Monday, June 14, 2010
Required Post for 6/14: Data Driven
Everyone uses some form of the concept of being "data-driven" as important for schools and leadership. What does data-driven mean to you? How/Will it be different as a principal or district leader? What should we be focusing our data skills on in your opinion? What do we need in terms of skills/tools to make this happen in our schools?
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As a teacher in the classroom I have focused my "data" on my personal growth and the growth of my department. I have paid close attention to goal summary reports each year and compared and contrasted those with others in my department. This data is problematic because it is too late to help any students you were teaching, but it gave me a good understanding of what goals I was struggling on as a teacher. It also allowed me to compare that to others in my department and see what we were doing differently. Common assessments created by my department were more helpful at making these changes during the semester. All U.S. History teachers used the same test, quizzes, and for the most part power points. We would discuss frequently how our classes compared to one another. We also used ClassScape data this past year quite often. This gave us almost instant breakdowns of actual objectives we were testing. As a department we worked well together and made great progress over the last three years.
As an administrator, I know my role will be different, but I feel like we can use a similar process.
As a principal I will have to help my staff become more involved in the data. I feel like as a teacher I was given only the tip of the iceberg as far as my data and that of my department. As an administrator I want to be able to clean the massive amount of data up into usable bits of information for my teachers. Our Data Project in this class has already led me to a lot of interesting questions I would like to ask. I feel like a data driven administrator will be able to sit with teachers and ask the types of questions that will lead to better collaboration amongst teachers. Narrowing the data and information for teachers so that they don't have to look at tons of "useless" numbers will be an imperative. All schools are going to PLC concepts now and collaboration from teacher to teacher and from administrator to teacher have to be at a high level in order to achieve success. I feel like the administrator that uses data to help teachers understand their weaknesses and gives them the proper support to get better will benefit with stronger teachers and eventually better results. They will also help to spark the conversations among staff members about what is going on other teacher’s classrooms. Collaboration, support, and “Real” data will be the first step in becoming a “data-driven” school.
Data, "smata!" Sorry, Dr. Mills. I believe being "data-driven" is great, but I believe it's more than that. I agree with you completely T. Growth as professionals is what we seek/need. We don't get "hard data" until the end of the year, so we do not even get a chance to improve beforehand and by the time the next year rolls around, the previous year is yesterday's news. Let's pray- NC State Board of Education start testing elementary as they do middle and high, a semester at a time, based on what they have learned- not a whole year's worth of information.
As part of PLC, we are doing the same common assessments- working together really helps as far as work load--but, how are we using the data from each of these assessments? How can I use data to improve instruction (common assessments and EOGS)? By the way, I have heard nothing but positive things about ClassScapes because of that exact reason. I love Study Island and Accelerated Math also. Immediate feedback! Love it!!! Also, wish I were in the regular classroom still because of CPS systems!! They rock!!! Download scores straight to grade book! Awesome!
Also, you must have "hard" data when presenting to your School Board and Superintendent! On the other hand, you can only hope that schools/teachers look at their data (test scores) and change what they are doing- that's not the case, that I find. Every principal can give you the break down of each student, what they scored on EOGs, what ethnicity, etc. How do administrators address this?????
Any administrator should be able to riddle off percentages of each grade level, but I say- What does it "really" mean? How can that information help us grow and address our weaknesses/strengths as teachers? Largely, I believe the question is how can we better instruction for our learners? Who gives a "you-know-what" about the #s unless you have a plan to help decrease deficits and "close the gap!" I will be completely honest with you also, teachers could care less about putting information into excel and showing me fancy tables- that's the principal's job- haha- and more about changing instruction methods and helping integrate technology!
Personally I think the word “data-driven” is driving everyone crazy. True we need data. We need to analyze the data and we need to direct instruction according to the data. But are we going overboard with the term? (You know educators sometimes do get caught up in terminology.!.)
Having said that, I do think good things are coming from data. Teachers are now focusing in PLCs as team players. Data is forcing collaboration and that is wonderful. It is bringing purpose to teaching. As an administrator I would be delighted to see my staff working together as a team, deciphering the data from CFAs to see where strengths and weaknesses are within their students, brainstorming ways to meet the needs of those students that the data is showing needs extra reinforcement or enrichment. This to me is a beginning step for administrators.
I also believe principals have the responsibility to take data to the next level. They have to be much more global with their approach to data. While hard data from test scores certainly has its place, administrators have to be driven by far more data than that. “What data can show why a student scored a level 1 in Math?”, “What caused such huge gains in a child’s Reading EOG?” , “How do I need to group my teachers so their expertise can shine in the students they teach?”
These are the tuff questions that take a skill set of spreadsheet technology, like excel, in order to look at various types of data, the ability to analyze the data, and then know when to move on to action and not let the data drive you crazy.
