MiddleView

Data, Data, Data

A look at our 7th grade data room.  If teachers see the numbers every day, they are more likely to use it in their instruction.

I think we all know that using data is paramount in education.  We have plenty of it and it makes sense to create customized learning experiences for our students.  If student x struggles with main idea but is excellent with author's purpose, why spend more time on author's purpose?  Of course, this is easier said than done with a class full of 30 middle schoolers.  Over the last few years, the importance of using data to drive decisions has become commonplace.  The data is there--sometimes there is so much data we do not know what to do with it all.  However, I often ask are we using it as effectively as possible?

Many times teachers are told, "You can gather your student data on our district software."  Go ahead and print it out and make sure you use it.  Sometimes we may even do a quick presentation on how to access it.  We then leave it to our teachers.  I remember this as a teacher.  I knew there were loads of data and was even shown how to access it.  I dutifully printed it out and placed it in my role book.  However, that was usually the last I saw of the powerful numbers.  I wanted to use it.  I knew it made sense to use it.  I knew I had the numbers, but I really did not know what to with the data.

I have made a conscious effort to make sure this does not happen with my teachers.  I have come up with a "data plan" to make sure my teachers are using it effectively.  There are 3 main components to the data plan.  The first part of the plan is to personally hand the data to the teachers.  We all know the time constraints teachers already face.  This eliminates one obstacle.  It takes time to sort and print the numbers for the teachers, but I think it is time well spent.  If I want them to use the data, I can print it out for them.  The second part is providing instruction on how to use the data.  The third component is to post the data and continually update the information.

Data Books

Our school created a data book for each teacher.  It contains a ton of information.  In our district we use MAP testing.  It is a wonderful diagnostic tool and gives us a lot of information on each child.  I created 6 sections in each data book.  It provides teachers with last years PACT performance, and all sorts of updated MAP data.  I know not everyone uses the same type of assessments, but hopefully your district provides some type of diagnostic tools which give you data to work with.  Each section includes instruction on how to use the supplied numbers.  For example, one section provides a chart that looks similar to a seating chart.  On this chart, students are grouped with students with similar MAP scores by section.  This is a great visual for teachers to see the level of each student.  We talk about how class work can be differentiated based on achievement level. 

On the left is a student growth chart.  We have several progress conferences with each child.  This allows a child to see their growth over time.  This is also a great tool for parent conferences.

MAP testing provides a RIT score for each child.  One of my teachers does most of her group work based on RIT score.  It is even broken down by individual skill.  The teacher can have one group working on main idea and another group of author's purpose.  With the data in hand, the teacher is basing her instruction on the needs of the students.  We share these ideas and constantly talk about how to use the data.  Our data books are updated as new data becomes available.  This allows us to work with the most current information.  I think the teachers see the power of this as well.  I recently conducted an anonymous survey on our data usage this year.  All of the teachers said they are using data in their classrooms.  As an instructional leader, I am happy to do the sorting and printing because I want my teachers focusing on instruction, not on sorting and printing page after page. 

Data Room

I came across this idea somewhere on the internet.  We created a data room in our teacher lounge.  Ideally, we would post individual student performance and track the changes during the course of the year.  We decided not to do this as the room is used by many different people other than the student's teachers.  We did not want to violate anyone's privacy.  However, I post all kinds of grade level data.  One of the best charts we created tracks student performance from last years PACT (state assessment) to each time they take the MAP.  It allows us to see how we are improving as a grade level.  (NWEA created a correlation chart from MAP to PACT).  This allows us to see student performance on a continuum.  We know if we are improving as a grade level.  So far this year, we are improving in all sections. The charts allow our teachers to see the numbers and get a feel for where we currently stand.   I think seeing this on a big chart each day sends a wonderful message to our teachers.  It reaffirms all of the hard work they do each and every day.  They can see how well they are doing in teaching our children. 

I also post all kinds of other data in the data room.  We track discipline referrals, attendance, tardies and anything else we can quantify.  All in all, the numbers are posted for them to see on a daily basis.  My goal is to keep the numbers out there, not tucked away in a binder on a bookshelf.  I usually spend time on data at each grade level meeting.  This can include ideas on how to use the data, sharing best practices or simply adding data to our data books.  We try to keep focused on using data in our daily instruction.

This is a great tool from NWEA.  It lists RIT score ranges across the top.  Under each range it lists example questions for students at that level.  On the left, it lists specific skills.  One of my teachers is creating centers based off this information.  I hope to feature it soon!

Hopefully, our efforts in using a truly data driven approach will produce exceptional results.  However, I know we can do more.  I am not a statistician, but I do everything I can to get the data in our teachers hands.  I wonder if our graduate programs in education need to focus more on using data.  As I mentioned earlier, as a teacher I had the data on my students.  However, it often ended there.  I was not really sure how to use it.  I remember not having the time to keep it updated and effectively find ways to use it in my instruction.  I am sure I was not alone.  As an instructional leader, I strive to get the data to my teachers AND provide instruction on how to use the data. We all have it, but a big questions is how are we using it?