Use 2-3 data collection methods (A.1.1;) and choose the most appropriate to your identified contextual issue/problem to determine the gaps and challenges related to the school need you identified that reflect the diversity of the school community. 

Now that you have identified an issue or problem to examine, it is time to decide how to collect and analyze the data to determine the alignment between the written vision and mission and the area of interest that you intend to improve. You will determine what data to collect, based primarily on what is most relevant to validate your identified problem as it relates to social justice and equity (this data should confirm that the problem you have identified is the actual problem. 

· What data will inform your identified problem (e.g., assessment data from students in gifted/AP/special education programs, discipline referrals, etc.)?

· What data are needed to analyze the gaps in the mission and vision as each relates to equity and social justice?  (What do you want to measure?)

· Are these data readily available? If not, what collection method should be employed to gather the data (CAEP A.1.1;)? 

Use 2-3 data collection methods (A.1.1;) and choose the most appropriate to your identified contextual issue/problem to determine the gaps and challenges related to the school need you identified that reflect the diversity of the school community. Gaps are determined by synthesizing the differences between the results the school is getting with its current processes, and the results the school wants to get. Data analysis helps schools understand how they got their current results, and what it will take to eliminate the gaps.  

Think critically about the relationship between the data source you are collecting and how it may identify the problem. Write a rationale in the chart under Assignments for the choice of the data source. 

Examples of data collection include:

· Surveys and questionnaires (teachers, students, parents, employers, community members, etc.)

· Interviews or focus groups

· Observations of actual instructional practices and student responses

· Alternative assessments (e.g., work samples, portfolios, senior projects and performance tasks)

· Standardized test scores 

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