While this blog often addresses district administrators and those in a position to make direct changes to their data systems and/or reports, there is much that site-based educational leaders (such as principals, department chairs, data coaches, or higher education campus presidents) can do to spark improvements to the data reporting environments they are charged with using. The following modifiable email verbiage has been written for such leaders in cases where it is appropriate for them to initiate conversations that can spark important changes to the data systems and/or reports their staff uses. Face-to-face conversations are typically most effective, but these emails can at least ignite dialogue and initiate important first steps.

Data Input Matrix

Leaders of staff responsible for inputting or managing data can send this email (modified as desired) if staff lacks access to a data input matrix (as described in the email) that supports accurate data entry:

Dear [Whoever Controls Data Quality for Your School District],

As you know, data quality is paramount to effective data use. I have read of the benefits to data cleanliness when staff has access to a districtwide data input matrix to guide them in understanding (and correctly inputting/managing data for) data system fields. For example, front office staff can use such a matrix when fielding registration forms or entering demographic changes, and teachers can use such a matrix if using data system information to complete non-computerized testing answer documents that missed pre-ID.

Can you please send me such a matrix? I’ve added some details below in case they can be of help. According to what I read, a districtwide matrix should be available for every key screen or data type in the data system (i.e., those used by staff), and each row should contain a single field’s information:

• field (label in the system for a single datum; e.g., STU.PED)
• description (e.g., parent ed. level: highest level of education completed by either of the student’s known parents)
• appropriate codes to enter (e.g., 0 = Less Than High School Completion, 1 = High School Completion, etc.)
• source (e.g., Student Registration Form)

I also read the following details can be supplied for a single matrix (if it is the same for all fields listed) but should otherwise be indicated for each field:

• screen (page within data system where field appears)
• who enters/changes? (role/name of person responsible for entering or changing the field’s datum)
• contact for support? (e.g., Help Desk at 1-800...)

Thank you very much for your time and assistance. I realize creating such a matrix will be an extensive endeavor if our data system provider doesn’t provide one and/or if our district has not yet created one, but I’m sure such a matrix would be widely used and effective.

Embedded Supports

Leaders can send this email (modified as desired) if their data system lacks embedded data analysis supports (as described in the email):

Dear [Whoever Controls Your Data System’s/Reports’ Improvement, Such as Someone Who Fields Data System Requests, or Else Your Data System/Report Provider If It Is Appropriate to Email Them Directly with Requests],

I noticed the following supports are missing from our district’s data system/reports:

• Report Footers: 1-3 lines of text placed directly on the data report to help educators understand its specific data and avoid common analysis errors
• Reference Sheets & Reference Guides: downloadable/printable reference tools of 1 or more pages to guide educators in the use of a specific report; anyone can use study-based templates at www.overthecounterdata.com/templates to create them
• Help System with Technical Lessons & Data Analysis Lessons: an online, searchable help system with task-based lessons on how to use the data system (e.g., where to click to generate a report), and also with topic-based lessons to help educators use the data (e.g., understanding SBAC or PARCC assessment results)

Such supports are crucial to successful data use, considering:

• Only 48% of teachers’ inferences based on given data are accurate, even at districts with strong data cultures (U.S. Department of Education Office of Planning, Evaluation and Policy Development, 2009).
• A footer more than triples educators’ data analysis accuracy (307% increase) when it is present on a data report (Rankin, 2013).
• A reference sheet more than doubles educators’ data analysis accuracy (205% increase) when it is present, and a reference guide nearly triples educators’ data analysis accuracy (273% increase) when it is present (Rankin, 2013).
• A shorter, targeted manual or user-friendly help system causes users to need 40% less training time and to successfully complete 50% more tasks than would be accomplished with only access to a full-sized manual (van der Meij, 2008).

I have read that the fastest way to get the above-described supports added to our district’s data system is to advocate for our data system/report provider to add them. Can you please share this request with our data system/report provider and push for the inclusion of footers on our reports, as well as the inclusion of a reference sheet and/or reference guide for each of our reports? Free, study-based templates at www.overthecounterdata.com/templates will walk anyone through the process of creating reference sheets and guides that double-to-triple staff’s accuracy when analyzing the data contained in data system reports. Thank you very much for your time and assistance.

