Specifications include, but are not limited to: ACPS would like to take a formal look into professional learning. The main goals of the data assessment will be to analyze professional learning data and provide analysis in a data dashboard that is easy to read and use for presenting information on professional learning outcomes to various constituents. To provide technology and strategic advising services around assessing the impact of professional learning, instructional coaching, and mentoring programs. The software shall allow for the logging of documentation and notes, feedback forms and walkthrough data. Create custom data collection instruments aligned to standards for professional learning, division goals, initiatives, and priorities—access to data in real time. Gather and compare data access across multiple points of time to compare growth. Data imports from REACH VA reports, Standards Assessment Inventory (SAI Data), and existing logs. Data imports of new employees weekly. Provide data logs at designated intervals and maintain regular meetings to support implementation. A. Included Services: 1. Meetings with ACPS Team 2. Design of customized data collection tools o Pre-and-Post-Tests o Surveys for parents, teacher, and administrators o Progress Monitoring 3. Analysis of data sets o Identify data connections and provide applicable research for improvements o Consult with ACPS Team on findings ▪ Data review meetings led by the team 4. Provide a central web based data repository for multi-user access o Training to use and maintain repository and related data collection instruments, if applicable o Web based data repository should: ▪ Be user-friendly ▪ Allow for disaggregation of data ▪ Allow for multiple reports at the district, school, program, classroom and student levels and by demographic group, which can be viewed longitudinally to track changes over time ▪ Allow staff to easily view and attain actionable insights from a range of formative and summative data sources; including existing data and customized data collection instruments. The following areas should be easily accessible: • Quality of Professional Development and Coaching • Extent of teacher learning • Institutional supports and changes • Instructional changes • Student Outcomes ▪ Allow staff to document progress and monitor fidelity of implementation and effectiveness of professional learning, especially in the areas of Coaching, and Professional Learning Communities 5. Recommendations for improvement of professional learning
