Connecting Data to the Stories they Represent

Connecting Data to the Stories they Represent

On these eves of upcoming quarterlies, most of us are doing some profound thinking about L4 and L5 and exactly what our data sources tell us about the impact we are having on student learning.  For most of us, our approach lies in the “data rush”, which like a gold, technology or housing “rush” has put us into a sort of frenzy of grabbing and amassing large amounts of data in hopes that these data “place holders” reveal a story that confirms that the decisions we have made were and are the right choices.  Our data kind of serves as the oracle telling the prophecy of student learning.

But how data is analyzed is just or more important that what the data says at all.  And unlike housing, gold and technology, our analysis of data for a growing demographic of students has real, and generational consequences for students if our prophecies are not getting us deeper to addressing actual root causes.  So what are some things to keep in mind?

“... experts say…..[access to achievement data]....have mostly resulted in small pockets of innovation or incremental shifts to existing practices, rather than systemic transformation.

One big reason: Big chunks of the data currently in use are either stored on paper or in teachers' heads. And much of the digital information in use is generated via students' …[scheduled exams]..., which even those in the ed-tech world acknowledge can capture only a limited slice of what constitutes real learning.

Other barriers exist, too. Even when new technologies have been introduced into classrooms, teachers have been slow to change the ways they teach. Districts have struggled for years to integrate data housed in separate silos. The education sector is embroiled in debates over how student information should be appropriately collected, shared, and used. Cite”

After watching a few TED talks on the subject of BIG data analysis, I came across an article that offered a few simple suggestions in terms of positioning our thinking around data analytics.  

1. First, what I think I am learning from this is that the most important thing about data is that its potential to tell the story of our organization is risky if we are not ahead of it by asking the the right, rather focused, questions.  One article said very explicitly that “The decision is in the question” Cite.  If we start with the question first, there is a higher likelihood that we will have a sharper focus in our data mining and analysis and this may lead us to using our data with greater value.  The question will also help us to mine that data that is going to be truly meaningful to us, meaning it will confirm that the choices we make are impacting the learners we serve (this helps us affirm our decisions are the right ones).
2. Second, using data that is simply available, may not tell the stories of the experiences of the learners we serve and we run the risk of the data determining the questions, leading us to narratives and root causes that may not be capable of, or won't, tell the whole story.  A local example of this scenario might be a school with a healthy State Report Card, students are growing-so everything we are doing is good to great and we celebrate.  Deep within the data, there may be other experiences we are missing.  Again, if the question leads the inquiry, the data has the opportunity to reveal.  Using available data may lead us down a path that does not confirm causality but only correlation….BIG data on medical trials must respect this truth about using “available data” for correlation rather than causation.  Here is an example, drowning deaths increase when ice-cream consumption increases-not causal, it is summer after all.
3. Third, our data is mostly limited to or positioned around the "IQ type" rather than the "EQ type" (emotional intelligence).  Most of what we are learning about learning is that is it a highly relational, voluntary process and that a student’s wellbeing, extent to which basic needs are met, their ability to persevere, the extent to which they believe their teacher believes in them, and self regulation etc. are the actual characteristics that determine long term success we call agency, yet our data sources fall short in measuring these realities for students.  Could our subgroup ACT scores reveal, rather than academic achievement, perhaps emotional thriving and other indicators of wellbeing?  Check out an interesting article on EQ

Well, if you have gotten this far, my purpose of writing this blog is to provide some opportunity for reflection on some of these points as we move into a season of telling our stories with data and positioning the work of teams to build capacities in our schools to do this work the best we can-happy questioning! (DIY Hacks for Data Story Telling)

Innovation

Our definition of Innovation in the School District of Waukesha is:
Actions that significantly challenge key assumptions about schools and the way they operate; to question the "box" in which we operate and to innovate outside of it as well as within.

We take huge pride in touting ourselves as being an innovative district with innovative practices and programs happening for our learners. So, what really is innovation and why is it important?

Innovation in the business world is linked to survival. Organizations are finding that they need to continuously adapt and transform to the rapid changes around them. I might argue that this continuous improvement mindset isn't as nearly as important as discontinuous improvement. We all know that new does not necessarily equate to better. Innovation without a clear vision and systematic structures is just another adaptation without purpose.

How can we all innovate while achieving our organization's mission and vision?
What is your readiness towards a culture of innovation?

