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Adding it up.

via GIPHY

Since I asked the question not many answers appeared. Time to put on my Cape of Hard Research and Thinking, TO THE INTERNET! AWAY!

Just how do we constructively analyze, evaluate, and make meaning out of student data? The fundamental questions of a PLC frame the discussion: what do we want students to learn, what do we do if they don’t, and what do we do next if they do? From the data on display, it would appear that many students stalled: the more capable ones have nowhere to go next, and the struggling ones didn’t make connections to the routines and scaffolding to the independent steps. Since I am not an ELA teacher this year by title, I could say well, my “name” isn’t associated with students’ scores. But that is the opposite of how I feel and act, and I know many of my colleagues do, too. They want access to the data and understand to their core that we are all teachers of literacy in every shape and kind. That would be my first step: all teachers in the building working together in cross-content teams to share student information, data, and insights. (I wonder where I put that student form from a few years ago we used when we had that team?) Teams are coming back, so that’s positive.

Here are some articles about different ways to look at data. The data carousel, paradoxically, one of the most powerful and weakest: it allows for good comments and discussion, and then never discussed again.

3 Ways Student Data Can Inform Instruction

Get Curious About Contradictions and Take Action: How about that ace student who didn’t do so well on the standardized test? Possibly a nervous test-taker? Or it could simply be low motivation, since many students never hear about their standardized test results from previous years? Prior to a test, a brief pep talk or quick review of strategies for lowering test anxiety could be all they need. Also, there is much information to be gained from having individual conversations with students who have these contradictions between their standardized test scores and their classroom grades and performance.

From The Teaching Channel:

How Data Carousels Help Teachers and Students:

As said, data carousels create a burst of powerful discussions, but are not sustained over time.

This one may be the best: from Larry Ferlazzo,

Response: How To Use Data – & How Not To Use It – In Schools

Below are suggestions to assist collaborative inquiry teams in examining student work.

  1. Begin with anonymous student work samplesperhaps from a colleague’s class in another school (this colleague and the students should remain anonymous). Initially examining work that does not ‘belong’ to anyone in the group will help to build confidence and ease the transition to the more risky activity of sharing their students’ work.
  2. Use protocols for examining student work. Protocols provide structures and guidelines for looking at and talking about student work. They are designed to help team members reflect on their practice as it relates to student learning and development.
  3. Select 3-5 students of interest and monitor their progress over time. There is no need to bring student evidence from an entire class. Teachers might select 3-5 students who are performing at different levels of achievement. Collaborative inquiry teams will find it more manageable (and equally informative) to monitor the progress of a few students.

The anonymity piece: making it safe for teachers to share and discuss takes away the judgmental attitude of ‘bad’ versus ‘good’ teachers. And the “progress over time” — showing growth versus proficiency is the miracle of teaching and learning. That is why we are here and do what we do: Larry Ferlazzo’s tips are doable and smart. When creating norms and structures for PLCs, I am hoping my colleagues see the value of adding these protocols.

Onward.

 

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Hot piles of data.

via GIPHY

Addendum: I wrote a follow-up four days later: Adding It Up

Well, today we had a data discussion. And it wasn’t pretty. I got a little excited when I saw that the SBA ‘Brief Writes’ had gone up, but that was mostly for 7th grade. And though I shared so much with the 7th-grade team, I tried to sell the 8th-grade team on having students do them, but with no luck, except for one colleague who worked with me the last three weeks before the test. In essence, and in the most passive way possible, an idea came from a coworker for “no excuses” and wanted to see all the data with teachers’ name tied to it. I don’t mind if people see my numbers. Want my data? My age? My shoe size? Sure. But numbers never tell the whole story. Not 0% in one subject, or 8% in another.

But how do you talk about data in a constructive, honest, and collaborative way without it becoming personal and toxic? I am genuinely curious. It can’t be mean-spirited and snotty, nor can it be sugar-coated when the numbers are there. All I know is I asked everyone who would listen to please consider using the rubrics for the Brief Writes so students would know what exactly would be expected of them, whether they got a narrative, explanatory or argumentative prompt. The students performed better on the longer performance task writes, so that’s comforting. And my Honors kids did well. And some of my Essentials kids met proficient, which is quite a feat.But I want all students to do well. This idea that a teacher is ‘bad’ based on one data point, proficiency, is dangerous, and it seems the loudest teachers perpetuate this. But that’s usually how most things work.

Now what? So why am I feeling so awful after a few comments at a meeting? Why does it bother me so? Because those comments move nothing forward. Nothing.

One thing that I pray will change the conversation from the blame-throwers to constructive is the movement toward showing students’ growth and not just proficiency. How wonderful would it be to have a student who is new to the country and language go from a second-grade level to sixth grade or more, and that would be the number celebrated? I’ll be one who is paddling that river, keeping it flowing, even though I’m not directly responsible for the ELA scores this year. But like an old fire horse, I still hear the siren: once an ELA teacher, always one. And I hope to be one again.

Why?

Because I’m good at figuring out what students need, and amazing at it when I have great collaborators, which I do this year. As Mr. Rogers said, “look for the helpers.”

This idea that a teacher is ‘bad’ based on one data point, proficiency, is dangerous, and it seems the loudest teachers perpetuate this. But that’s usually how most things work.

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