Data Cafes & BAG Reports: How to Turn Data into a Conversation with Maricha Matthews - Ep 6
🎙️ Who's on the Mic?
This week, I’m talking with Maricha Matthews, the Assistant Principal of Attendance and Discipline at Alan B. Shepherd High School. Maricha has one of the coolest career paths—she originally set out to be a radio DJ like Oprah (seriously!) but, after trying a few different things, found her true calling in education, following in her mother's footsteps into special education.
With a background spanning special ed, MTSS leadership, and Dean of Students, she has a profound understanding of the challenges students face and how data, when used correctly, can be their biggest advocate.
💬 Episode Snapshot
This episode is all about flipping the script on data. Maricha and I unpack why so many educators have "data anxiety" and how leaders can demystify the numbers to make them useful and empowering. Maricha shares her brilliant, on-the-ground strategies for using both quantitative and qualitative data to forge real relationships and create personalized interventions for students. We get into the nitty-gritty of her "BAG reports" and the incredible concept of "Data Cafes"—a space designed to build trust and gather insights from at-risk students in a way that a spreadsheet never could. This is a masterclass in making data truly people-driven.
💡 Key Takeaways
Data Anxiety is Real, and We Need to Treat It. Maricha gets it. The feeling of being handed a spreadsheet and told to "figure it out" is terrifying, especially for those of us with a little math trauma. We have to acknowledge the defensiveness and fear teachers feel before we can ever expect them to embrace data. It’s not a tool for judgment; it’s a tool for inquiry.
The Most Powerful Data Point is "Why?" Maricha's go-to strategy is to simply ask students "why?" Why are you late? Why are you struggling in this class? Why are you disconnected? This is a powerful form of qualitative data collection that gives you the story behind the numbers. It’s how you get to the root of an issue instead of just looking at the symptoms.
Special Ed Teachers are the OGs of Data. Maricha made an amazing point: special education teachers have been using data as their best friend for years. You can't write a meaningful, effective IEP based on a feeling. It has to be based on facts and data. They were the original data-informed practitioners, and we can learn a lot from their approach.
Acknowledge What the Data Isn't Saying. I loved when this came up because it’s something I feel so strongly about. Before you can dive into what the data is telling you, you have to hold space for the context it’s missing. I shared my strategy of literally asking teachers, "What don't we see here?" and writing it all down. Acknowledging the missing pieces is crucial for building trust.
🎬 Actionable Insights
Host a "Data Cafe." This was my favorite idea from our chat. To connect with at-risk students, Maricha and her team pull them into the library for a "cafe." The setup is simple but brilliant: it's a quiet, safe space where administrators have one-on-one, low-stakes conversations with students. They provide snacks (pro tip: food always works), ask open-ended questions, and just listen. The goal isn't to lecture; it's to build trust and understand the student's perspective.
Implement "BAG" Reports. This stands for Behavior, Attendance, and Grades. Instead of looking at these things in silos, a BAG report puts them all together. This helps students, parents, and teachers see the direct correlation between their actions and outcomes. For a student, seeing that their D in math is directly linked to 11 tardies and 6 absences makes the problem concrete and actionable.
Use a Protocol for Student-Focused Meetings. When Maricha's team meets to discuss students ("Kid Talk," as they call it), they use a script and a note-taking template. This is genius. It keeps the conversation hyper-focused on solutions and next steps, preventing it from spiraling into a complaint session. It ensures that in the precious few minutes you have to discuss a student, you’re moving toward a goal, not just admiring the problem.
My biggest takeaway from this conversation is that data is only as good as the conversations it starts. When we lead with empathy and a genuine desire to understand the stories of our students, data transforms from a weapon into a bridge.
Connect with Maricha Matthews
Email: mariteaches4@gmail.com
X: @MrsMMatthews
LinkedIn: www.linkedin.com/in/marichamatthews
Instagram: @Mdmconsultinggrp
