School Stories: When a Soccer Ball Tells You More Than a Spreadsheet - Ep 12

🎙️ Who's on the Mic?

This week, I was joined by the incredible Emma Dukhovny. With over 25 years in the New York City Department of Education, Emma is a seasoned English Language Learner (ELL) teacher, data specialist, and professional developer. As an immigrant and an English language learner herself, she brings a deeply personal and powerful perspective to the table. She's the brilliant mind behind the Teachers of ELLs Facebook group and is all about making data work smarter, not harder.

💬 Episode Snapshot

Emma and I dove headfirst into the all-too-common feeling of data dread. You know the one, where you're handed a stack of spreadsheets that looks more like the Matrix than helpful information, and you're told to "plan with data in mind." (I’ve been there, it’s not cute.)

We talked about transforming that fear into confidence by using a strategy that sounds way more complicated than it is: triangulation. It’s not a scary geometry term; it’s about looking at the whole kid. We unpacked a powerful story about how a seasoned teacher’s "bad data" was completely reframed by understanding her students’ backgrounds, and another about how the key to unlocking a group of boys’ reading skills was found not in a phonics assessment, but on the soccer field. The big takeaway? Data should be about starting conversations, not ending them.

💡 Key Takeaways

• Data Fear is Universal (and Valid!): Emma shared her story of being a brand-new teacher, totally petrified by the data thrown at her. The pressure to be "data-driven" without the proper training is a real problem. If you’ve ever felt that pit in your stomach, you’re not alone. It’s not a you problem; it’s a system problem.

• Triangulation = Seeing the Whole Picture: Triangulation just means looking at multiple sources of information to get a clearer picture. It’s about pairing the “hard data” (like state test scores or diagnostics) with “soft data” (like student surveys, observations, and conversations). The goal is to connect the dots between what the numbers say and who the student is.

• Your Team’s Collective Brain is Your Best Asset: The story of the seasoned teacher who received a negative review wasn't solved by making her look at more spreadsheets. It was solved by collaboration. By bringing in ELL specialists and other experts, the school was able to see the full context: she was working with newcomer students who needed foundational language support. One person’s lens is never enough.

• Find the "Hook" in the Data: Emma's story about the boys who were disengaged in reading but came alive when playing soccer was a perfect example of this. The data didn't just say "they're bad at reading." The data, when combined with observation, said "they're not interested in the current reading material." By creating a classroom library around famous soccer players, they hooked the students and everything changed.

🎬 Actionable Insights

• Bring a "Human Data Point" to Your Next Meeting: The next time your team meets to discuss student data, have everyone bring one non-academic piece of information about a focus student. What do they love? What are they good at outside of class? Who are their friends? Start there.

• Invite an Unexpected Guest: Remember how the gym teacher’s insight was the key in Emma’s story? Invite the art teacher, librarian, or music teacher to your next data chat. They see a completely different side of your students and their perspective can be the missing piece of the puzzle.

• Ask "Why?" Five Times: When you see a data point you don’t understand (e.g., "Johnny’s reading scores dropped"), don't stop at the first answer. Ask "why" at least five times to get to the root cause.

• Why did his scores drop? He didn't finish the test.

• Why didn't he finish? He seemed distracted.

• Why was he distracted? He was upset about something.

• Why was he upset? He had an argument with a friend at recess.

• Why did they argue? They were arguing about the rules of soccer. (It always comes back to something real.)

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In this episode of Data in Education, I was joined by the incredible Emma Dukhovny. With over 25 years in the New York City Department of Education, Emma is a seasoned English Language Learner (ELL) teacher, data specialist, and professional developer. As an immigrant and an English language learner herself, she brings a deeply personal and powerful perspective to the table. She's the brilliant mind behind the Teachers of ELLs Facebook group and is all about making data work smarter, not harder.

Learn more about Emma Dukhovny in her facebook group for teachers of ELLs: https://www.facebook.com/groups/124682274864590 

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Connect with Emma Dukhovny

Email: emma4teachersofells@gmail.com

X: Emma Dukhovny

Facebook: Emma Dukhovny (personal) and Teachers of ELLs (group Admin)

TikTok: Emma Dukhovny and Teachers_of_ELLs

How to Move Beyond Buy-In and Cultivate True Teacher Ownership with Becca Silver - Ep 11

🎙️ Who's on the Mic?

I had a fascinating conversation with Becca Silver, the CEO and founder of The Whole Educator, and someone who is truly a kindred spirit in making data more human-centered. With a decade of experience in the classroom, including teaching abroad and co-oping a school in Tanzania, Becca brings a unique, global perspective to her work. After transitioning to instructional coaching, she had a lightbulb moment: the traditional, task-centered approach wasn’t creating lasting change. By integrating her life coaching skills and focusing on the human side of education, she developed a powerful framework for moving beyond mere buy-in to create deep, empowered change—especially when it comes to new data initiatives.

💬 Episode Snapshot

Becca shared her journey from being a wildly data-centered Teach for America corps member to an instructional coach who, for a time, leaned so heavily into the relational aspect that she forgot to use data to drive her coaching. This struggle to find balance is something I know many of us can relate to. She realized that to be truly effective, she needed to bring both the human element and the data together. 

We dove into the concept of "aggressive alignment" and how crucial it is to connect district and school goals all the way down to individual coaching conversations. Becca emphasized that goals must be co-created with teachers, not handed down from on high. This is the key to moving beyond a culture of compliance and into one of true ownership.

The most powerful part of our conversation was when Becca unpacked the psychology of resistance. She explained that when we encounter pushback from teachers, it’s not defiance; it’s a signal of an unmet need. Whether it's the need for a veteran teacher to feel respected or for a struggling teacher to experience a small, quick win, meeting people where they are is the only way to move forward. We explored the brain science behind this, discussing how our brains "flip their lids" when we feel threatened or unsafe, shutting down the logical part of our brain and making it impossible to embrace change.

💡 Key Takeaways

• Resistance is a Human Experience: Stop being surprised by resistance to change. Expect it, and more importantly, neutralize it. Resistance isn't a character flaw; it’s a natural human response, often stemming from a feeling of being unheard or undervalued. It's what happens when you hire critical thinkers and then ask them to comply without question.

