Use a Data Night to Set Priorities for School Improvement

Recently I was working with a school near Chicago on their school improvement plan. A task force of parents, teachers and administrators revised the school's vision and then selected twenty different types of data that could be used to help identify action steps. Every member received a notebook full of data and a wiki was created so that members could share their observations and thoughts about the data.

The group held several "data nights" where they met, worked together to examine the data, discuss its implications, and assess the school's current success on each indicator. Small work groups met to continue the analysis and suggest next steps.

The data nights were helpful because they assured that everyone had the same data, had an opportunity to talk about its meaning, and to contribute to the analysis. These "data nights" helped the group move forward to develop a plan for their school's continued improvement.

A protocol for planning and conducting a data night are included in my recent book, Rigor in Your School: A Toolkit for Leaders available from Routledge/Eye on Education (www.eyeoneducation.com).

Managing Data to Improve Your School

When I was a principal I often thought I was drowning in data and I was. Lots of data in the form of reports and spreadsheets came across my desk. What was often missing was the time to take that data and turn it into useful information, information that could be used to shape and guide our school improvement efforts.

I've written about turning data into information and worked with principals and their school improvement teams on doing just that. Recently my colleague Barbara Blackburn and I wrote a blog post for Eye on Education that discussed four steps to manage data. Each step is discussed on some depth in the blog and in Rigorous Schools and Classrooms: Leading the Way. But here's a quick summary.

• Step 1 - Be Clear About What You Want to Know - rather than generally talking about use of data, identify some questions that you would like to answer. That can help clarify the task.
• Step 2 - Decide How to Collect the Data - You may already have lots of data but you may want other forms of information. Spend some time thinking about the multiple measures you will use to answer your questions.
• Step 3 - Analyze the Data - Too often insufficient time is allowed to review the data, look for gaps, and get different points-of-view. I always liked to have several people, in several different roles, look at the data with me. These multiple perspectives almost always led to a more thoughtful analysis.
• Step 4 - Set Priorities and Goals Based on the Data - Make sure you do something with the information you put together. Use the analysis to shape and guide your goals and areas of focus. Often, this will lead you right back to gathering even more data about your school's improvement.

I'd enjoy hearing from you about how you use data to guide your school's improvement.

Student Shadow Studies - Data from Students

Schools are awash in data and principals and their staff are expected to use that data to guide improvements. Recently I was reading some materials from NASSP and was reconnected to the idea of a Student Shadow Study.

A shadow study is a different way of gathering information about how students experience your school. They involve selecting students at random and “shadowing” them throughout their day. The process, originally developed by NASSP, charts what students are experiencing every 5 minutes or so. This allows the observer to chart the ebb and flow of activities during the day. The emphasis is on what the student experience and it provides interesting insights into your school’s program.

Of course students quickly figure out that something is going on. So the best approach is to talk with the student you’re shadowing and assure them that you are not gathering information about them to share with the office. At the end of the day, spend some time with the student. Ask him or her about the day and about his or her typical experiences. Provide time for the student to tell you about their school.

Typically, several students are “shadowed” on the same day. The goal is to put together a collection of snapshots that can help design a portrait of your school from the student’s perspective. The data can then be used to complement other data and inform your school improvement efforts.

I’d enjoy hearing form you about other ways you gather data directly from students about their experience in your school.

Conduct a Data Night

Recently I was working with a school near Chicago on their school improvement plan. A task force of parents, teachers and administrators revised the school's vision and then selected twenty different types of data that could be used to help identify action steps. Every member received a notebook full of data and a wiki was created so that members could share their observations and thoughts about the data.

The group held several "data nights" where they met, worked together to examine the data, discuss its implications, and assess the school's current success on each indicator. Small work groups met to continue the analysis and suggest next steps.

The data nights were helpful because they assured that everyone had the same data, had an opportunity to talk about its meaning, and to contribute to the analysis. These "data nights" helped the group move forward to develop a plan for their school's continued improvement.

A protocol for planning and conducting a data night are included in my recent book, Rigor in Your School: A Toolkit for Leaders available from Eye on Education (www.eyeoneducation.com).

Valuing the Student Voice

When I was a principal I was always interested in how students perceived my school and its program. Too often we rely solely on test scores and other quantitative data to assess our success. There are two strategies that value the student voice and allow principals and teachers to gather insights from students.

First, is a Student Shadow Study. Originally developed by NASSP a shadow study charts the experience of students throughout a school day. Observers follow randomly selected students and record the ebb and flow of activities every five-to-seven minutes. Of course, students quickly figure out that something is going on. I suggest talking with the student you shadow before you begin and explain that you are not evaluating them or their work. It's also a good idea to talk with the student at the end of the day to gain additional insights into their experience.

Shadow studies work best when several observers collect data by shadowing students. The December 2009 issue of Principal Leadership provides more detail about this approach.

The second technique is to conduct a series of focus group meetings with students. A focus group is a set of people brought together to participate in a guided discussion about an issue---your school. While not a formal focus group, a principal I met in North Carolina invited groups of students to meet with her during lunch. She asked students to tell her about their school and their classes. She listened and looked for patterns among the students' responses.

Students are incredibly insightful and are able to provide useful information that can be used along with other data to improve schools. I recommend both strategies to you.