Stop the Downturn: Data for Student Support

By: Tony DePrato | Follow me on Twitter @tdeprato

For many years I have been involved in student support planning. As an EdTech professional, I am heavily involved in managing and using student data. Student assessment data is normally used to make lists of students that need support.

The ideal scenario, is that students get the help they need BEFORE the grade falls below the recovery level. There is normally a point in the term where the grade cannot be recovered. The mean will be too low. If the school uses a few final exams to determine the final grade, the situation is even more dire for students who have early downturns.

Here are some recommendations for making certain that you are using student data correctly, and promptly, to support those who are beginning to have unfavorable results.

Set the Bar High

I start my trend analysis at the C+ level, or “average”, level. I look for students who have a C+, and see if they had a C+ the week before. This can be done fairly quickly in a spreadsheet with live data sets.

Students who have moved from a C+ to a C, a C- to a D, etc., would all need a weekly review.

This seems tedious, but I firmly believe interventions need to happen as early as possible in the process.

Do not Assume Students are Lazy

I am often guilty of assuming a student is simply not trying hard enough, or not paying attention. I think this is a very common initial reaction to falling grades.

Every student deserves to have the benefit of the doubt. Take the time to look at least 1-2 weeks back in the grading. Look for courses they are not struggling in, and see how the assessments differ.

Most importantly, take time to engage the student. Ask them about the situation, and listen for clues. Many times teenagers seems cagey, but they simply may not be able to articulate the problem.

Check the Class Average

Class averages often hold insight into student issues. If you have a class, and the average is 80%, and the grade distribution is on a normal curve, then prepare to have many students struggling.

That bottom group of students is going to be fighting all term for a low B or high C (80%-76%). This does not mean they need extra support, but it does mean that they need to be using their time very efficiently. The margin for error, and laziness, is very low.

Also, do not jump to make the class easier. Some topics are tough, and they should be.

Convert Standards Grades to Numbers

This is an internal process. Students and parents will not see the conversion. This is not about creating a 100 point scale. This is simply a better way for administrators to quickly review data. You can use any scale you wish.

If you have only three standard’s indicators, and you are only grading against four standards, you would generate 12 data points, per student, per assessment. That is 216 data points per 18 students, per assignment.

Assigning numbers to letters, using a simple find-and-replace function, would make it possible to run common mathematical analysis.

Require Regular Comments

End of term comments are nice, but they are useless for a true support intervention process. Teachers need to be required to tag assignments at the student level when those assignments indicate a downturn.

Many administrators are often sitting in a room without the teacher trying to understand the data. Simple comments bring clarity to assessment data. This is true even in standards-based environments.

I would even argue semester and trimester comments are useless. Action needs to be swift, and data needs to be updated weekly.

Require Teachers to Update Grades Often

Obviously, without data, no action can transpire. Data needs to be updated every 5-10 school days. If a teachers gives 4 significant assessments in a month, and updates their grades only once every 4-6 weeks, how far will the grade(s) fall before an intervention can happen?

Keep in mind there is a gap between the time the issue is discovered, and the engagement with the student(s). Every day matters. Make a point to be the annoying administrator who is sending “gentle reminders” about grading and data updates.

 

 

 

 

About Tony DePrato

Tony DePrato has a Master’s Degree in Educational Technology from Pepperdine University and has been working as a Director of Educational Technology since 2009. Currently, he works for St. Johnsbury Academy in Jeju, South Korea. He has worked in the United Arab Emirates and China where he has consulted with schools in both regions on various technology topics. In 2013, Tony DePrato released The BYOD Playbook a free guide for schools looking to discuss or plan a Bring Your Own Device program. Tony is originally from the US, and worked in multimedia, website development, and freelance video production. Tony is married to Kendra Perkins, who is a librarian.
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