Frames of reference – the way we see the world – influence the meaning we derive from data. Effective data users become aware of and critically examine their frames of reference and assumptions. Conversely, data themselves can also be catalysts for questioning assumptions and changing practices based on new ways of thinking.

     

    ASSUMPTION 3: Collaborative inquiry – a process where teachers construct their understanding of student-learning problems and invent and test out solutions together through rigorous and frequent use of data and reflective dialogue – unleashes the resourcefulness and creativity to continuously improve instruction and student learning. 

     

    ASSUMPTION 4: A school culture characterized by collective responsibility for student learning, commitment to equity, and trust is the foundation for collaborative inquiry. In the absence of such a culture, schools may be unable to respond effectively to the data they have. 

     

    ASSUMPTION 5: Using data itself does not improve teaching. Improved teaching comes about when teachers implement sound teaching practices grounded in cultural proficiency – understanding of and respect for their students' cultures – and a thorough understanding of the subject matter and how to teach it, including understanding student thinking and ways of making content accessible to all students. 

     

    ASSUMPTION 6: Every member of a collaborative school community can act as a leader, dramatically impacting the quality of relationships, the school culture, and student learning.

     

    Data Guide

     


     

    Resources for Developing a Comprehensive Assessment System

     Comprehensive System

     

     

Additional Support

  • SSPT Student Support and Progress Team

    BUL-6730.1

     

       

Data and Accountability

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     For more information, or to access quick links to LAUSD data, visit the Office of Data and Accountability. Click here