Getting Curious about Data: Looking at MTSS From a Systems View

By Gina Meinertz

As a leader, I have always avoided data. I know that sounds crazy.

​We all know that we can’t make decisions without data, but every time I heard data analysis, goal setting, or SMART goal, I thought about someone else’s accountability for objectives and goals in someone else’s dream (or mission and vision if you want to use the 'correct' terminology). I would go into these meetings and learning opportunities knowing I would spend the time complying to the process without much excitement, action, or vision for how I would implement changes in connection to the data we were reviewing.
 
Then, along came an opportunity for me to help guide a data collection, reflection, and action-planning process for an area organization. It would be a way to give back and guide other districts in our region with their own MTSS structures.

My first response, internally, was the same as always, a little gag reflex and a deep breath, but then a "yes, I can do that."

​I went to work learning about the Tiered Fidelity Inventory that the Minnesota Department of Education recommends. I learned how to give this inventory to other school districts and how to help these districts create an action plan from their data.
 
As I worked through this inventory in a few different systems, I started to appreciate how the data from this inventory was bringing each district’s story of collaboration alive. We were not just analyzing student growth, but discussing what processes and structures supported a productive team. The inventory used such depth and clarity, people who used to shrug their shoulders and say, “We do that,” started to question their system, their teams, and their data in new ways. They started to look at the patterns of their system to find specific ways to shift their system for the better. Finally, I was seeing data for the possibilities that it holds.

Many of you may already see it, but for those of you who don’t. Keep searching. You just have found the right data, reflection process, or personal connection to the data yet.

Here are a couple of things that I have learned about data once my fear decreased and my curiosity increased.

• I found that we all have gaps. We think we have systems that are functioning the best they can, but there are always areas in which to improve. You can either be overwhelmed by this idea, or you can embrace this as a challenge. Enjoy the quest for constant improvement and you will find more enjoyment in your work.​

Related read: Our Stories are Data, Too

• I saw data intertwining the story of systems and relationships. Data could be the difference between success and failure depending how the team used it. Successful teams looked for data everywhere. They didn’t really see a professional discussion as worthy without evidence to back up the conversation. Struggling teams avoided data because it brought out blame, fear, and guilt. They talked in absolutes and discussed barriers without a clear action plan to overcome them. Now, I understand the need for the relationships to build trust, curiosity, and a growth mindset to allow the teams to move from struggling to successful.
• Data is only meaningful when it allows the participant enough autonomy to learn from mistakes. Educators, students, and leaders need to ask questions, research, implement, reflect, and connect in their work so they understand the process of using data and build their skills to analyze the graphs, statistics, and trends. All this while also building stronger relationships with their teams where they are willing to dig deep into improved best practices and shifts with a common agreement around their why.

Related read: The “Can If” of Education Innovation

I am not in a place to call myself a data geek quite yet. But I am ready to share how I think you could find more meaning in the data you use. Here are three directions to explore:

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​Lean In
​Know your strengths and interests. Then, find data that tells you the story that relates to your strengths and interests. For instance, I am a big picture and systematic thinker. By looking at data that was drilling down into specifics, I was missing the view that serves me the best. I need data that gave me a view of where we needed to be as a system and what we needed to do and change to get to our desired point. 
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Think Broadly
Data takes many forms. Many times, we feel like we only have one option, standardized assessment data, to guide our decisions. This is a great starting point, but we also need to be able to use other points of data to guide our decision making.

• RIOT/ICEL matrix is a tool that can help data to answer questions about student academic performance and behavior.
• Action planning cycles can help school systems to use data for continuous improvement.
• Equity-Centered Design Frameworks will guide new ideas to come to the forefront.

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Embrace Doubt
Be willing to “Think Again.” As Adam Grant states in his book Think Again: The Power of Knowing What You Don't Know:

"Too many of us favor the comfort of conviction over the discomfort of doubt.” 

Try to be curious about your data so you, your students, and your system can grow together.  
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I hope this quick read has convinced you to look at data with a new perspective, a curious one. 

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Gina Meinertz is a transformational and student-centered leader. She works as the Assistant Superintendent for Spring Grove Public Schools.

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