LEADING D50 INTO DATA WALLS
Presentation to DLT
Copper Stoll
Sept 16, 2010
Data Walls
 Assessment is the first step in
an effective teaching-learning
cycle:
 Assessment is the key to
effective teaching and learning.
 Evaluating the assessment
results reveals the information
needed to plan for instruction.
Assessing
Learning
Teaching
Evaluating
Planning
Using Data ..
 …the next issue is that of using the data so
that instruction is characterized by precision
and teaching is focused on the learning needs
of each student. There is no value in
assessing students if it does not impact
learning and instruction.
Fullan, Hill & Crevola, 2006
Have staff read Doug Reeves’
article
 Guidelines for Data Walls or “The Science Fair for
Grownups”
 Data Walls: A success story
 Guiding question: Why would data walls be a
useful tool in our system?
Text-based discussion: Read silently and with
guiding question in mind, discuss in groups of 45.
Data Walls
 At the school level, data walls are an effective
visual tool for representing student
assessment data across the organization
(classroom, school, district).
 It shows the results of interventions you have
used to increase student achievement.
 Structure for the DAAC/BOE review October
19, 2010
youtube videos–Elementary
Secondary Data Walls
&
 http://www.youtube.com/watch?v=IljU6sNd8
bI
Data Walls
 In a professional learning community, data
analysis encourages collaboration and
discussion among members of a school and
across schools. Data analysis is an evolving,
collegial event, not an isolated activity.
Continuum of Collegiality
derived from Judith Warren-Little
Ostrich:
Sticks Head
in the Sand
Undermines
Sharing of
Work
Joint
Work
Aiding &
Assisting
Scanning &
Storytelling
True
Sharing
Leadership
Role in
Sharing
Benefits of School Data Walls
 Encourages ownership
 Influences choices in instructional strategies
 Promotes a wider repertoire of instructional
strategies
 Builds collaboration through a team approach
 Allows school teams to target sets of students
for the school, for the performance level, for
small groups, and/or individual students
What would be the KPI data
we would want to track
school-wide?
 Turn to a partner and list kinds of data that
would help to raise achievement
 How often should you track the data?
 Pair up with another twosome and compare
ideas
 Share out with large group
Benefits of Classroom Data
Walls…
 Communication tool
 Useful in establishing guided reading
groups (running record data wall)
 Quickly establishes those students who
require additional assistance (intervention)
 Useful for tracking comprehension skills
(Reaching Readers data wall)
 Supports budget decisions
 Supports capacity building
 Data walls influence decision-making
What data would we want to
track at the classroom level?
Trios protocol:
 Find two different people to become a trio.
Each person gets one minute to list the kinds
of classroom data that would help to raise
achievement
 How often should you track the data?
An Effective Data Wall contains...
* The name of your school or class in the title
P Problem
I Intervention
E Effect
C Conclusion
Data Walls should look like…
Privacy-Students’ names
 Spot with no access for
students and/or parents
General Data-No names
 In a public spot
 Specific student’s data
 All students’ data are
from a group can fit
 Updated regularly
recorded on the board
 Updated regularly
One method to create
School-wide Data Wall components:
 Problem
 External data, such as
test scores
 Internal data,
district/classroom
testing data
 Interventions
 Teacher
 Student
 Effects/Evidence
 Conclusions (Drawn
from the results)
AVague but Effective Classroom/School Data
Wall
Improving Student Test Scores
Mr. Smith’s 10th Grade Academic Class at Grasso Tech
Problem
Test scores have
decreased 10 percent
over the last 4 years.
Intervention
We’re doing this
intervention to help
improve scores.
Intervention:
AFTERSCHOOL
TUTORING
Summary of what you’re
doing, who you’re
tutoring blah blah blah
blah blah hopefully you
use an intervention that
has some kind of
scientific basis and
discuss this blah blah
and more blah.
Effect
Here is how this
intervention is working.
The data shows how
scores have changed
over the last 4 months
since afterschool
tutoring began.
Conclusion
Based on the data, I
conclude that
Afterschool tutoring is/
is not helping boost test
scores.
An Effective Classroom/School Data Wall
P
Improving Student Test Scores
* Mr. Smith’s 10th Grade Academic Class at Grasso Tech
P
I
Problem
Test scores have
decreased 10 percent
over the last 4 years.
E
Intervention
We’re doing this
intervention to help
improve scores.
Intervention:
AFTERSCHOOL
TUTORING
Summary of what you’re
doing, who you’re
tutoring blah blah blah
blah hopefully you use
an intervention that has
some kind of scientific
basis and blah blah and
more blah.
C
Effect
Here is how this
intervention is working.
The data shows how
scores have changed
over the last 4 months
since afterschool
tutoring began.
Conclusion
Based on the data, I
conclude that
Afterschool tutoring is/
is not helping boost test
scores.
Examples of Ineffective data
walls…
Pros:
•Name of
school
•Data
•Progress
•Attractive
Cons:
•No stated
problem
•No analysis
of data
Examples of Ineffective data
walls…
Pros:
Cons:
Has name of
school
No problem
Pictures
Data
No intervention
No effect
No conclusion
Discussion starters:
Think about making your own data wall:
 What is hopeful about this data?
 Who are the students we need to target for
additional support/acceleration/intervention?
 What are the learning expectations in
language arts we must address with greater
precision?
 What instructional strategies will assist us
in improving student achievement?
Analyzing Data WallsData Driven Dialogue
Predict
Explore
Plan of
Action
Explain
Using Data Walls…
Educators say:
“We can learn more and faster together
than separately”.
Data walls ensure that teams work on
improvement using the data.
Workshop to make your own
data wall and CDE plan?
 Call Learning Services Directors for help
 Copper will be back on Sept 29-30 if you want
help
 You will be expected to complete 3 data walls
for reading, writing and math aligned with
your Major Improvement Strategies for the
DAAC/BOE review on October 19th.
 Be sure to focus on improving growth, status and
gaps if you have them.
Colorado Unified School Improvement
Plan Template
 Section I: Summary Information about the School

Student Performance Measures for State and ESEA Accountability (Status,
Growth, Gaps, PWR)
 Accountability Status and Requirements for Improvement Plan (CDE Plan
Designation)
 ESEA Accountability (Title I)
 Section II: Improvement Plan Information


Comprehensive Review and Selected Grant History
School Contact Information
 Section III: Narrative on Data Analysis & Root Cause
Identification




Gather and Organize Relevant Data
Analyze Trends in the Data and Identify Priority Needs
Root Cause Analysis
Create the Data Narrative
 Section IV: Action Plan(s)
 School Goals Worksheet
 AYP, Status, Growth, Gaps, PWR
 CELA, Scantron, DIBELS, other
 Action Planning Worksheet (Major Improvement
Strategies)
Description of Action Steps to
Implement
the Major Improvement Strategy
Timeline
Key
Personnel*
Resources
(Amount and
Source: federal,
state, and/or local)
Implementation
Benchmarks
 School-based planning and monitoring tools




Formal Process
Three Week Data Cycle
Flexible
Formative
PLC Questions
 What do you want learners to know and be
able to do?
 How will you know they know it?
 What do you do when they don’t ?
 What do you do when they already know it?
Tenets of a PLC?
 Focus on Learning
 Collaborative Culture
 Collective Inquiry
 Action Oriented
 Commitment to continuous Improvement
and Results