Principal - Mott Supplement - January/February 2018 - 17

LEVERAGING DATA RESULTS
Here are recommendations to make your
data as compelling as possible:

Confirm commitment. Before pushing for a
partnership, make sure the school community is
ready to commit and you have the basic resources
necessary to begin.

Be clear and concise. Partners want an
easy-to-understand rundown of the details. Make
sure your presentation clearly defines why help is
needed, what the interest levels in the proposed
program are, and what you will do to ensure that
contributions are sustainable.

Think long-term. The best data not only show
where the need is, but also clearly project a plan
for resources, flexibility if funding is reduced or
things don't go according to plan, and specifics
for how the school will eventually be able to
build capacity within existing structures through
the partnership.

Don't be afraid to show off. Presenting your data
doesn't have to be a dry task that exposes your
school's weaknesses. This is a time to show what
you've got and ask willing listeners to give you what
you want most.

Think in terms of both qualitative and quantitative
data. Of course budgets are important, but pictures of
classrooms, quotations from students, and drawings of
your plans will help partners to envision what you can
accomplish together.

Make strong connections and nurture personal
relationships. Find partners whose missions strongly
align with yours and who have formed similar
partnerships in the past. Stakeholders who think
similarly are more likely to stay on the same path, and
partners who understand schools are more likely to
adapt well to the unique challenges of working within
an educational setting.

Use data from existing partnerships. One way
to convince a prospective partner that you are a
safe bet is to present data demonstrating gains in
achievement or participation as a direct result of
another community partnership.

Source: Julie Spielberger, Jennifer Axelrod, Denali Dasgupta, Christine
Cerven, Angeline Spain, Amelia Kohm, and Nicholas Mader, "Connecting
the Dots: Data Use in Afterschool Systems," The Wallace Foundation, April
2016, http://tinyurl.com/wallacereport.

WWW.NAESP.ORG

17


http://www.tinyurl.com/wallacereport http://WWW.NAESP.ORG

Table of Contents for the Digital Edition of Principal - Mott Supplement - January/February 2018

Principal - Mott Supplement - January/February 2018 - Cover1
Principal - Mott Supplement - January/February 2018 - Cover2
Principal - Mott Supplement - January/February 2018 - 1
Principal - Mott Supplement - January/February 2018 - 2
Principal - Mott Supplement - January/February 2018 - 3
Principal - Mott Supplement - January/February 2018 - 4
Principal - Mott Supplement - January/February 2018 - 5
Principal - Mott Supplement - January/February 2018 - 6
Principal - Mott Supplement - January/February 2018 - 7
Principal - Mott Supplement - January/February 2018 - 8
Principal - Mott Supplement - January/February 2018 - 9
Principal - Mott Supplement - January/February 2018 - 10
Principal - Mott Supplement - January/February 2018 - 11
Principal - Mott Supplement - January/February 2018 - 12
Principal - Mott Supplement - January/February 2018 - 13
Principal - Mott Supplement - January/February 2018 - 14
Principal - Mott Supplement - January/February 2018 - 15
Principal - Mott Supplement - January/February 2018 - 16
Principal - Mott Supplement - January/February 2018 - 17
Principal - Mott Supplement - January/February 2018 - 18
Principal - Mott Supplement - January/February 2018 - 19
Principal - Mott Supplement - January/February 2018 - 20
Principal - Mott Supplement - January/February 2018 - 21
Principal - Mott Supplement - January/February 2018 - 22
Principal - Mott Supplement - January/February 2018 - 23
Principal - Mott Supplement - January/February 2018 - 24
Principal - Mott Supplement - January/February 2018 - 25
Principal - Mott Supplement - January/February 2018 - 26
Principal - Mott Supplement - January/February 2018 - 27
Principal - Mott Supplement - January/February 2018 - 28
Principal - Mott Supplement - January/February 2018 - 29
Principal - Mott Supplement - January/February 2018 - 30
Principal - Mott Supplement - January/February 2018 - 31
Principal - Mott Supplement - January/February 2018 - 32
Principal - Mott Supplement - January/February 2018 - Cover3
Principal - Mott Supplement - January/February 2018 - Cover4
http://www.nxtbook.com/ygsreprints/NAESP/principal_20190506
http://www.nxtbook.com/ygsreprints/NAESP/principal_wallace_20190304
http://www.nxtbook.com/ygsreprints/NAESP/principal_20190304
http://www.nxtbook.com/ygsreprints/NAESP/principal_20190102
http://www.nxtbook.com/ygsreprints/NAESP/principal_20181112
http://www.nxtbook.com/ygsreprints/NAESP/principal_supplement_20181112
http://www.nxtbook.com/ygsreprints/NAESP/principal_Crayolasup_20180910
http://www.nxtbook.com/ygsreprints/NAESP/principal_20180910
http://www.nxtbook.com/ygsreprints/NAESP/principal_wallacesupp_20180506
http://www.nxtbook.com/ygsreprints/NAESP/principal_20180506
http://www.nxtbook.com/ygsreprints/NAESP/principal_20180304
http://www.nxtbook.com/ygsreprints/NAESP/principal_mottsupp_20180102
http://www.nxtbook.com/ygsreprints/NAESP/principal_20180102
http://www.nxtbook.com/ygsreprints/NAESP/principal_20171112
http://www.nxtbook.com/ygsreprints/NAESP/principal_20170910
http://www.nxtbook.com/ygsreprints/NAESP/principal_crayolasupp_20170910
http://www.nxtbook.com/ygsreprints/NAESP/principal_20170708
http://www.nxtbook.com/nxtbooks/manifest/principal_20170304
http://www.nxtbook.com/nxtbooks/manifest/principal_20170102
http://www.nxtbook.com/nxtbooks/manifest/principal_20161112
http://www.nxtbook.com/nxtbooks/manifest/principal_crayolasupp_20160910
http://www.nxtbook.com/nxtbooks/manifest/principal_20160910
http://www.nxtbookMEDIA.com