• Move from "Shoulds" to Support: Leaders often get stuck in their "shoulds" ("Teachers should want to do this," "They shouldn't be resisting"). Becca brilliantly reframes this as an expectation plus judgment. The antidote is curiosity. By shifting to an expectation plus curiosity, you can start to uncover the unmet needs that are driving the resistance.

• The Power of Co-Creation: You can't expect teachers to be invested in a data initiative they had no part in creating. True ownership comes from co-constructing goals and giving teachers agency in the process. This isn't just about getting buy-in; it's about fostering a culture where everyone feels like a valued partner.

• Small Wins Build Big Momentum: The overemphasis on long-term, end-of-year goals can kill motivation and efficacy. By focusing on tiny, measurable steps and celebrating those small wins, you create a neurological reward system that builds habits and sustains change over time. It gives teachers the experience of success, which is far more powerful than just talking about it.

🎬 The Catalyst Mindsets: A Framework for Change

Becca introduced her powerful "Catalyst Mindsets," a research-based framework that goes beyond the often-misunderstood concept of "growth mindset." These are the five core beliefs that are essential for fostering an environment where change can stick.

• Success Mindset: "I believe I can be successful here." This is the foundation. If a teacher doesn't believe they can succeed, none of the other mindsets matter. This is why providing those small, early wins is so critical.

• Value Mindset: "I believe this has value for me." We have to connect the change to a teacher's internal goals and what they care about most.

• Belonging Mindset: "I believe I belong here." This is all about psychological safety, trust, and connection. People need to feel safe to be vulnerable and take risks.

• Growth Mindset: "I believe I can improve." It's not about working harder; it's the simple belief that improvement is possible. This requires building our "discomfort tolerance" muscle.

• Ownership Mindset: "I believe that by being responsible, I can change things." This is the toughest to build and requires a combination of agency and support across the other four mindsets.

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Free resources - www.thewholeeducator.com/free-resources

In this episode of Data in Education, I had a fascinating conversation with Becca Silver, the CEO and founder of The Whole Educator, and someone who is truly a kindred spirit in making data more human-centered. With a decade of experience in the classroom, including teaching abroad and co-oping a school in Tanzania, Becca brings a unique, global perspective to her work. After transitioning to instructional coaching, she had a lightbulb moment: the traditional, task-centered approach wasn’t creating lasting change. By integrating her life coaching skills and focusing on the human side of education, she developed a powerful framework for moving beyond mere buy-in to create deep, empowered change—especially when it comes to new data initiatives.

Learn more about Becca Silver at www.thewholeeducator.com

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Connect with Becca Silver

Email: becca@thewholeeducator.com

X: https://x.com/BeccaSilver_edu

LinkedIn: https://www.linkedin.com/in/becca-silver/

Facebook: https://www.facebook.com/TheWholeEducator

Podcast: https://www.thewholeeducator.com/podcast

School Stories: The Data Set You Should Never Ignore - Ep 10

🎙️ Who's on the Mic?

I had a great conversation with Patrick Mongrain, a friend and fellow education data enthusiast who's all about building lasting systemic change. With a decade of experience as a history and leadership teacher, MTSS coach, and a restorative justice specialist, Patrick has a wealth of knowledge. He's passionate about moving past "shiny objects" in education to focus on the instructional practices at the heart of it all. We talked about why data and coaching are so powerful, and why I agree with his mission.

💬 Episode Snapshot

Patrick shared his early experience as a teacher, admitting he was "mediocre at best" and how he felt awkward running into a parent from his first year. He realized that simply collecting a "chaos" of strategies from great teachers wasn't the answer. The real magic, he discovered, was in the how of teaching—the routines, relationships, and student interactions that create a strong classroom system.

We talked about my relatable experience of having students from my chaotic first year reappear in a later class. It was a painful but ultimately rewarding chance to prove myself. This led us to discuss how teachers often learn through "painfully" trying new things, like Patrick's first awkward Socratic seminar with seventh graders. He learned that building community and pre-teaching routines were essential for the strategy to work.

This idea of a foundational system is key to Patrick's philosophy. He uses the quote, "systems equals hope" to explain how a strong, coherent system of practices can diagnose what a classroom needs, whether it’s more positive feedback or stronger routines. He argues that a system built on community, routines, and feedback is informed by a variety of initiatives like trauma-informed care and restorative justice, making it a single solution for many needs.

Patrick also brought up an important and, honestly, mind-blowing point: educators should be collecting data on themselves, not just their students. He shared his innovative app, EdChanger Pro, that helps teachers and coaches collect data on their instructional practices, like the ratio of positive to negative feedback or student talk time. The app provides personalized resources to help teachers grow, acknowledging them as the experts in their own classrooms. It’s a tool that empowers teachers to connect their actions to student impact, a core principle we both believe in.

💡 Key Takeaways

• Systems Over Shiny Objects: The key to lasting change isn't a constant stream of new initiatives. It's building a strong, coherent system of practices—like routines, community building, and feedback—that addresses the core needs of a classroom. This foundational system gives educators a roadmap and a way to diagnose classroom issues.

• The Power of "How": Great teaching isn't just about what you teach, but how you teach it. The real magic happens in instructional practices and classroom interactions that create a safe, engaging, and predictable learning environment for students.

• Data for Self-Reflection: We can't expect student outcomes to change until we collect data on our own practices. Data on instructional practices, like the ratio of positive to negative feedback, gives teachers objective insights that fuel professional growth and empower them to become agents of their own learning.

• Protected Time for Growth: It's hard to improve without dedicated time and a supportive community. Patrick's system shows how coaches can collect data and facilitate conversations that lead to teacher-led growth, which is more impactful than being told what to do. It's about providing the data so teachers can connect their actions to the impact on students, leading to a sense of efficacy and excitement.

🎬 The EdChanger Pro App: A Glimpse into the Future of Coaching

• Gamified Data Collection: The EdChanger Pro app helps teachers and coaches collect data on instructional practices in a fun, gamified way. Instead of a cumbersome spreadsheet, it's a "game" where you tap on your phone to track things like positive feedback or student engagement.

