Stories Behind the Data
Data are like stars.
They appear as separate points until there’s a story.
I loved teaching the unit on Greek myths when I was an English teacher, especially the stories behind the constellations. Students were always fascinated, and I was able to integrate a variety of reading, thinking, and writing skills while they were busy looking at the stars.
Lately, I’ve been thinking about how separate points of data appear like stars until we have a story to connect them. We have data about the employment rate of adults with disabilities that has flatlined around 20% ever since the US Dept of Labor has been tracking it. That’s ONE data point.
We also have data about the increased post school outcomes of students who have learned to self-advocate for their own accommodations and learning supports in an inclusive classroom (three other data points that have been connected in research studies).
I’ve been telling the story that connects all four points: If we want to improve the employment rate of adults in this country, we should provide opportunities for students with disabilities to practice self-advocacy daily in inclusive classrooms. But I’m not talking mythology here -- I’m passionate about it, and I’ve embedded that story in all my work.
Where do we start?
We begin where people are. When a school leader reaches out to me, the most common request is to “fix” their special educators. The scenario is usually something like this: “Our special educators hang out in the back of the room, waiting for time to work with their kids. Or they take their kids to another room for instruction and then their kids fall further behind. Can you help our special educators?”
My response? You are missing data points in your story.
> First, do your special educators know what strong co-teaching looks like?
> Second, how about their general education partners? Do they understand the value of co-teaching and the role BOTH teachers play? Do they know there are 7 co-teaching structures?
> Third, do these teachers have co-planning time and coaching support to use it efficiently?
As we talk, they reconstruct their story using these additional data points, and they’re curious about my system for professional development.
I explain that my Collaborative Teaching e-course weaves together those three points plus four more:
4. the school leader’s role in endorsing and reinforcing professional growth.
5. student engagement and empowerment since the learning is all about them.
6. the family’s role in the student’s network of support
7. coaching support for teachers as they experiment with new practice. Without ongoing encouragement and feedback, new practices won’t become routine in the classroom.
What stories do your data tell?
Contact me if you’d like to discuss being part of my fall 2022 cohort.
We have openings for three more districts.
So don’t wait!