As inferred in our definition, innovation involves challenging existing practices and mental models in order to adapt to our existing environment. We need to seek innovation as a means of helping our schools adapt and transform and that leads me back to my original question, why is innovation important? If you know your why, your how becomes much more impactful.

What is Coaching?

The School District of Waukesha has invested in our growth and development through opportunities for professional learning as well as through coaching. However, as we work to better our practice and skills through coaching, we begin to ask ourselves, what does it mean to coach.

As a district, we have defined coaching through the work that coaches do. In Elena Aguilar's book, The Art of Coaching, Aguilar shares many excellent strategies for coaching. More importantly, she outlines in the beginning of her book what coaching is not. From her book, Aguilar shares that coaching is not about enforcing a program, fixing people, being a therapist, or being a consultant. Coaching focuses on growing teaching capacity through feedback and reflective questioning. To build consistency, or coherence, across our district coaches, coordinators, and principals have been engaged in professional learning on coaching. While as a district we continue to refine what coaching looks like, our goal is that the practice and art of coaching become institutionalized within our district.

SAIL and our Daily Theories of Action

All of you should be familiar with the term SAIL.  It is a school improvement framework that uses a theory of action written as an if/then statement.  Part of the director team's theory of action is "If we collaborate and coach around a common understanding of an efficient, effective SAIL framework...then we will have an increase in leadership performance and system coherence that will ultimately lead to increased student achievement."  In addition to our main director role, we each support three schools as a SAIL coach.  We support the school's theory and 100 day plan.  As a SAIL coach, we ask reflective questions and lend an outside perspective to the work.

Do you know your school's theory of action?  How are you living out your own theory of action as it relates to the school's theory?  Any time you plan a lesson or an instructional strategy, you are living out a theory of action.  We do it all the time.
     💬  If I start with this energizer activity, then more students will be engaged and ready to learn.
     💬  If I approach this concept from this angle, then I will reach all learners.
     💬  If I create an intellectually and emotionally safe environment, then students will be willing to take risks.

The school's SAIL team also analyzes data and makes adjustments to the 100 day plan as needed.  We, too, analyze data in real time to make adjustments.
     💬  The class seems restless.  If I continue with my original plans, I may lose some learners.
     💬  My formative check demonstrated a lack of understanding.  If I move on anyway, core skills will be lost.

When we make adjustments, we need to take the time to dig in to why the original plan did not work.  We also need to reflect on what went well, similar to the Analyzing Student Work (ASW) process.  Sometimes the answer is not right on the surface.  But knowing the cause informs future decisions and allows students, your classroom, your school, and the district to grow as we move forward in making a positive impact on all of our learners.  The SAIL process helps to build coherence among the many layers.

Thank you for your thoughtful approach every day with our learners.  YOU make an impact. 

What do we value?

In each of your buildings, you will see our Waukesha values on display. Have you ever really taken the time to absorb what these values really mean? Are you walking the talk and talking the walk when it comes to your leadership around these values?
I have included the visual as well as the link below from our website. You are a valuable part of the School District of Waukesha because you have exhibited these values. During those days when you forget your purpose, reset yourself and dig into living out these values. In your classrooms, in your daily life, with students, with colleagues, with family members...having a core set of values that drives what you do, is an important moral compass for all of us to reflect on this month.

Innovation: Those actions that significantly challenge key assumptions about schools and the way they operate; to question the "box" in which we operate and to innovate outside of it as well as within.

Rigor: Using inquiry-based, collaborative strategies to challenge and engage all students in content resulting in increasingly complex levels of understanding.

Teamwork: Cooperative effort by the members of a group or team to achieve a common goal.

Communication: A means of transferring information and ideas that is clear, consistent, concise, comprehensive and accessible.

High Expectations for All: Expectations that overcome biases and belief systems that lead to low expectations; verbal and nonverbal behaviors that challenge all students and communicate to all students that they are capable learners.

https://sdw.waukesha.k12.wi.us/domain/547

Professionalism: Competency within one's profession, demonstrating effective collaboration with others, integrity, and an awareness of diversity in service to students and the profession.

Shared Responsibility: Collaboration between educators, families, and other parts of the community will ensure that all children are encourages and supported through the educational process. The contribution of each may not be separable from that of the other(s). 

Personalized Learning:  Fosters a deep approach by considering the core proficiencies, authentic learner engagement, student choice, quality continuums of learning and the role of technology.