• Personalized, Actionable Insights: After a session, the app sends an email with the teacher's data, compares it to optimal benchmarks, and provides three targeted resources for growth. This approach is intentional, respectful of teacher expertise, and leads to profound professional growth.

• Empowering Teacher Agency: The app allows teachers to monitor themselves, providing a personal instructional coach in their pocket for just $10. It’s a powerful tool that helps educators take control of their own professional learning and focus on what matters most—making a real difference for their students. You can find the app in the app store by searching for "EdChanger Pro" or check out Patrick's resources on his YouTube channel and bio site, all of which he has made available for free.

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EdChanger Pro App

In this episode of Data in Education, I had a great conversation with Patrick Mongrain, a friend and fellow education data enthusiast who's all about building lasting systemic change. With a decade of experience as a history and leadership teacher, MTSS coach, and a restorative justice specialist, Patrick has a wealth of knowledge. He's passionate about moving past "shiny objects" in education to focus on the instructional practices at the heart of it all. We talked about why data and coaching are so powerful, and why I agree with his mission.

Learn more about Patrick Mongrain at EdChanger.com

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Connect with Patrick Mongrain

https://bio.site/EdChanger

Email: pmongrain65@comcast.net

X: @MongrainVPS

LinkedIn: Patrick Mongrain

https://www.youtube.com/@EdChanger

EdChanger Pro App: https://apps.apple.com/us/app/edchanger-pro/id6741165826

The Measurable Impact of a Leader's Well-being with Dr. Brandi Kelly - Ep 9

🎙️ Who's on the Mic?

I'm chatting with Dr. Brandi Kelly, a dear friend and the founder of Spark Hope Edu. With over 20 years of experience, Brandi's unique perspective on leadership is shaped by her background in social work and a doctorate in educational leadership. She believes that data should go beyond test scores and start with leaders themselves, and that's exactly what her transformative H.O.P.E system is all about. We dove deep into how leaders can use their own data to lead with more clarity, courage, and compassion.

💬 Episode Snapshot

This conversation was a powerful deep dive into the purpose behind what we do. Brandi shared her personal story of turning a family tragedy into a lifelong mission to support others, which led to her career in education and the founding of Spark Hope Edu. Her experience taught her that finding "hope in hardship" is possible, especially through the support of a strong community.

We discussed a topic that hits close to home for many educators: burnout. Brandi shared her own story of being a superintendent who was tired, overwhelmed, and stressed. This personal experience became the catalyst for her wanting to help others who are navigating similar challenges, reinforcing her belief that what you do is not who you are.

We then went into her H.O.P.E system, which is an acronym for Habits, Optimistic Outlook, Purpose, Passion, and Perseverance, and Excellence. Brandi explained how this system provides a framework for leaders to reflect on their own habits, mindset, purpose, and commitment to personal growth. We discussed how this intentional self-reflection and self-awareness are critical for leading yourself first, which is the hardest part.

The key takeaway is that leadership is a "messy mission," and change is always hard. But by leaning into a system of H.O.P.E, leaders can prioritize themselves and cultivate a supportive environment where people feel seen, heard, and valued. This, in turn, not only improves organizational culture but also boosts retention and recruitment.

💡 Key Takeaways

• From Tragedy to Purpose: Brandi's journey demonstrates that personal hardship can be a powerful catalyst for finding purpose and helping others. The lesson here is that our most difficult experiences can become the fuel for our greatest work.

• Leadership Starts with Self: The hardest person to lead is yourself. Leaders must invest in self-reflection and self-awareness to ground themselves and lead with clarity and compassion. As Brandi put it, if we're constantly chasing tasks and results, it's hard to be "people-driven".

• H.O.P.E is a System for Growth: The H.O.P.E system provides a clear framework for intentional, consistent personal growth. It’s a holistic approach that connects daily habits, a positive mindset, and a commitment to excellence to a leader’s core purpose.

• The Power of Community: Finding a strong support system is essential for navigating challenges and fostering growth. Brandi's experience shows that collaboration and accountability within a safe community can make change feel possible, even when facing significant adversity.

• Data is Holistic: Data isn't just about quantitative metrics like test scores. Brandi’s wellness assessment demonstrates how a mix of qualitative and quantitative data—from surveys and interviews to observations—can provide a holistic view of an organization's health, leading to better outcomes for everyone.

🎬 Actionable Insights

• Practice the Pause: To combat burnout and stress, take time for yourself and practice self-reflection. Start with one simple habit, like a five- to ten-minute "micro break" to stretch, walk, or just sit quietly to reset your brain. This intentional self-care is a prerequisite for leading others.

• Define Your Purpose: Use the H.O.P.E system to ground your leadership. Consistently ask yourself: What are your daily Habits? What is your Optimistic Outlook? Are you fueled by Purpose, Passion, and Perseverance? And are you pursuing Excellence?

• Prioritize Your People: Remember that people often leave organizations when they feel unseen, unheard, and undervalued. Brandi's assessment proves that by intentionally gathering data on staff wellness, leaders can create an environment where people feel seen, which in turn improves retention and recruitment.

• Embrace the Messy Mission: Change is hard, and leadership is messy. But small, consistent steps can lead to sustainable change. Brandi advises leaders to surround themselves with a good support system that encourages growth and helps find "joy in the journey".

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Wellness Checklist

Leadership Coaching Cohort

In this episode of Data in Education, I'm chatting with Dr. Brandi Kelly, a dear friend and the founder of Spark Hope Edu. With over 20 years of experience, Brandi's unique perspective on leadership is shaped by her background in social work and a doctorate in educational leadership. She believes that data should go beyond test scores and start with leaders themselves, and that's exactly what her transformative H.O.P.E system is all about. We dove deep into how leaders can use their own data to lead with more clarity, courage, and compassion.

Learn more about Brandi Kelly at sparkhopeedu.com

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Connect with Brandi Kelly

Email: sparkhopeedu@gmail.com

X: https://x.com/jbmrkelly

LinkedIn: https://www.linkedin.com/in/brandi-kelly-ed-d-lcsw/

Facebook: https://www.facebook.com/LTW24

Instagram: https://www.instagram.com/brandinashkelly/

Bridging the Gap Between Big Data and Student Stories with Dr. Karen Dudek-Brannan - Ep 8

🎙️ Who's on the Mic?

