Data tips for state of the school address

Tips on basic data displays

“Most data require only the ability to count and calculate percentages. Any conscientious teacher or team of teachers can do this.”

Schmoker 1999

Butcher paper on the wallsPeters’ describes this data as “back

of the envelope” calculationsWall Street may never see it – but

it’s the data on the shop room floor that really improves the bottom line

Simple Comparative Data Displays multiple

factors Displays highs and

lows

Sample SchoolReading Renaissance Earned Points

2005-2006

24,334.4

3,463.6

6,480.4

11,102.2

14,435.8

21,727.2

23,870.8

27,696.0

24,368.1

9,413.4

17,922.3

0 5,000 10,000 15,000 20,000 25,000 30,000

2003-04

2004-05

Sept

Oct

Nov

Dec

Jan

Feb

Mar

Apr

May

GOAL

Yes, We made it !

Simple Comparative Data Shows the trends Compares multiple

factors

Compares performance against some predetermined standard or indicator Compared to other

classes, other students, other schools, state averages etc.

Could be graphed using bar graphs, line graphs etc.

Used to show the variation in scores

Example: Class writing rubric scores

Also called a line graph or time chart

Used to monitor progress

Examples: Monitor missed

class time due to tardies

Purpose: To find the root causeAsk “Why” five times to find the root

cause.

Don’t forget….

Most of us love kids, not charts and graphs

And….our only goal is to improve the skills and knowledge of our students

But….is it wrong for society to ask us…

“How do you know if you have?”

“It’s about the kids stupid!” (James Carville reinterpretation)

Personalize the Data (School board ISTEP/PAWS data example)

Put a Human Face on the Data “Our test scores went up!”

Collective data that is compiled by the grade level, department or team

It could track the groups progress It could compare one grade level or

department to another It could compare individual

classrooms

We have not yet addressed a ROOT problem in trying to raise student achievement….

The psychological and emotional engagement of our students

Lee Jenkins:

“We have to get them to understand how their individual efforts contribute to overall classroom improvements.”

The intentional use of individual and classroom graphical displays of data can encourage psychological and emotional engagement

Is the central message easy to get?Can a lay person who walks by “get

it?”Can they get it in 30 seconds? Is the display colorful? Is it simple?Do they know how to “feel” as well

as what to “think?”

Classroom and school-wide examples

These tools are designed to be applied to any problem you are trying to solve or idea you are trying to communicate

They could be District School Grade level or department Classroom Individual

Simple is betterTry to only display one or two conceptsUse “call outs” for the main ideaDon’t use jargon or acronymsUse stories or examples when possibleLabels and titles should be simple with

large fontsThe x and y axis should be balanced

between true accuracy and yet you should be able to see the trend line or differences

“Numbers have the power to reveal slow but steady improvement, and combat the fatalism prevalent in schools.”

Schmoker

Dr. Mark J. StockUniversity of WyomingEducational Leadership307-766-5649 [email protected] support and contributions fromDr. Robert CockburnMr. Phil Metcalf