Manage logistics and communications for data collection

The telephone game

District and program staff play an essential role in ensuring that quality data are gathered methodically with minimal disruption to the school sites themselves. Be proactive in handling logistics and communications to identify potential problems, provide necessary supports, and anticipate changes to the data collection plan your evaluator develops.

Resources

TOOL Creating a Data Collection Plan That Works (.doc 173 KB)

Consider these logistical requirements for implementing a successful data collection plan.

SAMPLE MATERIAL Illustration: Overview of Steps for Ensuring Quality Data (.pdf 236.9 KB)

Preview the steps involved in improving and maintaining data quality.

SAMPLE MATERIAL Process Steps for Ensuring Quality Data (.pdf 337.6 KB)

Use these process flow charts to plan, implement, or evaluate your data collection process.

SAMPLE MATERIAL Timeline for Data Collection and Analysis (.pdf 302.1 KB)

See how one evaluation team outlines key evaluation tasks and allocates time to address issues with instruments and data collection.

SAMPLE MATERIAL What a Data Dictionary Does (.pdf 251.1 KB)

Review this quality control mechanism that both data programmers and users can use to ensure that data needs are addressed.

SAMPLE MATERIAL Obtaining Appropriate Consents for Collecting Data (.pdf 230.6 KB)

Learn about the requirements of an Institutional Review Board (IRB) related to obtaining consent from research participants and maintaining their confidentiality and anonymity.

Extra Resources for MSAP Rigorous Evaluation

Try to avoid setting up a data collection plan that puts schools on data overload. If your district is conducting multiple evaluations (e.g., Title I, English language learners, technology), some comparison school sites may be inundated with data requests without having a direct use for the findings.
Be clear and up front with control or comparison schools about your data needs as well as the purpose of a rigorous evaluation. Make sure you make time for communication and relationship building, not just data requests.
Start early with getting procedures approved. Go through the appropriate channels in your district (e.g., Institutional Review Board, superintendent’s office) to get buy-in and the official approval for the evaluation and data collection plan.

SAMPLE MATERIAL Successfully Collecting Data From Comparison Groups (.pdf 262.2 KB)

Review these tips for building the cooperation and trust you need from comparison groups to ensure you collect high-quality data.

SAMPLE MATERIAL Communication With Families About Experimental Design (.pdf 238 KB)

Consider how this letter to families helps prevent misunderstandings while garnering support for an evaluation’s data needs.

TIP

“ You have to earn people’s trust by not just adding to their plate. Create data collection efficiencies and try to show how an evaluation can help them see growth. Here we have built up trust so that if we ask for data, they know that we really need it and will put it to good use. ”

—Karla Fawbush, Northwest Suburban Integration District, MN

TIP

Share a thorough inventory of existing data (school, district, and state level) with your evaluator. You may save time and money by limiting the amount of new data you need to collect. This process might also reveal that you don’t have the information needed to complete the evaluation as designed.

REMEMBER

“ Keep in mind that smaller districts may not have the infrastructure or processes in place to collect the data they need. Your evaluation questions may need to be revised based on what data are available. ”

—Kim Morrison, Winston-Salem/Forsyth County Schools