I'm chatting with Dr. Karen Dudek-Brannan, a former speech pathologist whose career has taken her from one-on-one student evaluations all the way to designing state-level data systems. She has a wide spectrum of experience, including working for the Illinois Department of Children and Family Services as a product manager. Karen is an expert in bridging the gap between clinical practice and systemic data initiatives, with a deep understanding of the human factor in both. Her work focuses on everything from language and literacy to executive functioning.

💬 Episode Snapshot

This conversation was a fascinating deep dive into a topic so many of us in education wrestle with: the skepticism and fear that data often inspires. Karen and I discussed how data's "bad rap" stems from its historical use as a punitive tool for accountability, creating what I like to call "data trauma". This resonates with my own belief that data should be a flag to guide inquiry, not a final verdict.

Karen shared invaluable insights from her doctoral research on metacognition and vocabulary, where she had to develop protocols to measure abstract concepts in a meaningful way. This led her to discover that data can be a powerful tool for defining interventions, ensuring implementation fidelity, and demonstrating progress. The key, she found, is to combine data with training and a clear plan. The lesson is clear: when we define what we're doing and find a way to measure it, we create an asset we can share with others.

We also explored the immense challenges of implementing change in a large, bureaucratic organization, which Karen compared to "steering the Titanic". We agreed that an iterative and collaborative approach is essential, emphasizing the need for feedback and buy-in from the people on the ground. It’s a conversation that proves the power of the "people-driven" philosophy, even when working with the biggest of big data.

💡 Key Takeaways

• Data as a Bridge Not a Wall: Karen’s work highlights that data should act as a bridge between big-picture metrics and the nuanced, individual stories of students. A single data point is a starting point, not the entire narrative.

• From Misuse to Meaning: We discussed how data's bad reputation is often due to its misuse. Instead of using a single score to make a final decision, we must use data as a "flag" to prompt further investigation and inform a holistic view of the student.

• Executive Functioning Can Be Measured: Karen’s research demonstrates that even abstract concepts like metacognition and executive functioning can be defined and measured through a structured protocol, providing tangible data to inform interventions and demonstrate effectiveness.

• The Power of Protocols: Creating clear protocols for interventions is not just for fidelity; it's a way to generate meaningful data that can be used to prove effectiveness, secure buy-in from colleagues, and scale successful strategies across a school or district.

• Collaboration for the Win: In any organization, big or small, a leader's job is to bring people together. Karen's experience shows that change is most successful when it’s iterative and collaborative, ensuring all stakeholders feel heard and are invested in the solution.

🎬 Actionable Insights

• Start with the "Why": When introducing any new data practice, clearly communicate the reason behind it. Frame the data as a tool for asking questions and finding solutions, not for making judgments.

• Pilot with a Small Group: Instead of a top-down rollout, start a new initiative with a small pilot group. This allows for an iterative process, where you can gather feedback and prove the strategy's effectiveness before scaling up.

• Define Your Metrics and Protocol: Whether you're tracking academic skills or social-emotional growth, create a clear protocol for your interventions. Define what you're doing and how you'll measure success so you can generate meaningful data that proves your efforts are working.

• Don't Go It Alone: Even seasoned professionals can feel isolated when facing complex problems. Find a colleague or mentor to be your "thought partner" to help brainstorm, get new perspectives, and navigate challenges together.

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Executive Functioning Guide:  drkarendudekbrannan.com/efschools

7-Day Course: drkarendudekbrannan.com/schoolleaders 

Karen’s Podcast: defactoleaders.com

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Connect with Karen Dudek-Brannan

Email: drkarenspeech@gmail.com

X: @drkaren2014

LinkedIn: https://www.linkedin.com/in/karen-dudek-brannan/

Facebook: https://www.facebook.com/drkarenspeech

defactoleaders.com

School Stories: A Co-Teaching Duo Bridging the Gap in Reading - Ep 7

🎙️ Who's on the Mic?

I'm chatting with Jennifer Johnson and Shana Bolen, co-teachers in a third-grade ICT classroom in Gowanda, New York. Jen, a special education veteran, and Shana, a general education teacher, have a combined 47 years of experience. This is their first year co-teaching together, but their collaborative spirit is a game-changer for their students. They've been instrumental in developing their school's full-day co-teaching model and have a deep commitment to literacy. Jen, an admitted "data guru," and Shana, who is embracing new tech, are a living example of how a people-driven approach to data can transform a classroom.

💬 Episode Snapshot

This conversation was a masterclass in making data practical, personal, and profoundly impactful. Jen and Shana revealed how their school's journey with data began around 2010 when they were placed on a quality improvement plan (QIP) due to low reading scores. Instead of being a punitive "gotcha" moment, this became a transformative experience. They were introduced to an Orton-Gillingham based phonics program, and both admitted that their initial skepticism gave way to mind-blowing success once they saw the tangible results with their students.

What struck me most was their holistic approach. They don't just use one type of data; they use a mix of formal and informal assessments, like their PDSA (phonics diagnostic survey assessment) to form "gap" groups, and a weekly oral reading fluency check to track progress. They even use simple tallies and smiley faces to track IEP goals, proving that data collection doesn't have to be complicated. The most inspiring part? They share this data directly with their students, who get so excited to "climb the mountain" and beat their highest score, ringing a bell to celebrate their progress. This isn't just about numbers; it's about building confidence and fostering a sense of ownership over their own learning journey. It's a game-changer.

💡 Key Takeaways

• From "Data Trauma" to "Data Triumph": A "quality improvement plan" can be a wake-up call, but it's the right support and an effective program that turns it into a positive experience. The key is to see data as a tool for understanding and instruction, not just accountability.

• Data Informs, It Doesn't Define: Jen and Shana emphasized that a well-rounded data approach includes both diagnostic and daily, formative data. This holistic view helps teachers see the "whole child," not just a single score.

• The Power of Foundational Skills: A well-structured phonics program, like the one they use, can have a ripple effect, dramatically improving reading scores and even state test results, showing the immense value of explicit instruction.