Data-driven means using the numeric results of standardized tests to interpret progress, understand deficits, and influence necessary changes. Data can be a powerful tool if it is used correctly. All too often, the data is collected, talked about for three days, and then forgotten.
I work in a school system that collects and uses data throughout the year. Each nine weeks, students are given a practice EOG in order to assess student progress. Teachers are supposed to use the data to address whole class and individual deficits in learning. Once the tests have been administered and the data processed, the teachers meet in their departments with the principal to analyze the information. Teachers are supposed to use the information to re-teach and plan.
If I were principal, I would require that teachers demonstrate how they are using the tested information in their classrooms. Also, the data should be shared with the student. They need to know which objectives they have mastered and which objectives on which they need to improve learning and mastery. Sharing the data gives the data purpose.
The assessment process takes up a lot of time, money, and resources. If the county is going to invest a portion of its budget into collecting data, the data needs to be used powerfully.
In my opinion "data driven" means to draw on the outcomes of analyses of student data to assess the effectiveness of instruction and modify or adjust lesson planning to account for student progress or gaps. As a teacher, I focus on the progress of my students in my department so my view of data driven informantion would reflect directly of what was going on in my classroom.As a principal my foucs of data driven information would be much broader in scope. I would be focusing on the whole school, not just one classroom or dept, if I were a teacher. I think as a principal I would have to keep the data streamlined in such a way that a determination can be made quickly. I think teachers and princiapls need more training in this area because there is such a gap in the utilization of this technology in the classroom and in adminstraion.
Betsy, I agree with what you said about data being a powerful tool if used correctly. Many of the measures we use reflect a standard for achievement that you either hit or don't by the end of the year. Teaching and learning are about setting ambitious goals for growth and continuously monitering progress toward those goals. When an assessment tool enables progess toward near goals to be monitored throughout the year, then educators can see the connection between the data and tomorrows lesson plan.
To me the definition of data driven is simple. All that it means is using data to guide the decision making process in schools. In his article, Data-Driven Decision-Making, Denis Doyle defines data driven decision-making, as the "process of collecting student data-academic performance, attendance, demographics, ect.-in such a way that administrators, teachers and parents can accurately assess student learning." While this sounds easy I agree with Melissa in the fact that it is not always easy to be data driven. It is true that most of the data that we receive comes at the end of the year and it is not always utilized. In fact, as a teacher it feels like the data is simply put into a folder and not touched again.
This is the challenge to us as future administrators. How do we break the cycle of collecting and not using data? The answer, I believe, is by being the example. If we want teachers and schools to use data we as administrators must lead the way. We as administrators must do two things. First we must teach teacher to analyze student performance throughout the year and then apply it in the classroom. Teachers need to understand how to make connections with numbers that seemingly have no connections. Secondly, we must allow the staff to see us using the data-driven decision making process. We must also create systems for teachers to use data to make decisions. In Involving Teachers in Data-Driven Decision Making: Using Computer Data Systems to Support Teacher Inquiry and Reflection, Jeffrey Wayman writes ,"School leaders must not only model use of data, but also establish conditions that support and encourage teachers to grow in their us of the system."
While I do agree with Melissa on her opinion of data I think that it should be pointed out that data is here to stay.
Claudia,
You make a great point about the data driving you crazy. It's just like you said, you can learn a lot from analyzing all that data but what matters is what you do with it. Otherwise, the data is just "driving you crazy." Just making charts, sharing them with teachers, and asking why is this and this happening is not going to work. The important part about all this data is using it to improve, change, adapt, and reflect on instruction. That is why data can be priceless, but also in the wrong hands a nuisance. You have to let your staff know what you want from them, provide them with the support they need, and work hand in hand with them to use the data you provide. Otherwise its all just fancy numbers and colors.
Randy, how true. A good step from an administrator would be to offer professional development on data. I'm not talking the boring... listen to your results type. Teachers need to know what to do. They hear "Look at the data." "Analyze the data." How about if administrators offered PD on "How to effectively analyze the data" or on "How to decide on needed information." If this could happen, teachers may be able to target in on the significance of data, and not in name sake only. Data is here to stay. We need to learn how to be effective with it.
To me, being "data driven" means using information to improve. Currently, I work at a school that is probably the most data driven school in our county. Any teacher in our school could tell you our goals for AYP and from our SIP without blinking an eye. They could also tell you exactly how many students than last year need to pass in order to meet the bar. As an administrator, I think it's important to teach your staff what the numbers me and how they impact them as teachers. We have multiple "data" meetings through out the year, in which different spreadsheets or data is put up on the SMART board and explained to us in detail. My principal even prints out each teacher's AR and Study island reports every week and puts comments on them and puts them in the mailboxes. (And our school is huge...I don't know how she does it all)...
