Turning back-to-school data into action? Start with celebration.

Every summer, I dig into student test score data. Not because I love numbers for numbers’ sake – and not because I think tests are everything – but because I want to understand as much as I can about the learning happening in my school community. I want to see what story the data helps tell – and what learnings our teachers can use right away as they plan for a new school year. 

I do all of the initial data-dig legwork so that when my staff and I sit down together, we can start by focusing on successes. I know the data picture at every school is complex, and data conversations with staff can feel delicate. Here are the steps that work in our school community as we head into a new year:

Start with celebration.

Our teachers work so hard. I believe everybody’s doing the best they can – and it’s so essential to morale that we celebrate what our team is doing well. So when I look at student data from last year’s standardized tests, I look for the wins – big or small – that we can lift up. Maybe there’s one domain in which a teacher’s students were very strong. I highlight that. Or maybe a teacher had a student who came to them at a second-grade level and left at a fourth-grade level. I’ll say, “That’s two years of growth. Let’s talk about that.”

For me, it’s all about relationships. I try to make sure the first interaction with a student or a teacher is positive before it’s ever corrective. The same goes for data. Celebrating the good first builds trust, and that trust is what makes the harder conversations possible. I want to say right away: “Yes, what you did last year made an impact. Let’s rejoice in that for a minute.” And then let’s ask, “What can these numbers tell us about what we can do for the students coming into your classrooms next?”

Make data personal and practical.

When we have test data on our returning students, I want to offer that as one piece of the puzzle that helps their next teachers know how to honor student strengths and needs. Before the students even walk in the room, I want to hand teachers something that says, “Hey, you have 25 kids coming in on Monday, and here’s what you can look out for right away.” That way, as they’re working on the seating chart or planning those first lessons, that information is already informing their practice. 

Keep granular data conversation private and respectful.

I’m never going to just project all the numbers onto a board in front of everyone. I want each teacher to know their own numbers – and I want our full staff to develop a full picture of what’s happening in our school community. But I don’t want teachers feeling a need to compare their students’ scores to one another’s. 

After our staff meeting conversations about school-wide growth and support needs, I send each teacher an email with their specific celebrations – growth in their department compared to the state, and one or two areas where they had a real impact. That’s it. No long reports on day one.

Connect data to professional learning.

When I see a teacher whose students grew a lot in a certain area, I’ll invite them to share what worked. I’ll say, “Hey, at your department meeting, would you share how you approached this?” It’s different when it comes from the person who was just teaching it last block – someone who’s right there in the trenches with you – instead of an outsider or me leading a PD. Lifting up teacher voice and expertise helps ensure our data conversations feel collaborative.

We have a lot of data as school leaders. What we do with it matters. 

For our teachers to turn data into action, they need to feel supported, seen and empowered. Starting the year with celebratory and collaborative conversations sends the message: “I see you. I value what you’ve done. And I’m here to support you in the work ahead.”