Connecting data dots using data based decision making for continuous school improvement
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Connecting Data Dots Using data-based decision making for continuous school improvement. Semonti Basu PBS Technical Assistance Facilitator Grace Martino-Brewster PBS Specialist Austin Independent School District. Why Worry About the Data?.

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Connecting data dots using data based decision making for continuous school improvement

Connecting Data Dots Using data-based decision making for continuous school improvement

SemontiBasu

PBS Technical Assistance Facilitator

Grace Martino-Brewster

PBS Specialist

Austin Independent School District


Why worry about the data

Why Worry About the Data?

Without continual growth and progress, such words as improvement, achievement, and success have no meaning.

Benjamin Franklin

  • When thinking about academics, we ask ourselves…

    • What is it we want our students to know and to do?

    • How will we know when they have learned it?

    • What will we do when some of them have not learned it?

  • What would happen if we asked the same questions and utilized similar data to think about student behavior?


Random acts of improvement

PLAN

IMPROVE

IMPLEMENT

EVALUATE

Random Acts of Improvement

Too often, schools find themselves in this cycle –

working hard with little result.


Focused improvement

PLAN

Guiding Principles

Vision

Mission

Purpose

Values & Beliefs

Standards

IMPROVE

IMPLEMENT

EVALUATE

Focused Improvement

Using data can focus the school’s improvement efforts so everyone is working together for maximum results.


What does this mean for a pbs campus

What does this mean for a PBS Campus?

  • The PBS Process relies on a culture of data-driven decision making – objective information about behavior is more reliable than labels, conclusions, and stereotypes.

  • The campus PBS team must learn to utilize all the data available to make the best possible decisions for school improvement.


What is data driven decision making

What is Data-Driven Decision Making?


Data driven decision making using a single data source

Data- Driven decision making using a single data source

How to Analyze Discipline Data


Step 1 gather data different ways of looking at discipline data

Step 1: Gather Datadifferent ways of looking at discipline data?

Who, What, Where and Why

  • Who

    • Referrals by Student Group (Ethnicity, Grade level)

  • What

    • Referrals by Offense Type

  • Where

    • Referrals by Location

  • Why

    • Referrals by Behavior Function


Step 2 review data what are the different questions to ask

Step 2: Review DataWhat are the different questions to ask?

Referrals by Location


Step 3 analyze data what are some trends to consider

Step 3: Analyze DataWhat are some trends to consider ?

  • From what location on campus are the greatest number of referrals generated?

  • What school-wide patterns and trends does the Location data reveal?


Step 4 make connections how to put data into action

Step 4: Make ConnectionsHow to put data into action?

  • If greater than 40% of referrals originate from the classroom what types of school-wide initiatives for classroom management may be appropriate to consider?

    (e.g. classroom coaching, scaffolding classroom management)

  • What types of interventions may be appropriate for common areas which generate high numbers of referrals?

    (e.g. active supervision training)


Data driven decision making using multiple data sources

Data- Driven decision making using multiple data sources

How to Incorporate Other Data into Your Improvement Plan


Step 1 gather data what types of data

Step 1: Gather DataWhat types of data?


Step 1 gather data where to get data

Step 1: Gather DataWhere to get data?

  • Demographics

    • District Data Systems

  • Perceptions

    • Campus surveys- students, staff, parents/community

  • PBS Specific

    • PBS tools – Common Area Observation, Classroom Observation, PBS Benchmark Tool, Campus Assessment and Planning Tool

  • Student Learning

    • District Data Systems, AEIS reports, TEA ratings


Step 2 review data questions to ask

Step 2: Review Data Questions to Ask

Tells Us: If groups of students are “experiencing” school differently.

Tells Us: What student subgroups participate in different programs and processes

Tells Us: If students are achieving learning goals

Tells Us: How PBS processes are working on a campus


Step 3 analyze data what trends are occurring

Step 3: Analyze Data What trends are occurring

Do certain groups of students experience school differently?

Do effective PBS systems lead to a safe and productive learning environment for students and staff?

Are discipline referrals more in certain student subgroups?

Is student learning affected by school climate?

Do effective PBS systems lead to better student learning outcomes?


Step 4 make connections how to put data into action1

Step 4: Make ConnectionsHow to Put Data into Action

  • Identify a PBS goal based on data results

  • Define and develop action steps to meet the goal


Step 5 evaluate outcomes

Step 5: Evaluate Outcomes

For Discipline Data

For District Data

Are interventions addressing data trends successful?

Have interventions led to fewer discipline referrals?

How have PBS interventions affected school climate and student achievement

What impact does PBS have on dropout rates?


Data based decision making using pbs tools

Data based decision making using PBS tools

Introduction to AISD PBS Tools


Observation tools

Observation Tools

  • What it does

  • Structured information gathering to inform implementation

  • Why it is useful

  • Provides a tool for identifying needs in specific PBS systems

  • Ensure consistent data collection


Connecting data dots using data based decision making for continuous school improvement

Common Area Observation

Who: Campus team members /External coach

When: During school hours

How often: Fall and Spring

Tier note: School-wide


Connecting data dots using data based decision making for continuous school improvement

Classroom Area Observation

Who: Campus team members /External coach

When: During class periods

How often: Fall and Spring

Tier note: Classroom


Connecting data dots using data based decision making for continuous school improvement

Student Behavior Observation

Who: External Coach

When: Before developing a student intervention plan

How often: As needed

Tier note: Intensive

Date:_______________ Location:___________________Activity/Task:_____________________

During a _______ minute observation period, record the student’s behaviors and responses to it.

Use additional paper for anecdotal notes if needed.


Capt and benchmark

CAPT and Benchmark

  • What it does

  • CAPT -Provides status of campus activities

  • Benchmark – Provides quality of campus activities

  • Why it is useful

  • Evidence of fidelity provided

  • Multiple perspectives incorporated


Connecting data dots using data based decision making for continuous school improvement

Campus Assessment and Planning Tool

Who: Campus team members

When: At every team meeting

How often: As needed

Tier note: items address all three levels of intervention


Connecting data dots using data based decision making for continuous school improvement

Benchmark Tool

Who: completed by district coaches

When: after the CAPT-activities status is completed

How often: Every three months

Tier note: items address all three levels of intervention


Continuous improvement using pbs tools

Continuous Improvement Using PBS Tools


Campus implementation report

Campus Implementation Report

What it Does?

  • Graph summarizes implementation level by area

  • Table summarizes priorities identified by the campus

    Why is it useful?

  • Provides a campus snapshot for implementation

  • Provides feedback on whether campus teams are identifying needs based on implementation data


Connecting data dots using data based decision making for continuous school improvement

Campus Implementation Report

Who: completed by district coaches

When: after the CAPT-activities status is completed

How often: Every three months

Tier note: address all three levels of intervention


Things to remember

Things to Remember…

PBS is a strength-based model that emphasizes a proactive and positive approach to developing a safe, civil, and productive school.

.

  • Data Graphics taken from…

    • Bernhardt, Victoria, PhD., Data Analysis for Continuous School Improvement

  • Also for your consideration…

    • http://www.centerforcsri.org/pubs/pg/sbr.htm

    • http://www.rand.org/pubs/occasional_papers/2006/RAND_OP170.pdf


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