I was intrigued by the FERPA explanations. As a librarian this is important, since I often am dealing with "directory information". In other roles (sometimes data gathering) it reminds me to be cautious about the methods I use to manipulate data reports for our teachers. As a teacher I will remember to be discrete when providing feedback to the students.
I have chaired the District Data Committee in the past, and am no stranger to MiSchool Data. The shot I am sharing is a trend of our 5th grade math scores. Along with this I include an Oakland ISD trend, which is always more meaningful to us than comparing to Michigan. What this shows is that boys in the 2012/13 Clawson cohort rocked the test while our girls bombed it. Then in 2013-14 both of them didn't do so well, when compared with Oakland Schools. What it says to me is that we need to be careful when looking at data from very small groups. In past years we have ranged from class-sizes as low 16, to closer to 30. Because of variations like these, often cohort classroom data indicates an "anomaly" and does not represent a need for systematic changes.
I provide another screenshot below the boy-girl data, depicting a correlation which rings true almost universally, the gap between the "Economically Disadvantaged" students and the rest of the crowd.
I created a survey in Google form to measure process data and perception data for the Kenwood Library. The 3rd, 4th and 5th graders were sent copies of the survey to allow me to measure the growth of our library. I posted this in Edmodo, and I had 6 students respond within a day (even though they have the week off). This survey will also to be used for a portion of my yearly goals for my librarian part of my job.
Collecting Data to help close Gaps
To help collect data to close gaps, I can use Google Forms to survey "What books would you like in the library?", "What access do you have to the Internet?", "What recommendations do you have for the Media Center?". This allows me to use conventional, online or blended strategies that reach ALL the students. A significant portion of our students come from other districts, and may not have the resources readily available to them that are offered in our district. We might ask"How can we help you take advantage of our Scholars Club and Tutoring offerings?" These questions may help lead us to employ strategies that might reduce the gaps. It is important to use research when searching for these strategies.