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Classroom Data Centers

A critical component of the continuous improvement classroom is the Classroom Data Center (CDC).  Classroom Data Centers are basically the graphical representation of a set of well-defined processes that demonstrate progress toward the classroom mission. It may take the form of run or bar charts that compare performance projections for classroom goals with current and past data performance.  The CDC typically includes the following components:

CDCs are often referred to as "dashboards."  The term “dashboard” illustrates the necessity of available data that can be referred to often and is used to make data driven decisions.  In its highest form, CDCs are parallel to the student data folder. In other words, students collect individual achievement data that are averaged and displayed in the CDC and students write individual mission statements that are based on the classroom mission statement posted in the CDC.  In this way, the CDC incorporates the key measures and components of the student data folder as well.  To use an analogy:  The Classroom Data Center is to a classroom of students as the student data folder is to the individual student.

The CDC is really like a lighthouse tool that guides and steers the classroom toward continuous improvement.  In its most mature form, students use classroom data centers and become truly self-directed learners.  The Classroom Data Center can be a powerful tool to use with students to model data driven decisions.

View more examples of Classroom Data Centers

What are your experiences with Classroom Data Centers?  How should teachers use them?  What should be included in the classroom dashboard?  Can CDC really drive continuous improvement?

Jay

Posted by Jay Marino on December 14, 2005 01:25 PM |

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Jay:

I'm a student in an engineering college, president of the campus ASQ, and my father is a principal. I am interested in helping him with his school improvement, but I really don't have any direction. I guess starting out with some relatively simple data analysis of his students grades would be a good start since he does have that "data."

I'm seeking advice in what's out there for "quality in education," at the elementary level because this level drives Junior High, High School, and other post or secondary educational facilities. One particular item of interest is how to integrate this from a systems standpoint. The system being K-12 and even beyond. Thanks for your comments, and I will spend more time reviewing your blog over Christmas break.

Thanks,
ALEX

Posted by: Alex Linville | December 16, 2005 08:55 AM

Hi Alex,

I applaud your interest in helping out with school improvement efforts. Educators could use assitance in this area, especially as a stakeholder with an important view point. You will bring a lot to the table from an outside perspective.

Let's start with your question- "How do you start out in your efforts to support school improvement?" The first place to begin is to identify the school improvement plan (SIP) goals. Hopefully, the SIP goals were developed based on the greatest areas of need- supported by data. SIP goals should be created in SMART format (Specific, Measureable, Achieveable, Realistic and Time bound) and should be few in number (1-4 goals is plenty!)

Once SIP goals are identified as areas of improvement, I would suggest working through the PDSA cycle using the 7 step improvement process in each of the SIP goals:
*Define The System
*Assess The Situation
*Analyze The Cause
*Try Out Improvement Theory
*Study Results
*Standardize Improvements
*Plan For Continuous Improvement

I'll include a link to the Cedar Rapids web site ( http://intranet.cr.k12.ia.us/ActionResearch/index.html ) where you can learn more about how we are using PDSA as a school improvement model.

I'm hoping others will weigh in on their response to your question as well.

Jay

Posted by: Jay Marino | December 20, 2005 01:05 PM

Alex,

What a wonderful asset you must be to your father on this quest for school improvement. One question I have, is has he introduced his staff to the use of Quality Tools? I am an elementary school principal and we are also learning how to do this from a systems approach. Much of what was in place before I arrived at my school (3 years ago) was piecemeal and there was no boiler plate in place for us to replicate. The first thing I did was introduce my staff to quality tools and how they can be used in the classroom. I model these tools at every staff meeting or inservice as well. Then, when I started seeing staff using them with students I knew we could start learning about the Baldrige Quality Categories.

The big thing for me as a principal was to show my staff how this relates to their classrooms and ultimately to the children. I have a strategic plan in place to help keep me on task when it comes to a timeline and where we are on the road to school improvement. Jay is correct, you need to identify your school improvement goals first. (And put one of them into a PDSA.) But for us, it was important that we begin to get a "system" in place to help guide us if I am gone, if the building leadership team has changed, and if we integrate new staff.

Good luck.

Kristin

Posted by: Kristin Humphries | December 27, 2005 08:09 AM

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