• Collaboration is Key: As co-teachers, Jen and Shana highlight that their strong relationship is 90% of the co-teaching model. Their ability to plan, grade, and communicate with parents as a united front ensures a consistent and supportive learning environment for their students.

• Student Ownership is Everything: By involving students in their own data tracking, from weekly fluency scores to trimester growth graphs, they transform the process into a fun, motivating game. This builds confidence and makes the data feel personal and empowering.

🎬 Actionable Insights

• Simplify Your Data Collection: Don't let a fear of complex spreadsheets stop you. Use simple tools like tallies, smiley faces, or a quick Google Form to collect daily, formative data that informs your instruction.

• Connect Data to the "Why": As Jen and Shana did with their students, always connect data to the bigger goal. Frame assessments as "superpowers" that help them read a book they love, not just a test they have to take.

• Prioritize Practice Time: Inspired by their analogies of sports practice and learning to ride a bike, dedicate specific, protected time for students to practice the skills they learn. This is what solidifies new knowledge and leads to real growth.

• Make Data Visible & Celebratory: Find ways to make student progress visible in the classroom. Whether it's a sticker chart, a growth graph, or ringing a bell for big wins, celebrate the journey to keep motivation high.

• Find Your Data Partner: Whether it's a co-teacher, a colleague in your building, or a mentor, find someone to brainstorm with. Collaboration is the key to seeing new perspectives and turning challenges into puzzles you can solve together.

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Connect with Jennifer Johnson

Email: jjohnson3339.jj@gmail.com

Learn more about Logic* at www.logicreading.com

*As my podcast is focused less on curriculum and more on best practices and leadership strategies surrounding data culture, data literacy, and data visualization, I have not used or researched the Logic curriculum and thus, cannot endorse its use.

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.

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Connect with Maricha Matthews

Email: mariteaches4@gmail.com

X: @MrsMMatthews

LinkedIn: www.linkedin.com/in/marichamatthews

Instagram: @Mdmconsultinggrp

Empowerment Through Clarity and Data-Informed Practices with Casey Watts - Ep 5

🎙️ Who's on the Mic?

I recently had the absolute pleasure of chatting with Casey Watts, a phenomenal leader with over 20 years of experience in education. She's been a K-5 classroom teacher, academic coordinator, instructional specialist, and assistant principal, before moving into consulting, coaching, and speaking. And in addition to all of that – she's also a published author! Her first book, "The Craft of Clarity," is all about helping leaders bring their school improvement initiatives to life, step by step. Seriously, if you're feeling overwhelmed by those strategic plans and goals, Casey's got the blueprint.

Casey's core message, whether she's writing or speaking, is all about clarity. She talks about the "intermundum" – this wild concept of floating between different worlds, like the narratives between students and parents, or teachers and administrators. Her goal? To bridge those gaps with clarity. That's a game-changer, especially in education, where it often feels like everyone's speaking a different language when it comes to data.

💬 Episode Snapshot

Our conversation touched on the often-messy reality of data in schools. We talked about how, in a recent district she worked with, the practice was to look at data only in a surface-level, broad way, primarily focusing on end-of-year summative assessments and only the areas needing improvement. I’m sure you can relate. Casey bravely shifted that mindset by having teachers focus only on what could be celebrated in their data in the first round of benchmark assessments (talk about throwing a wrench in the usual "what's wrong?" conversation). This approach helped teachers reflect on their instructional practices that led to success. It's so true – data can feel incredibly personal, and we can't detach that, so why not make it a positive experience?

We also delved into the common obstacles to clarity in data conversations. Casey highlighted how "resistance" often stems from a lack of clarity. Leaders might see a ton of areas needing improvement but struggle to identify the biggest bang for their buck. And we often don't ask "why" enough times to get to the deeper root cause, leading to cyclical problem-solving and band-aid fixes. 

As a former instructional coach myself, I resonated deeply with Casey's experience working with individual teachers. She pointed out that teachers often lack clarity on why, how, and which data matters. It's like we expect them to magically know all of this just because they have a teaching degree. We laughed about how we're often bombarded with trainings on how to use the copier, but not how to truly leverage data (although I have to agree that both are equally important 🤣).

💡 Key Takeaways

• Celebrate the Wins First: Instead of always jumping to deficits, start by highlighting areas of strength in data. This builds trust and shows teachers what's working. It's a fundamental shift in mindset that can transform data conversations.

• Clarity is the Foundation: A lack of clarity is often the root cause of "resistance" in organizations. Leaders need a system, like Casey's Clarity Cycle Framework, to provide clear action steps for data improvement. If everything is important, then nothing is.

• Ask "Why" Five Times: Don't stop at the surface level of data. Keep digging by repeatedly asking "why" to uncover the deeper root causes of struggles or successes. This prevents cyclical problem-solving and ensures you're addressing the actual issue.

• Data Literacy Isn't Innate: We can't assume educators inherently know how to analyze data effectively. Intentional, sustained professional development is crucial, focusing on what it looks like to analyze data in purposeful ways.

• Coaching is Key: My reteaching cycle tool, for instance, isn't meant to be a one-size-fits-all mandate. It's a habit-building tool best implemented through one-on-one or small-group coaching, guiding teachers through the process rather than just handing them a spreadsheet and saying "figure it out."

🎬 Actionable Insights

• Shift Your Data Meeting Focus: For your next data meeting, try Casey's strategy: dedicate the initial discussion only to areas of strength in your data. Ask teachers what instructional practices contributed to those successes. This will be a jolt to the system, and it'll help build trust by focusing on what's going right.

• Define "Improvement": If you're asking for "improved reading scores," get specific! What exactly does that look, sound, and feel like? Break down "being a reader" into clear, actionable components. This applies to any data goal – clarity is queen here.

• Embrace the "Why" Challenge: When analyzing data points that show areas for growth, challenge your team (and yourself!) to ask "why" at least five times. This helps move beyond surface-level observations and into deeper, more meaningful problem-solving.

• Invest in Data Coaching: Consider bringing in a data coach/therapist (like me - although to be clear, I am not a certified therapist 🤣) or empowering existing instructional leaders to provide sustained, individualized support to teachers. Data work should be a collaborative journey, not a solo mission.

