A Decade with Dynamix: Tackling Tangible Data
By: Lani Aquino
At certain times of the year, data hits the forefront of the field of education. It can often be viewed in a less-than-friendly fashion and get pushed to the wayside. While at first glance, data may not seem like more than numbers and charts on a page, it really is an invaluable resource that can inform, guide, and make a lasting positive impact on students and educators alike.
Dr. Tom Fry, The Data Guy and co-founder of Dynamix, knows a thing or two about the wonders of data. Spending a large part of his career with a focus on managing and utilizing data to positively impact education, he has enjoyed devoting the last ten years to helping districts and instructional leaders make sense of all the numbers and plan What’s next? steps for creating the best possible outcomes for all stakeholders.
Managing the Data Mindset
When it comes to tackling data, the mindset that’s used when viewing the numbers and charts is key. The first look at data may bring disappointment, but this can oftentimes be attributed to not really understanding the full story that data can tell. There is a lot that can be gleaned from the rise and fall of numbers, and these two mindset tools will make it much easier to see the bigger picture.
1. Own It- Taking ownership of the numbers is really important. Yes, there’s a lot that educators can’t control, but when the focus falls on what can be and has been controlled, a new picture begins to develop. Rather than focusing on a handful of chronically absent students, turn to the impact that the new strategies being utilized have had or the payoffs that seem to finally be coming after a few years of working with a new program. Don’t fall into negative spiral mode based on the components that cannot be controlled; find and own what is working to shine a light on how the efforts are making a difference!
2. Process It- Finding the benefits within data occurs when the time is taken to really process it. A quick glance at numbers isn’t going to do anyone any good. Instructional leaders really need to take the lead on this facet by ensuring time is given, and tools are provided that allow data to be processed. It also needs to be done in such a way that the personal and emotional component is removed so that defenses aren’t up from the get-go.
3 Data Resources to Inform Instruction
As all the data makes its way into the hands of students and educators, there are some really amazing resources that can benefit the next steps. While it’s wonderful to have all the data information, it’s even better knowing what to do with it to make a positive impact moving forward.
1. Student Projections- These numbers typically come out around October, and they have a great timing that allows teachers to get to know students before seeing where said students land within the testing data. Upon the release of these numbers, teachers are able to make some instructional decisions and pinpoint the strategies and resources needed to meet projections. It’s also an opportunity for teachers to talk to students about numbers and possible discrepancies they are seeing between reports and actual performance; this could be on an upward or downward slide. Failure to put students into the loop about numbers and/or not sharing confidence in where they can be is really missing the mark.
2. Item Analysis- This is a goldmine offered by the state. The key to its use is to look at a broader span of the data. When looking at a three-year span of item analysis, educators can really see which standards are making the most appearances on the tests. This helps teachers focus on areas that can offer the most room for improvement and pinpoint the most important concepts within their grade level(s).
3. Released Items- The released items go hand-in-hand with Item Analysis. While only 40% of items are released, the biggest boon with those released is the resources that capture the thought process. For multiple-choice questions, the correct answer is given, AND an explanation for why the other choices were incorrect is also shared, which can be vital in highlighting and then revamping common misconceptions. For open-ended questions, the state shares some of the most common wrong answers AND, for a couple of them, explains what students did wrong (especially in math) to come to that choice. This offers a chance for some proactive modeling to avoid common traps.
4. Practice Items- There are a lot of practice items available from the state. There is one resource that should top the Must Use List of every ELA teacher. It is the essay prompts released by the state that teachers can have students complete. This is an electronic resource that has students typing responses that then get scored by the state’s scoring software. Not only does this give students a chance to work in true testing mode, but it also gives them an opportunity to have another set of eyes, even if they’re digital, to view and give feedback. Districts that have utilized this program have seen marked improvements.
Diving into data is hugely beneficial. While the numbers and charts can be daunting at first, there really is a positive story to be told. Data can help educators and districts make decisions on what is and isn’t working and how to make the most impact through positive action.
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