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No Longer A Four-Letter Word

Educators use data for two major purposes: accountability and performance improvement. Accountability requires schools to prove something, while performance improvement is focused on improving student performance. The conversation in the media, at the state and federal levels, and often, in schools is focused overwhelmingly on accountability. In addition, we traditionally create assessments and collect data that measure accountability rather than identifying the factors that influence learning. As long as we continue to devote the majority of our energy, time, and resources to proving something, we will make less significant strides toward improving the education of each child.

We must be strategic in the questions we ask about quantitative data and ensure that we collect qualitative data to help identify and address causes rather than just dealing with effects. Stakeholders at all levels must use data to identify and address the factors that influence student learning. We assume that data lead to conclusions, yet they can only suggest what may have caused the result. Data rarely, if ever, identify cause and effect. When we focus on identifying the causes of both success and failure, data becomes not a dirty four-letter word but an essential ingredient in the recipe for educating the whole child.

A case in point:

A high school has data to show that many students fail to make it to class on time. The school identifies this as a problem and sets out to fix it. They institute more serious repercussions for students who are late to class, yet the problem isn't going away. After several unsuccessful efforts, someone suggests surveying the kids to identify the cause. By asking students two questions—(1) Are you ever late to class? and (2) Why?—the school identifies the cause of the problem. With no clocks in the hallways and only two bells signaling the end of one class and the beginning of the next, students don't know how much time has elapsed and are arriving to class late. By identifying and addressing the true cause of the problem through a student survey rather than guessing at the cause, the school's tardiness problem is rectified by simply adding clocks in the hallway. The result is more time spent teaching and learning and less time spent on ineffective discipline.

» By examining both the successes and failures in this story and in our own schools' and communities' experiences, we can begin to transform the way we think about, use, and share data. Throughout the coming year, we will focus much of the whole child conversation—via the blog, podcast, newsletter, and social networking—on how we can strategically build our collective capacity to educate the whole child. Tell us your story, your successes and struggles, in your effort to use data for school improvement. These stories help us strategically identify how the Whole Child Initiative can support you and at the same time continue changing the conversation about education.

The 21st Century Imperative

Most schools continue to use a model that was designed to prepare students for life in the middle of the 20th century. Ensuring students have a strong foundation in reading, writing, math, and other core subjects is as important as ever, yet these skills alone are insufficient for success in the 21st century. We know children must learn to think both critically and creatively, evaluate massive amounts of information, solve complex problems, and communicate well to meet the demands ahead of them. However, these are the same skills that will ensure we transform the conditions of learning today. This is the 21st century imperative.

From its inception, the Whole Child Initiative has advocated for action at the local, state, and federal levels to advance a whole child approach to learning. Since Wednesday, whole child supporters have sent more than 300 letters to members of Congress asking for their support of the Secondary School Innovation Fund Act, introduced this month by 2008 Whole Child Leadership Award winners Senate Majority Leader Harry Reid (D-NV) and Representative Dave Loebsack (D-IA). This legislation is closely aligned with the Whole Child Initiative, and ASCD helped craft the original version of the bill, known as the GRADUATES Act. This new legislation would provide competitive grants to middle and high schools and school districts to provide high-quality research and evaluation, expand the success of emerging models, and support successful strategies, including

Multiple pathways to graduation, early college high schools and dual enrollment, and early warning intervention systems.

Personalization, improved transitions and alignment, expanded learning time, postsecondary and work-based learning opportunities, and a rigorous curriculum aligned with postsecondary education and the workforce.

More than one million students drop out of high school each year, jeopardizing their futures and costing our economy billions of dollars in lost wages. This legislation will help stem the flow of high school dropouts by implementing scalable innovation that benefits all students.

» Act Now! Join us as we continue to call on members of Congress to support this important legislation. Use our sample messages to contact your senators and representative to encourage them to support the Secondary School Innovation Fund Act or thank them for cosponsoring it. Share this powerful video with family, friends, and colleagues to help raise awareness about the need for innovative high school redesign. Then, ask them to contact their members of Congress.

Advocacy Tips

Think Locally Before Acting Globally—As a constituent, you carry considerable strength. You have the power to vote for or against elected officials. Your voice matters most, so begin working with those who represent you.

Begin Early—Effective advocates don't introduce themselves the morning of a vote; they build a relationship over time. When working with a school board or local government, you may already know the elected officials, especially in small towns. If not, that's OK. Introduce yourself and begin building your relationship.

Build and Establish the Relationship—Working with elected officials, like any collaborative project, means you need to establish and build a relationship. This doesn't mean sending flowers or buying dinner—it means forming a good working relationship. Instead of calling or e-mailing to simply complain, offer your help, skills, and knowledge on the issues and ask your officials if they need volunteers or advisory information. Also, never underestimate the importance of their staff. These folks are critical in the process, and their job is to advise your elected officials on the issues. Often they are more accessible, so your relationship with the staff is as important as your relationship with the officials. Help them to help you.

Do Your Homework—Try to learn what you can about your elected officials in the beginning. They all have biographies, and you'll find plenty of information about them by searching government and legislative Web pages. Take a few minutes to see what you can learn. Many times you'll find common ground or similar backgrounds (e.g., you both went to the same schools or were involved in the Girl Scouts or Boy Scouts). These connections count.

Know Your Key Messages—When meeting or speaking with a policymaker, you may not have a lot of time to make your case and "ask" for your desired action. Be prepared to be interrupted and to have your meeting shortened. Have your entire meeting content down to three minutes or less. Should the schedule work out and you have more time, that's great, but be prepared to "cut right to the chase." (For talking points, see the Whole Child Resolution Tool Kit.) Given the hectic schedule of policymakers, you may end up meeting with staff members at the last minute. Should this occur, remember to build and establish the relationship.

Focus—Remembering to focus your meeting is closely related to knowing your key messages. Many times elected officials may want to discuss other unrelated issues. Sometimes this is done intentionally, like when they prefer to discuss the local fair instead of the whole child. Be polite, courteous, and respectful, but get back on track. Remember your time is limited; it would be a shame not to spend it discussing the whole child.

Anticipate Questions—Prior to a meeting or phone conversation with a policymaker or staff member, it is helpful to prepare by anticipating questions you may receive. You may want to practice with other advocates and come up with a list of most frequently asked questions. Remember that "I do not know" is an acceptable answer. Take note of the question, find the answer, and report back to the office. Doing so helps build the relationship and your credibility. WARNING: Just like when you were a kid, it is never, under any circumstances, acceptable to make up an answer. Doing that will destroy your credibility.

Get Your Issue on the Record—Ask your elected officials and their staff where they stand on the issue. Ask if they will support or oppose the issue when it is considered. Ask if they will sponsor or cosponsor the legislation or resolution. They may not give you an answer that day, but it is appropriate to ask. It is also appropriate to follow up and ask how they voted on the issue and why.

Follow Up—Always make sure that you follow up on all meetings and calls with e-mails or letters. Be sure to thank the participants for their time and use the opportunity to restate your position and request. You may also want to include some supporting documentation if it is helpful and relevant. Just make sure you remember to say thank you and be gracious, even if the meeting did not go well.

R-E-S-P-E-C-T—Although you may vehemently disagree with a policymaker on an issue, listen to his or her point of view as it may provide insight that can be shared with others. Use the opportunity to convey your point of view. Differing views and legitimate disagreement over policies are fundamental ingredients of effective advocacy. Disagreement on one issue does not mean you will not agree on another issue. Agree to disagree, be courteous, and move on. You will gain more than you lose.