• Check out Casey's Freebie: Seriously, head to the show notes and grab "Clarity over Clutter." It's a free 30-minute training that dives into how to give teachers what they want without micromanaging, addressing common clarity gaps, and saving you budget woes.

🔗Resources We Mentioned

• The Craft of Clarity by Casey Watts: Casey's book that provides steps for leaders to reach school improvement goals and bring initiatives to fruition.

• Clarity Over Clutter: A free 30-minute training and webinar replay by Casey Watts, focused on helping leaders give teachers what they want without micromanaging and addressing clarity gaps within a budget.

• Casey Watts Coaching & Consulting: Casey's business providing coaching and consulting services.

• My Reteaching Cycle Tool: A habit-building tool I use in coaching to help teachers develop data analysis skills.

My biggest takeaway from this chat is that clarity isn't just a buzzword; it's the bedrock of a thriving, people-driven data culture. It's about empowering everyone to ask better questions, have better conversations, and make better decisions, without the anxiety or the feeling that data is just another "gotcha!"

What was your biggest takeaway from this conversation? Hit reply and let me know! I'm always down to talk data (I said talk DATA, people, goodness).

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Learn more about Casey Watts at www.clarity-driven.com

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Connect with Casey Watts

Email: catchingupwithcasey@gmail.com

LinkedIn: www.LinkedIn.com/in/catchupwithcasey

Weaving Data into a Culture of Belonging with Jennifer Ferguson - Ep 4

🎙️Who's on the Mic?

In this episode, I’m chatting with Jennifer Ferguson, the school testing coordinator from Caroline High School. Jennifer has a unique background, starting in group homes for adults with intellectual disabilities before transitioning to education, where she's worked in special education and as a middle school assistant principal. In her current role, she's built data systems from the ground up. We'll be exploring her experiences in creating a data-informed culture in a school that initially didn't use data and how she uses data visualization to inform decisions. You know how I'm constantly beating the drum about data being a guide, not a dictator, and how it should bring people together, not scatter them in fear? Well, Jennifer is out there making that a tangible reality, especially when it comes to student success and the often-underestimated power of "belonging."

💬Episode Snapshot

Jennifer hit on a key point that resonated with my own journey of turning tangled data into clear dashboards: the straightforward yet profound impact of strong visuals. She recounted how, at Caroline High School, she encountered a minimal data culture, quickly recognizing the need to make data accessible to everyone. Her solution? A universally recognized visual language – green for go, yellow for caution, red for "Houston, we've got a problem." This approach helps dismantle the "math trauma" many educators carry.

What truly impressed me was Jennifer's direct connection between data and belonging. She's using data to illuminate student relationships and how those connections directly influence their overall school experience. Her work is about informing decisions that genuinely integrate students and foster their sense of connection. Ultimately, if I can use data to help us figure out how to enhance that feeling of belonging for our students, you can sign me up a thousand times over.

Jennifer's dedication to leveraging data to uplift both students and staff is genuinely inspiring. She's not just crunching numbers; she's scripting new narratives for students and cultivating a more nurturing environment for educators. Building a data-informed culture is a marathon, not a sprint, but as Jennifer so clearly illustrates, the ripple effect on student success and teacher well-being is priceless. It’s about empowering everyone to ask smarter questions, engage in more meaningful conversations, and make better decisions. And when that happens, those student success stories practically write themselves.

💡Key Takeaways

• Visual Simplicity is Paramount: Complex data becomes digestible when presented with universally understood visual cues (e.g., the green/yellow/red system). Overly ornate or dense dashboards often hinder, rather than help, comprehension.

• Democratizing Data Access: Truly effective data systems empower all educators, not just specialists. This reduces intimidation and increases teacher agency in using data to inform their practice.

• “Belonging” as a Metric: Data can be a great tool for understanding and cultivating a sense of belonging among students, directly impacting their academic achievement, behavior, and social-emotional health.

• Framing Challenges as Puzzles: Shifting the perspective of data implementation difficulties into "puzzles" to be solved fosters a more collaborative and less intimidating environment for problem-solving.

• Human-Centric Data Culture: A truly impactful data culture prioritizes collaboration and empowers educators, recognizing that human insight and conversation are crucial drivers for informed, data-backed decisions.

🎬Actionable Insights

• Simplify Your Visuals: Review existing data reports and dashboards. Can you simplify the visual language to be more intuitive? Consider incorporating a traffic light system (green/yellow/red) for quick comprehension.

• Assess Data Accessibility: Reflect on how accessible data is for all staff members. Are there barriers to understanding or utilizing data that could be addressed with clearer visuals or more focused training?

• Connect Data to "Soft" Skills: Explore how your existing data points (e.g., attendance, participation, discipline referrals) might indirectly reflect a student's sense of belonging. What new data points could be collected to directly measure this?

• Facilitate Collaborative "Data Puzzles": When encountering data challenges, frame them as collective "puzzles" for your team to solve. Encourage open discussion and problem-solving rather than assigning blame.

• Prioritize People in Data Conversations: Ensure that data discussions are collaborative and focus on student impact, not just numbers. Empower teachers to bring their qualitative insights to the data table.

If you’re grappling with implementing data-informed practices in your school, or if you simply want to hear more about how data can spark more than just spreadsheets, you absolutely need to connect with Jennifer. Her insights on reframing challenges as "puzzles" and constructing systems that genuinely empower educators are nothing short of transformative. I definitely left our conversation with a renewed sense of purpose and a fresh perspective on the immense good data can foster.

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Learn more about WeCollab at jigsawlearning.ca/wecollab

Learn more about Jennifer Ferguson at http://www.sapience-ed.com/

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Connect with Jennifer Ferguson

Email: jennifer.ferguson@sapience-ed.com

X: https://x.com/_MrsFerguson_

LinkedIn: https://ca.linkedin.com/in/jennifer-dickson-ferguson

jennifer.ferguson@sapience-ed.com

Transforming Schools using Data-Informed Collaboration with Kurtis Hewson - Ep 1

Alright, friends, I just wrapped up a chat with Kurtis Hewson, lead learner and co-founder of Jigsaw Learning, and let me tell you, my mind is blown. You know how I always say data should guide, not decide? Well, Kurtis and his wife Lorna are right there with me. We dove deep into how to make data work for everyone in a school, not just the "super cool number crunchers" (that's me, by the way, and maybe you too! no shame).

