Dr. Mark J. Stock University of Wyoming Educational Leadership 307-766-5649 office mstock1@uwyo.edu With support and contributions from Dr. Robert Cockburn Mr. Phil Metcalf

“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 walls Peters’ describes this data as “back of the envelope” calculations Wall Street may never see it – but it’s the data on the shop room floor that really improves the bottom line

Selected data tools taken from “Tool Time for Education: Choosing and Implementing Quality Improvement Tools” By David Langford

Simple Comparative Data Displays multiple factors Displays highs and lows

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 determine how often an event is occurring. Turns opinions into verifiable facts Helpful in finding and recording multiple occurrences of an event Example: Interruptions

Sample the square root of your total items once a week Example (100 most important spelling words in the 3rd grade) Sample 10 words a week Sum the total correct for the whole class Graph each weeks total

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 cause Ask “Why” five times to find the root cause.

Take each data tool Take turns with a partner explaining each tool Have your partner give an example of that tool in use in the school

The following slides show examples of various data tools displaying School-wide data Grade Level or Department Data Classroom data Individual student data

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

Classroom data boards communicate class goals and measures Tests Quizzes Behavior Progress

Data Notebooks Test scores Homework scores Attendance Grades

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

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

Dr. Mark J. Stock University of Wyoming Educational Leadership 307-766-5649 office mstock1@uwyo.edu With support and contributions from Dr. Robert Cockburn Mr. Phil Metcalf