WEBVTT

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The data boards that are
around the school are placed

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in the hallways for
everyone to see,

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and they are for every grade.

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And one of the things that they
show are student achievement

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on measures of academic
progress,

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which is a computerized test
that all students from grades 2

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through 6 here take
three times a year.

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And what we are looking
for with the data boards is

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to chart growth or
progress throughout the year

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that we are hoping that
all students are making.

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The data boards reflect
RIT scores,

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which would be student
achievement.

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We are looking for all
students to try to meet

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that particular RIT score

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or goal each time they
take the MAP testing.

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And so for example, the sixth
grade, we chose to do a theme

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of race cars, and what
we would like them

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to do is continuously
move down the track

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to reach a particular goal
by the end of the year.

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But for each time that they
take the MAP testing scores,

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there is a particular number
in what we are looking

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for our students
to try and reach

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for both English language
arts and for math.

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And students are able to have
their scores on the back,

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and we write those
RIT scores on the back

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for each time they take it.

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So that would be for fall, for
the winter, and for the spring.

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And what we are looking for
is growth throughout the year

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and for students to
try to reach that goal.

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And on every data
board, there are numbers,

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and those represent
the RIT scores.

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So we are hoping
that our race cars

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in the sixth grade will
eventually head towards the goal

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line by the end of the year.

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One of the things that we
decided as a school was

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that the names were
not going to be placed

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on whatever representation
we were going

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to use on the data board.

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Students were able to-in
our case in the sixth grade,

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the theme was race cars,

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and every student has
their own race car.

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We have a reading board
as well as a math board.

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Every student was able to
design their race car the way

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that they wanted so they
would know precisely

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which car was theirs.

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No one else really knew
what design they chose.

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And when we come out
and ask the students

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to come plot their
race car on the board,

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it's done with just the
teacher and the student.

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And the student is the one that
staples the car to the board.

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They need to see their own
growth, if they have made any,

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from MAP test to MAP test,
whether that would be from fall

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to winter or winter to spring.

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Their names are on the back
as well as their scores.

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And every time they take
the MAP testing score,

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we add the new score to the back

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and they can visually see the
race car either moving down,

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towards the goal line, it
might stay around the same,

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or it might set back
a little bit.

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And when students do
that, it makes them aware

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of their own learning
and their own challenges.

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One of the ways that we come

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up with the theme is group
collaboration amongst the

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classroom teachers.

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All the sixth-grade teachers, we
get together and we just think

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of a theme that we
would like to work on.

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Every classroom is different.

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We try to look at something
that's age appropriate,

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something that would be
appealing to the eye,

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and something that students
would be interested in as far

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as charting their growth
throughout the year.

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The impact we have
seen with data boards,

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I think-especially I could speak

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for the sixth graders-is a huge
impact on them and the fact

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that they are always looking
for growth within themselves.

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They are setting goal
sheets every time

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that they take the
MAP testing score.

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We also look at the
previous grade

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and how well they did there.

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They look for in their
differentiated instruction,

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whether it's in math or for
reading, they are looking

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for growth within themselves.

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They are looking for
themselves to make progress.

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And they fully understand that
in order to reach their goal,

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there are certain things
that have to be met.