And, as some of you have said, it drives us crazy at times, BUT...our school has grown so much since our administrator has been there doing all of this. So, over all it's a lot of work, hard work...but I think being data driven can be one of the best things you can do as administrator. It's important to know how to use the data and teach your teachers to do the same.
Data-driven, to me, means making decisions based on information gathered while analyzing data. It can be something as simple as throwing out a quiz because everyone did poorly or something as complicated as analyzing EOG data from the year before in order to tailor instruction. These decisions may be student related, classroom related, school related, or even bigger. Data-driven is the way to be. Why make a decision that is inconsistent with valid research? Data-driven should mean (to teachers) that their instruction should reflect what students need to know and how they best learn it. The problem is, how do we know what they know and don’t know? Formative assessments, collection of data, analyzing that data, and exploring techniques to help overcome shortfalls. These are the basic premises of PLC’s, but many teachers are fighting this initiative. Why? It’s too time consuming!
Ok, this is what we, as principals should be focusing our data skills on: helping teachers collect, display, and analyze formative data quickly and easily so they can spend their efforts on strategies to better reach the children. Instructional coaches and media specialists need to be key players here. Once a good data system is in place, it will become self-sustaining. How do we do this? PLC’s with administrators present and active.
What do we need to make this happen in our schools? Time. Time to get the ball rolling, get teachers to cooperate and become more data driven.
Data driven basically means using the information you have to create a desired outcome. Data is an awesome asset in education. It’s more than data that drives education. Data is a waste if it isn’t being used. In a school it’s important to have individuals to interpret the information to get results. I teach an elective and it’s important for me to analyze my data. We benchmark our students and analyze each objective according to the students and classes. Sometimes, I have to revisit objectives because of the lack of knowledge of the students. If objectives are weak across each class then I know I have a missing link. Even though, we have a lot of data we still have to hold teachers and students responsible for their actions. The data that’s retrieve from each semester can break or make an educator. We have to consider all aspects when data is interpreted for educators.
For me, data should be used to improve the weakness of the school, the student, and the teacher. Once everyone realizes how to interpret data and put it to use then results will take place. Administrators can analyze, interpret, and explain the data during department meetings so everyone can understand the process. Charts and tables are great tools for this concept. Once we grasp this data we can create testing strategies to create real results.
Al, I totally agree with you. Data-driven to teachers should mean that their instruction should reflect what students need to know and how they best learn it. The way the teacher interpret this data will produce a desired outcome. You are right! Teachers don’t know what to do with the data and it’s wasted. As administrators it’s important to grasp and understand data to show your staff unique and creative ways to find results. Once everyone is one the same page regarding the use of data within your school positive results will take place.
There are times when I believe "data" should be considered a new "four letter word." Particularly when the data is not understood or used correctly.
I love both what Randy said, "All that it means is using data to guide the decision making process in schools," and what Courtney said, "...being 'data driven' means using information to improve." Both of you hit the nail right on the head, in my opinion.
I am sure I will begin to look at what "data driven" means a little differently once in the role of the administrator. I see the importance of using data, such as that gathered through CFAs, in planning instruction and remediation. That is what and how it should be used.
Betsy,
I totally agree with what you wrote about data being shared with the students. Who better to understand their shortcomings than the students themselves? If a student is not performing as he or she should be in a certain area or objective, they should be the first to know. They are the ones who can do the most to overcome the deficits. And we as teachers sometimes need to be reminded that a certain student needs extra coaching in certain areas.
We should also consider sharing pertinent data with parents whenever the situation calls for it. They, too, need to be informed of their child’s strengths and weaknesses and areas where they can help our efforts. Also, sharing data with parents makes them aware that we are aware of how their child is performing. It gives us so much credibility in their eyes and can strengthen that relationship between home and school.
Today I heard an interesting comment from a principal. They said that they had a great relationship because he was all about the data and she was all about curriculum. I thought this was a wonderful metaphor for education today. One can not exists without the other.
Claudia I do agree with you. The words "Data driven" have gotten under my skin from time to time, but I see data's purpose, intentions(modify or change things), and reasoning behind using it. I just wish it were used and applied better. I think that is something along the lines that Randy was talking about.
I also believe in "hunches" and "feelings" about things, the sad to truth is it must always meet the reality of data- if you want anyone to listen to you. I wish data was more real time and even easier to manipulate. No wonder Microsoft is a multi-million dollar corporation. It would take us months to do what a computer programs does in a few clicks of a mouse!
The other thing is no one can "really" tell you what data driven means. What is the opposite of data driven, no computers? That's my question. People have been "crunching" numbers way before there was a computer! Lol.
