Using Data to Focus Instructional Improvement
Cheryl James-Ward, Douglas Fisher, Nancy Frey, and Diane Lapp
Using Data to Focus on Instructional Improvement provides the nuts and bolts of systematic instructional improvement. The authors of this text convey to the reader the need for data and for data decision-making; additionally, the chapters within this text walk you through the process of how to use data effectively.This book is not only perfect for those who've never had any real experience with using data or for those whose eyes glaze over when they hear the word data because it's talked about so much, but it is also perfect for those who have a strong handle on data and the many forms that exist! All leaders can sharpen and refine skills in this area as we have an abundance of data at our fingertips. Using it is the key! James-Ward, Fisher, Frey, and Lapp (2013) stated, “Effective schools use information that is available to them to continuously improve” (p. 1).
The straightforward, practical way this book is written allows the reader to take a refreshing look at sources for data such as hard data (assessment results, discipline, attendance) and soft data (observations, interviews, surveys). Hard data are forms educators examine constantly when evaluating progress, determining strengths or areas of challenge and when creating improvement plans. Essentially, hard data depicts in a mathematical manner answers to the following questions: who, what, when (p. 17). Many educators focus on assessment results (norm-referenced, criterion-referenced, formative, summative) when analyzing hard data, but there are other aspects to consider, including: demographic data (race, gender, socio-economic status, disability, limited English proficiency), attendance, and suspension or expulsion. It is important to make this data useful. Leaders and educators should start early in the year to analyze results, look for links between practice and results, plan to share results publicly, view the data from a wider lens (school or district) and drill down to the classroom and students, watch for trends in results, and make plans to regularly analyze data as results come in throughout the year. Each of these steps is vital to the data analysis process and to create steps to improve.
Soft data, on the other hand, is more qualitative in nature. This data may be collected and/or described in words or pictures. This data adds the human element and helps leaders study more thoroughly the picture of results overall. Various forms of soft data exist such as: surveys, interviews, focus groups, and observations. It is important to analyze these results just like hard data and to triangulate all results to uncover deeper meaning behind the results, getting to the root cause. The chapter focusing on getting to the root of the problem by using the various forms of data, is helpful as it breaks down the process into the following stages: identifying the problem, visually displaying the data, examining root causes, developing goals to address the root causes, and monitoring the follow through connected to established goals and objectives.
This text provides sensible suggestions for how to incorporate data into the day-to-day workings of school life by: displaying it, participating in instructional rounds where teachers visit one another’s classrooms to see how data is used or displayed, studying various forms of data in staff meetings, monitoring progress, and making adjustments as needed. Using Data to Focus Instructional Improvementwill have a significant impact on how leaders think about their work specifically and the implications for improving schools more broadly. The authors' approaches on how to use data to make a difference are engaging, focused, and practical. The following quote will compelreaders to embrace data more fully.
"Most conventional plans acknowledge that implementation and monitoring are important, yet offer few details on how that might be accomplished. Some teams assume that, once crafted, the details of the plan will fall into place. But then the inevitable occurs--competing priorities overwhelm the best of intentions and the plan is derailed. We contend that implementation and monitoring are all about building, maintaining, and extending the competence and confidence of everyone involved. And to do so, administrators need to see themselves as learners and to understand what it means to be a learner" (p. 4).
James-Ward, C., Fisher, D., Frey, N., & Lapp, D. (2013). Using data to focus instructional
improvement.Alexandria, VA: Association for Supervision and Curriculum
Development.