At the beginning of the 2013-2014 school year, 4th grade teachers at Goochland Elementary School were setting academic goals for their students, with an eye to their performance in the Standards of Learning (SOL) exams. With support from the Virginia Department of Education (VDOE) and an innovative data system implemented in Goochland, the school had been provided historical data and predictive analysis of their new students’ standing. Teachers were alarmed to find that nine students were on a predicted trajectory to fail their reading SOLs.
In a 4th-grade class of 55 children, failure by nine students constituted an unacceptably high percentage. “We refused to accept the outcome as inevitable,” said Principal Tina McCay. “The data gave us a peek into one possible future, but it also gave our team time to develop a strategy to reverse the trend and set our students on a solid path to achievement and success.”
Teachers decided that the targeted students would benefit most by the participation in small instructional groups. “As a result of the small groups, students who previously were crying from frustration suddenly became engaged and confident,” said teacher Krystle Demas. “It was exciting to witness. Just to see that spark in their eyes and a return of the excitement and passion for learning was so rewarding!”
The result: All nine students passed the SOL at the end of the school year. Said McCay, “This extraordinary success might never have happened without real time access to data at each step of the process.”
Over the past decade, the education data industry has churned out new tools for schools and teachers to analyze data and see trends that would have been overlooked in the past. “Data can be used to help educators tailor curricula, identify at-risk students, customize classroom learning and improve their students’ college readiness,” said Bethann Canada, director of the Office of Educational Information Management at VDOE.
Building on Goochland’s success, VDOE is partnering with the state’s Center for Innovative Technology (CIT) with the goal of transforming itself from a static, one-way collector of data into a provider of support and service for data-driven decision making across the state.
In an elaborate consultation process, the data implementation team engaged more than 400 individuals across Virginia in focus group activities. Ninety-seven percent of Virginia’s school divisions took part. The end product was a strategy with two components: (1) Technology and Integration and (2) Professional Development and Division Support. Providing the data would not be enough. Educators needed to know what to do with it.
“It’s more than just having access to the data that’s important, it’s knowing what to do with it,” said Paul McGowan, vice president of consulting services at CIT. “Or, as some focus group participants explained, “Even if we’re able to run reports, a lot of teachers say, ‘now what?’ Many of us don’t know what to do with the data once we have it.”
Following up on the successful first phase of the project, the project team expects to roll out a similar capability statewide in the next year. Phase II is focusing on implementing the technology and integration solution and building a new Education Data Professional Development Center.
“We hope to attract, persuade and retain support for data use and to persuade all K-12 stakeholders to include data as an integral component of their work and educational plans and intervention strategies,” said Canada. “Generating a viable solution will take time and hard work, but will bring numerous dividends in the form of customized learning, stronger curricula, identifying and aiding at-risk students, and much more.”
(This is a condensed version of an article released by the Goochland Public Schools, Virginia Department of Education and the Center for Innovative Technology.)