What are data? Data are nothing more than information, such as standardized test scores, rubric scores for writing, student attendance and grades, ratings or rubric scores for performances, observations, anecdotal records, etc. Actual student work is another source of data.

Why should we work with data? Individuals and groups create meaning by organizing, analyzing, and interpreting data. Data are objective but interpretation of data is subjective. Individual schemas and perspectives influence the meaning that we derive from data.

Why work with data while Setting the Stage? Educators have been criticized for blindly following educational "fads." Resisters to change believe that if they wait long enough, the new program or initiative will go away, the pendulum will swing back, and they won't have to change. The focus of this project is to support, increase, and enhance student learning-not to follow the latest fad or hot topic in education. So, our work begins with the review, analysis, and interpretation of student learning data to establish a clear picture of the current reality of student learning-both areas of strength and areas needing improvement.

How do I work with data? Teachers and administrators begin by looking at the data they have available to identify:

• trends
• areas of strength  
•  areas needing improvement.

Here are some questions to investigate in the analysis of student work:

• What does this work evidence that students know?
  
• What does it evidence that students can do?
  
• What does the work show that students cannot do, do not know, or misunderstand?
  
• Based on this analysis, what do the students need?

Through dialogue and reflection, one or more problems or aspects of student learning are identified as important as a focus for Developing Individual Plans.