First off, can we just acknowledge the parallel journeys Kurtis and I have had? We both stepped into leadership roles super early in our teaching careers! It’s as if the universe knew we needed to figure out how to leverage the collective expertise in a room, rather than just being the lone "expert". That led him to champion collaborative structures in schools, and it completely resonates with my philosophy of bringing everyone to the data table for their own "data donut".

Now, let's get to the gold. Kurtis introduced me to his "four layers of team" concept, and here's the overview:

• Collaborative Planning (Layer 1): Think your typical PLCs. This is where teachers come together to look at overall data, identify strengths and gaps, and plan for all students. The goal here isn't to talk about individual students, but the whole picture.

• Collaborative Team Meeting (Layer 2): This is the game-changer, my friends. This is where you mix it up! Diverse groups of educators, including administrators and special education coordinators, come together with a very specific, tight protocol. You start with celebrations – seriously, what did you do that led to that student's success? And then, instead of diving into the whole saga of your most complex student, you focus on one key issue for a student who is "yellow" – meaning, they're approaching expectations, not at greatest risk. This is where the magic happens, where teachers share strategies that actually work in the classroom, growing everyone's toolbox.

• School Support Team (Layer 3): This consistent team (think principal, assistant principal, learning support teacher) looks at students who need support beyond the classroom. This is where the red-coded students (those not meeting expectations) would be discussed.

• Case Consult (Layer 4): This is the most intensive layer, where you bring all the right people to the table to focus on one student with complex needs. The goal is that fewer students should reach this layer because of the proactive work happening in the earlier tiers.

And here's why this is so brilliant: Kurtis believes that by focusing on the "yellow" students in the Collaborative Team Meetings, we're actually supporting the most kids. Why? Because a strategy that helps a student "on the cusp" often benefits everyone in the classroom. It’s a proactive approach that prevents students from becoming those "at-risk" cases later on. Plus, when teachers see success with these strategies, it's a huge motivator (I talk about this part all the time!).

I absolutely love that Kurtis reshapes the idea of tiered students into "tiered supports", similar to the way I do, as well. It’s not about labeling a kid as "tier three," but acknowledging that they currently need tier three support. This seemingly small shift in language has a massive impact on how we think about supporting kids.

And how do we make all this happen? Color coding your data! Seriously, if you take nothing else from this, start simple with red (not meeting expectations), yellow (approaching), green (meeting), and blue (exceeding). As Kurtis said, this simple visual cue can transform conversations in your school. It aligns perfectly with my belief that effective data visualization reduces cognitive load and makes information easier to digest.

Kurtis will be diving even deeper into these topics at our upcoming Data in Education Virtual Summit on June 10th and 11th. He's talking about how to create these layers of teams in his keynote, because, let's be real, you can have all the beautiful dashboards in the world, but if you don't have intentional structures to ask "So what are we going to do?" the data is meaningless. His breakout session will focus on five mistakes leaders often make with data (he's made them all, so you know it's gonna be good!).

And speaking of the summit, get hyped! We're doing a "7 Speakers in 7 Days" podcast series leading up to it, so you can get a sneak peek of the amazing insights coming your way. Tune into Kurtis's podcast, "Building a Culture of Collaboration," or mine, "Data and Education," starting June 2nd to catch those episodes.

This conversation with Kurtis truly reinforced my belief that data should be a catalyst for more school success stories, not a source of fear or confusion. It's about letting data inform, but people drive. When we do that, data can spark the right questions, invite teachers to the conversation, and truly lead to student success.

So, how are you leveraging data to impact your students? Let me know your thoughts in the comments! And seriously, consider joining us at the summit – I promise it'll be illuminating and inspiring.

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Check out Data in Education: A Virtual Summit - bit.ly/datasummit2025

Overview of Collaborative Response - bit.ly/CR-overview

Introductory chapter for the book Collaborative Response (includes numerous templates and resources from the book) - bit.ly/CR-intro

Learn more about Kurtis Hewson at https://jigsawlearning.ca

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Connect with Kurtis Hewson

Email: kurtis.hewson@jigsawlearning.ca

X: @hewsonk27

LinkedIn: linkedin.com/in/kurtishewson/

Facebook: facebook.com/JigsawLearningAB/

School Stories: The Value of Data at a Secondary Level - Ep 3

I recently sat down with Jessica Bucceri, the school testing coordinator from Caroline High School, and her story is a masterclass in building data systems from scratch in a school that initially didn't use data at all. Her journey is inspiring, and I'm so excited for you to hear her insights.

Jessica has a really unique background. She started in group homes for adults with intellectual disabilities, then transitioned to special education, and even served as a middle school assistant principal for seven years, looping with her students. Now, as a school testing coordinator, she gets to do what she loves: organize things, work with spreadsheets, and make everyone happy with her organizational skills. She still gets to be involved with teachers and kids, and she shared a heartwarming story about a senior telling her, "You're the reason why I'm gonna graduate". That's real impact.

What struck me about Jessica's data journey is how organically it grew. Before her current role, data use was pretty unstructured. "There was nobody doing anything," she said. She started "dabbling" with numbers in middle school, learning from others, and then, in her current role, with a bit more "downtime" (a foreign concept to most educators), she started building things in Google Sheets. She even got into a "whole argument about vlookup versus xlookup" with her husband, a cost analyst who also works with spreadsheets. Been there.

Jessica's superpower is turning complex data into something simple and actionable. She can now get a raw snapshot of state test results to a middle school in half an hour, a process that used to take days. Her testing calendars are color-coded and built with lookups, making them "simple" for teachers, even if the "hidden sheets" behind them are a crazy web of formulas. This really resonated with me, as I (obviously) also love turning data puzzles into clear, easy-to-use visualizations.