Creating Supports

Leaders can send this email (modified as desired) if their data system/report provider will not create embedded data analysis supports (as described in the email) for inclusion in the data system or other report environment:

Dear [Whoever Is Appropriate (e.g., District Office Staff Like the District Assessment Director) to Oversee the Creation of Data Analysis Supports for Your Data System],

It is my understanding our data system/report provider is not willing to create reference sheets and/or reference guides and embed them in our district’s data system/reports. Reference sheets and reference guides are downloadable/printable reference tools of 1 or more pages that guide educators in the use of a specific report.

Such supports are crucial to successful data use, considering:

• Only 48% of teachers’ inferences based on given data are accurate, even at districts with strong data cultures (U.S. Department of Education Office of Planning, Evaluation and Policy Development, 2009).
• A reference sheet more than doubles educators’ data analysis accuracy (205% increase) when it is present, and a reference guide nearly triples educators’ data analysis accuracy (273% increase) when it is present (Rankin, 2013).

Considering the importance of these data analysis supports, I recommend our district undertake the tools’ creation.  Our district could even offer the reference sheets or guides to our data system/report provider (to embed directly within the data system for all clients) in exchange for free PD or other compensation.

Anyone can use study-based templates at www.overthecounterdata.com/templates to create reference sheets and/or reference guides, though I have read the project should be undertaken by a person or team extremely familiar with our assessments, data, and recommended data practices. What are your thoughts on such a project and how it could be completed?

Thank you very much for your time and assistance. I realize creating these tools will be a considerable endeavor, but I’m sure they would be widely used and effective.

Creating Help System

Leaders can send this email (modified as desired) if their data system/report provider will not create a help system with technical and data analysis lessons (as described in the email) to accompany the data system or other report environment:

Dear [Whoever Is Appropriate (e.g., District Office Staff Like the District Assessment Director) to Oversee the Creation of Data Analysis Supports for Your Data System],

It is my understanding our data system/report provider is not willing to create a help system with technical lessons and data analysis lessons to accompany our data system and assist staff in using the system and its data. Ideally, we should have an online, searchable help system with task-based lessons on how to use the data system (e.g., where to click to generate a report), but also with topic-based lessons to help educators use the data (e.g., understanding SBAC or PARCC assessment results).

Such a help system is crucial to successful data use, considering:

• Only 48% of teachers’ inferences based on given data are accurate, even at districts with strong data cultures (U.S. Department of Education Office of Planning, Evaluation and Policy Development, 2009).
• A shorter, targeted manual or user-friendly help system causes users to need 40% less training time and to successfully complete 50% more tasks than would be accomplished with only access to a full-sized manual (van der Meij, 2008).

Considering the importance of a help system, I recommend our district undertake the tools’ creation.  Our district could even offer the help system and its lessons to our data system/report provider (to embed a “Help” button directly within the data system that leads all clients to our help system) in exchange for free PD or other compensation.

Products like ScreenSteps make it simple to create a help system that is illustrated, step-by-step, searchable, well-organized, downloadable/printable, inexpensive, and easy to access online. I have read the project should be undertaken by a person or team extremely familiar with our data system, assessments, data, and recommended data practices. What are your thoughts on such a project and how it could completed?

Thank you very much for your time and assistance. I realize creating a help system will be a considerable endeavor, but I’m sure it would be widely used and effective.

Getting the Ball Rolling

Again, face-to-face conversations are typically most effective, but the above emails can ignite dialogue and initiate important first steps. Considering the statistics behind the need for important data tools, all educator leaders are in prime positions to advocate for their inclusion.

Rankin, J. G. (2013). Over-the-counter data’s impact on educators’ data analysis accuracy. ProQuest Dissertations and Theses, 3575082. Retrieved from http://pqdtopen.proquest.com/doc/1459258514.html?FMT=ABS

U.S. Department of Education Office of Planning, Evaluation and Policy Development (2009). Implementing data-informed decision making in schools: Teacher access, supports and use. United States Department of Education (ERIC Document Reproduction Service No. ED504191)

Van der Meij, H. (2008). Designing for user cognition and affect in a manual. Should there be special support for the latter? Learning & Instruction, 18(1), 18-29.

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