Putting it all together:
Data folders, data centers make information accessible

Barbara A. Cleary, Ph.D.

Improvement tools, both statistical and problem-solving types, are known for their flexibility. A flow chart, for example, can be used for everything from complex engineering designs to kindergarten instructions on going to the drinking fountain.

Data folders, too, offer the same levels of flexibility. From the point of view of content, teachers can determine what measurement tools are important to keep in the folder, how often to update data records, and how or with whom data folders will be shared. Students can create their own records, or teachers can add their own data to the student’s folder.

The same can be said of class data. Sharing average scores on weekly spelling tests, or visually demonstrating progress in a class’s learning of math facts, give a sense of teamwork to class efforts and support the sense of responsibility for learning that we want to instill in our students.

A classroom data center is, in a sense, an individual data folder writ large. That is, it may include class records that are commensurate to those in the individual students’ folders.

A class mission statement might be the first thing to be included, as well as goals, particular milestones, etc. Run charts or even visual timelines reflect class progress to reach a particular goal. The following example charts data related to homework:

Homework complete and on time:
Number of students

Class performance charts can also be connected to rubrics, and these are included in the data center, so students know exactly what a particular score means. For a middle school English class, for example, the following rubrics might reflect progress in writing:

Measurement topic: Developing paragraphs with unity and coherence
Grade 8

Score 4.0	Main idea is clearly expressed in thesis statement, and paragraph relates closely to that statement. Sentences are complete and correct, with variety in their construction. Usage, spelling and punctuation are flawless.
Score 3.5	Main idea expressed clearly. Paragraph contains good support. Most sentences are complete and correct. Some evidence of sentence variety is demonstrated. Only minor spelling and punctuation errors detected. Generally correct usage.
Score 3.0	Main idea can be inferred clearly. Sentences are complete and correct. Many are simple sentences with some variety. Minor spelling and punctuation errors. Few usage errors.
Score 2.5	Main idea is not clearly expressed in thesis. Sentences are complete but not clear in their expression. Some evidence of sentence variety. Repeated spelling and punctuation errors, and errors in usage.
Score 2.0	With help in creating the draft, the student has been able to state the main idea. Sentences are complete, but have many structural errors. Little evidence of variety in sentence structure. Spelling and punctuation errors pointed out by teacher have been corrected. Usage errors not corrected.
Score 1.5	Main idea is unclear, diminishing unity. Sentences are correct, but little evidence of attention to structure or relevance. No variety in sentence structure. Repeated usage, spelling, and punctuation errors.
Score 1.0	After considerable help, the student has expressed a main idea, and has partial understanding of sentence completeness. No variety in sentences. Repeated spelling and punctuation errors.
Score 0	Even with teacher help, student is unable to express a central idea or to create correct sentences. No variety in sentences. Many errors in spelling and punctuation.

Posted nearby might be a bar chart of scores on this standard:

The chart gives a visual indication to students how well the class has performed on the paragraph standard. Without fear of embarrassment, students can identify where their scores fall in relation to those of their classmates.

Classroom data centers not only give useful information to the class about its progress, but may serve as motivators for improvement and for cooperation. To get a class average up, students may find themselves helping those whose scores may be bringing that average down. And knowing that the outcome of an assessment will contribute to a class average will make each student want to do his or her best work.

Suggestions for using classroom data centers:

• Gather data using appropriate tools for individual records;

• Enlist the help of students in determining which tools are to be used to reflect each task;

• Emphasize the visual aspects of the tools that will be a part of the classroom data center;

• Aggregate individual data and average, if appropriate;

• Be open to include materials that are suggested by students. Primary criterion for determining what goes into a data center should be how well each item reflects the class’s learning.

• Remember that all disciplines should be represented in the data folder—not just reading and math—in order to provide a complete picture of progress in learning.

• Invite students to review the data center regularly and to identify trends that they may see.

• Remember that tools can be used to reflect progress with academics or behavior, but they can also be used for learning (e.g., a fishbone chart showing the causes for the Civil War, or a flowchart showing the process for long division).

Just as contents of individual data folders reflect the interests, concerns, and creativity of teacher and student, the data center offers countless opportunities to display relevant information related to the class’s progress. Use your imagination, and enlist those minds of the students that you teach!

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Ask Sally

With this issue of Quality School Line, we introduce an often-requested feature, “Ask Sally,” in which consultant/trainer Sally Duncan responds to your questions about process and tools, data folders, alignment to standards, and other topics related to quality improvement in education. Even if you already know the difference between a histogram and a bar chart, Sally’s first response in this issue may enhance your understanding of these two quality tools—and then you can submit your own question for the next issue in the spring. Forthcoming issues will feature questions submitted by readers, with Sally’s answers to those questions, often with visual examples. If your question is selected for Sally to answer, you will receive a free copy of Tools & Techniques to Inspire Classroom Learning written by Sally Duncan and Barbara Cleary. This book is a great addition to every teacher’s classroom! Send your questions related to quality to K12@pqsystems.com.

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Got stories?

Many of you have used the Process and Tools to improve classroom processes and support learning. We’re opening Quality School Line to a series of these stories, and invite you to send details of your experiences with the improvement tools. If we use your story, we will send you a copy of Alfie Kohn’s book, Punished by Rewards, a stimulating discussion of the role of external and internal motivation in student learning. All you need to do is describe how you’ve used a particular tool, tell us a little about your school (its location, number of students, and a little about its quality journey), and indicate your position in the school. We can identify you and your school or not, as you prefer. Your colleagues who are looking for concrete ways to apply these tools will thank you! If you have applications of your own that you’d be willing to share with other teachers e-mail them to K12@pqsystems.com