We talked about how she's built data systems in her high school, including:

• PLCs with a data focus: She goes into PLCs once a month to discuss data from common assessments. She noted that different departments have different levels of comfort and engagement, with her history group now heavily relying on data for performance-based assessments.

• Remediation groups: They've created dedicated blocks in the schedule for remediation, using data and teacher feedback to ensure the right kids are getting the support they need. This is a game-changer for secondary schools that often struggle with implementing tiered interventions without disrupting the entire schedule. I hear this question all the time, and her approach is a fantastic example of how to make it work.

• Senior support teams: These teams leverage data to identify students who are struggling, even those "nice kids who just kind of do what you're supposed to do and you don't rock any boats, you don't get noticed" (that was me!). By tracking grades and state assessment scores, they can pinpoint students with multiple Fs or those consistently scoring low, leading to interventions like counseling, therapeutic supports, or even special education assessments. This proactive approach helps ensure kids graduate on time and are better prepared for their next steps.

Jessica is a huge advocate for using red, yellow, and green color-coding in her visualizations. She noted that teachers "love to open it up and see somebody who's gone from yellow to green". It’s quick, clean, and universally understood: green means good to go, yellow means slow down, and red is a warning flag. I wholeheartedly agree—my own journey in data visualization led me to this same conclusion after realizing my "super pretty" colorful dashboards were actually adding to cognitive load.

Looking ahead, Jessica is diving deeper into Looker Studio to build a dashboard that will connect all their accreditation data, allowing them to see student performance both individually and as a whole. This will help them track trends over time, like the common phenomenon of freshmen having more Fs than any other grade level (because, let's be honest, freshmen are like wild little puppies – they're still figuring things out!).

Jessica will be presenting on building these student support team dashboards at Data in Education: A Virtual Summit, likely on the second day around 1 PM Eastern Time. If you're struggling to implement data-informed practices in your secondary school, her session is a must-see. She's a fantastic example of turning challenges into "puzzles" and building systems that truly empower educators.

Jessica's commitment to using data to support students and staff is truly inspiring. If you want to connect with her, her email is below.

This conversation was a great reminder that building a data-informed culture takes time and consistent effort, but the impact on student success and teacher well-being is immeasurable. Let's keep working towards more "growth stories" in education.

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Check out Data in Education: A Virtual Summit - bit.ly/datasummit2025

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Connect with Jessica Bucceri

Email: jmkst82@hotmail.com

Facebook: Jessica Keener Bucceri

A Global Perspective on Data-Informed Schools with Tom Kaster - Ep 2

I recently had the absolute pleasure of interviewing Tom Kaster, founder of the Datafied Classroom! And let me tell you, this man has a journey. From aspiring firefighter to corporate life, then teaching, and now data consulting across the globe – his perspective on data in education is incredibly unique.

Tom and I instantly connected over our shared past as high school math teachers and I was excited to hear about his experience teaching internationally. He's lived and taught in places like Trinidad and Tobago, London, Cairo, Delhi, Buenos Aires, and is currently living in Chile. I had to ask if he was a fan of moving, but spoiler alert, he is not (is anyone?).

What really struck me about Tom's story is how he stumbled into the world of data dashboards. Like me, he started creating them because he saw a need. At international schools, students take IB exams (similar to AP, but more holistic) and while the data came back, it was often in overwhelming spreadsheets and PDFs. Even as a math teacher, he just didn't have the time to really dig into it.

Then, two separate people introduced him to the magic of data dashboards – specifically, Looker Studio (a tool I'm also a huge fan of, btw). He started playing around with his school's data, and his coordinator was blown away. Teachers who had been teaching for 15-20 years were finally digging into the data.

We dug into why teachers often feel overwhelmed by data, and it boils down to a few key things:

• Time is a precious commodity. Teachers are already stretched thin, and asking them to become data analysis wizards on top of everything else is just not sustainable.

• Clunky platforms and tedious steps. Tom and I shared stories of platforms that require multiple steps just to get to the information you need. As I often say, the goal isn't for teachers to master conditional formatting; it's for them to analyze, reflect, and act on the data!

• The "40,000-foot view" vs. the "nitty-gritty." Sometimes, leaders are looking at big-picture data, while teachers need to drill down to individual student needs. Looker Studio, in my humble opinion, is a fantastic bridge for this, allowing you to fluidly move between the big picture and the tiny details.

Tom shared a fantastic example of a time when the data revealed something unexpected. Teachers at one of his client schools thought students were struggling on a particular paper for an exam. But the dashboard clearly showed that it was a different paper where students were consistently underperforming. This perfectly illustrates that while our gut feelings are often right, that crucial 10% where they’re not can make all the difference for a student who might otherwise slip through the cracks.

Tom’s work with Datafied Classroom extends beyond just IB data; he also creates affordable, standards-based gradebooks for teachers that focus on multiple metrics and help track student trends. He’s all about providing tools that are intuitive and easy to use, so teachers can focus on the insights rather than the mechanics.

Btw, Tom is one of our amazing speakers at the upcoming Data and Education: A Virtual Summit on June 10th and 11th! He’ll be leading an introductory session on taking your spreadsheet data and turning it into powerful Looker Studio dashboards. If you’ve been wanting to dive into data visualization, this is your chance!

We ended our conversation with a powerful reminder: just start. Don't wait for the perfect time, and don't wait for the perfect data. As his friend Marshall Baker says, "all data is bad data" – meaning it's the best available data. So, take that first step, build momentum, and you’ll be amazed at the impact you can make.

Seriously, this conversation left me so energized! If you're looking to make data less daunting and more dynamic in your school, connect with Tom Kaster on LinkedIn and check out datafiedclassroom.com. And definitely snag your ticket for the Data and Education: A Virtual Summit – you won't want to miss it!

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Check out Data in Education: A Virtual Summit - bit.ly/datasummit2025

Learn more about Tom Kaster at www.datafiedclassroom.com

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Connect with Tom Kaster

Email: tom.kaster@datafiedclassroom.com

LinkedIn: https://www.linkedin.com/in/tom-kaster-datafied/

Facebook: https://web.facebook.com/profile.php?id=61563973349106

YouTube: https://www.youtube.com/@TheDatafiedClassroom