Data!

 Why Track Data? 

    Teachers are charged with a lot of responsibilities and one of those is keeping track of data.  Data can be used in meetings with parents, administration, or co-workers.  I feel empowered with data when discussing students and their progress.  I can not tell you how many times a discussion has ended of what a students needs because the data speaks for itself.  As an elementary teacher keeping track of data can be overwhelming.  Not only is there test data, but also our observations.  I keep track of data for math: pre-assessments, assessments, and math group observations.  I keep track of writing data by keeping writing conference notes and observations.  Reading has a lot of data to track: assessments, guided reading group observations, running records, and independent conferences.  You know what data to track, and why you need to track it....So now How do you track the data?  I made a course that goes through organizing, collecting, analyzing, and presenting data...with lots of resources.  Feel free to visit by clicking here!  

Big Binder Energy!  

    I use a 3 ring binder to organize all my data.  I keep it close to my small group table and when I am finished with a unit, book, or filled up a page of observations  I add it to my binder.  When I am meeting about a student or colleagues I bring my binder and all my data is in one place.  You can do the same thing electronically too for those techies or virtual teachers out there.  I keep a section for parent notes, normative data (MAP, Fastbridge, etch), all student plans (IEP, 504, ELL, MTSS/RtI, etc),  small group data, and individual data.  I have a video and some resources you can check out here! Below is an example of some sections in a data binder.  

Collecting Data

    Now that you have your binder ready, how to go about collecting data?  What kind of notes go in the binder?  Both questions are important and are really up to you.  Keeping track of test scores is pretty easy, but what about anecdotal records.   I have different tools based on how I teach.  For example, I have a chart for small groups for math that keeps track of who is in the group, the skill I am working with them on, the strategy we are using, and then notes section to write about how it is going.   For writing, I have a chart for the whole class on one page and I write what each student is doing well and what is their area for growth when I meet with them during their conference.  Every teacher has a preference. Find what works best for you!  Click here for videos on how I collect data and tons of PDF resources for you to use!  

Analyzing Data

    If you collect a ton of data and do nothing with it, there is not really a point to collect it in the first place.  I usually review and analyze the data I collect at the end of a unit and when preparing for a new unit.  I also review data before attending or calling a meeting about a student or group of students.  Collecting data and then analyzing data should help you adjust and plan for what is next.  I think of analyzing data into 6 steps starting with choosing the assessment to analyze in the first place: normative, summative, formative, or a pre-assessment.  Then, think about the purpose for the analysis: to determine groups, determine intervention needed, determine what needs to be taught or to determine gains have been made.  Third, I look at the class data (average, outliers, "passing scores," etc.).  Then, I zoom in on a student base on a purpose I determined earlier.  Lastly, and the most important step is to determine action steps.  This step is often when I use my colleagues, when I have tried what I know already.   Click here or on picture to find tools like this an more.  

Presenting Data

    For me, I like to be prepared when presenting data.  It makes me feel more confident and lessens my stress-level and anxiety.  For data team meetings with colleagues, I think it is important to have norms and know the purpose of the meeting ahead of time.  This will help you prepare...if a meeting is called and you are not sure of the purpose...ASK!!  It is okay, you are a professional and should know if this is about a certain subject, class, student, or other.  When you get to the meeting, stick to the facts!  Leave out your feelings and explanations unless asked.  Try not to compare students to each other.  You can compare students to the class average or compare one student's data over time.  Always have brainstormed ideas of how you plan to move forward based on the data, but be open to recommendations and input from the team.  Don't end a meeting until you know the next action steps: when is the next meeting, what will you try, is someone going to support you or the student, and what is expected.  A data meeting with a parent is run a little different, and you should have suggestions ready for you, the student, and the parents to try because you are the expert.  I have some of the  resource books on interventions to use based on data and tips for analyzing and presenting data on the website.  Click here or on the picture for this tool and more!