Randy,
I like the question. “How do we break the cycle of collecting and not using data? It has been my experience that the EOG scores come in; principals, guidance counselors, teachers, and students swarm around the results. A few immediate decisions, like retentions, are made and then the data is forgotten about until the next May. Yes, Randy, a connection needs to be made with the numbers in order for the data to positively influence change.
Like many others have pointed out during previous blog conversations, a balance needs to be kept. Data turns negative when districts go overboard with the data-driven dialogue and hap-hazard changes that make no difference but just add more work to the teachers’ workload.
Al,
In talking about sharing data with students, I think that is very important at particular grade levels. I don't think, however, that kind of sharing should begin until some time during the late elementary years, like 4th or 5th. Younger children do not need to be bogged down with that information, especially if we are being developmentally appropriate. On the other hand, I think sharing any data with the parent is important, even during primary years.
I agree Connie, sharing with the younger folks wouldn't work...they get stressed out enough as it is...we had kids crying and totally breaking down the day of the EOG just from pressure as it is.
I think that data-driven means that you take information from a source and you use it to make informed decisions about what your next steps are for improvement. Data isn't just about EOG's and EOC's. At our school we use data collected from office referrals to identify high frequency areas where inappropriate behavior occurs. Our principal also uses this data to watch trends with instruction based on student performance on EOG's to make decisions about teacher placement.
Data-driven decision-making is also what PLC's are all about. It's not all about what happens at the end - it's about what happens in the middle that should affect teachers' instruction and remedial efforts in a classroom.
I see a common thread about concerns about data being used apppropriately by administrators. We must all understand our data and be sure that we have manipulated the numbers to show what we're really looking for. And, even if children have not scored proficiently on EOG/C's, can we look at data that shows the growth they have made over time?
You must be strategic, intentional, and consistent about how you use data in order to get the desired outcome.
Al, I totally agree with you about sharing information with parents about how their child is performing. Simply sending home progress reports with 75 on it for a grade doesn't tell the parent what the child did/did not understand. We have to be able to dissect what children don't understand and what their misconceptions are. That's the trouble with summative assessments vs. formative assessments. You don't really get the opportunity to understand why kids didn't get it. However, taking the time, most importantly when kids are struggling to say, "Now tell me how you got that answer" helps you to truly understand children's thinking. Does it take time? Yes, but in the long run, you analyze a child's issue and can actually fix it. And, again, if you get to the root of the misunderstanding, you can get parents on board to help with the misconception. This doesn't need to start in 3rd grade or higher, it starts with the little people.
When instruction is provided for children, if we don't have them explain how or why, how do we know they really understand the conceptual level of the skill? We don't. Problem!
I’m with you Juliana. Sometimes we get so caught up on getting the data so we can fix the problems, we forget to dig deeper into a child’s true conceptual understanding. This may one of the few problems with being “data driven”. Don’t let the data drive you off course!
I believe that being "data driven" means using the data to make decisions. I know it seems that much of the data we get comes at the end of the year and is sometimes not specific enough. I think that analyzing data should be done on an ongoing basis. I know that my grade level does this during our PLC. We create common assessments and then closely look at the student performance to determine what skills specific students might need remediation in and what skills others might need enrichment in. I feel that administrators should be active participants in the PLCs at their school. This is a great way to provide instructional leadership, assist with analyzing student performance data, and be aware of any issues that might be impacting students and teachers.
I agree with T. Holland and several others that administrators need to involve teachers more when it comes to data analysis. Sometimes it seems like the data is under lock and key and only a few privledged people can have access to it. I have learned so much this year during my internship experience about all the data that is available to administrators. It really is amazing. My question is, why didn't I know about it before? I have been teaching for eleven years.
Being data-driven means to make gathering data a priority. As a teacher, I was NOT data-driven. I didn't look at results in order to assess my own teaching. I didn't want to gather data, more importantly, I didn't know how.
As a principal, data must be a priority. Administrators need to be aware of what's the current trend of the school. A principal that doesn't look at data, or use data, is NOT effective. The principal in said school could be the best visionary, most visible in the halls, and respected among the teachers, however, if he / she does not know how these behaviors affect the school - ineffective.
I can't imagine, in this day, with all of the available tools, that an administrator would not take advantage of these. For example, there are websites like survey monkey, google spreadsheets, etc. that allow you to receive feedback on anything!
Administrators must be willing to search for this technology and use it effectively. Data is no longer only taken on bubble sheets. Talk to the kids, have them complete online surveys in homeroom. Email survey link to parents and community members. There are no excuses.
BETSY!!! - Not screaming at you, but looovvee your idea about having the teachers use the data in their classrooms and share it with the students.
Why have I never thought about that before? We are trying to reach them, those students, the reason for our existence - yet, we don't share data with them!!! Wow, great Betsy - you're on the right track!
EBONY! Right back atcha. Love the Survey Monkey tool. Just looked at it online. Excellent tool! Thanks for the information.
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