Use it or Lose it

It used to be that the word data merely meant something that was stored by a computer. Miriam Webster lists this as one definition of data and the other is “acts or information used usually to calculate, analyze, or plan something.”

In our schools and classrooms, we are bombarded by data. Reading data, math data, writing data, growth data, proficiency data, interim data, end of year data, and the list goes on. We often have meetings to look at the data, talk about the data, cry about the data, and celebrate the data.

But how are we using it?

In Miriam Webster’s definition, there is that small word “used”. If we just collect data in the absence of the analysis and planning, then the data is really just numbers or information in isolation. We need to respond to the data. We need to actually USE it.

If we think about the real world, we naturally use the data we collect. We have apps on our phones to tell us about the temperature data not only in our city but also in cities we are traveling to. We use this data effortlessly to plan our outfits and pack for a day at the ballpark. Our cars are equipped with fancy technology to let us know how far we can go before we get gas, what the temperature is inside AND out, and when we need to change the oil. Most of us are able to use this data to plan accordingly so we are not stuck on the side of the road.

At a swim meet recently, a coach told me she had a swimmer disqualified for a stroke violation in a relay event. This meant the time of the entire team could not be used for that particular event. The same swimmer was in multiple events so the coach quickly sat her down and talked to her about her elbows in the breaststroke. She would need to adjust her movements if she wanted her times to count for the other events that night. The swimmer adjusted, the times in the other events counted and the coach was thrilled that her conference was effective and showed results. This is the process is what we need to mirror in the classroom.

We can replicate the swim example in order to use our classroom data. Consider the following:

• Take a slice of student data. (Start with one piece of information. The relay team was disqualified in one event. The data indicated something was obviously wrong. What is your data telling you at first glance?)
• Analyze it. (Why was the team disqualified in this event? We had to get more data. These swimmers know how to swim. They didn’t drown. They made it across the pool and the entire relay looked fine. We needed to take a closer look at the data to really understand it. We had to check with the stroke judge who gave more specific data. The elbows of one of the four swimmers were coming out of the water on the breastroke. This is a violation and the time was not able to count. This was more detailed data that gave us direction. Do you need more specific data? If so, how can you get it?)
• Plan the next step. (Talking to the swimmer seemed like the logical next step. This swimmer was not purposefully doing the stroke wrong. She actually didn’t realize what she had done until she saw her disqualification data. Conferencing with the swimmer with specific feedback and data allowed the swimmer to correct the issue. When do you confer with your students? How can you make this part of a normal routine?)
• Start the cycle again. (The data from the next event showed she was improving. Her time counted and the stroke was done correctly. While this was not perfection, it was progress. Without the analysis and conference, this would not have happened. Once you confer with students, how will you know progress is being made?)

The data coming out of our schools and classrooms can be confusing and overwhelming. Take the time to analyze it and to PLAN something in response to the information. Without utilizing the data, it is practically useless.

Use it or lose it.