1. Semonti Basu PBS Technical Assistance Facilitator Grace Martino-Brewster PBS Specialist Austin Independent School District Connecting Data Dots Using data-based decision making for continuous school improvement

2. 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?

3. IMPLEMENT IMPROVE EVALUATE PLAN Random Acts of Improvement Too often, schools find themselves in this cycle – working hard with little result.

4. Guiding Principles Vision Mission Purpose Values & Beliefs Standards IMPROVE EVALUATE PLAN IMPLEMENT Focused Improvement Using data can focus the school’s improvement efforts so everyone is working together for maximum results.

5. 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.

6. What is Data-Driven Decision Making? Gather Data – Use Multiple Sources Review the Data Analyze the Data – What trends are occurring? Make Connections and Decisions – Put the Data into Action Evaluate Outcome

7. Data- Driven decision making using a single data source How to Analyze Discipline Data

8. Who, What, Where and Why Step 1: Gather Data different ways of looking at discipline data? Who Referrals by Student Group (Ethnicity, Grade level) What Referrals by Offense Type Where Referrals by Location Why Referrals by Behavior Function

9. Referrals by Location Step 2: Review Data What are the different questions to ask?

10. Step 3: Analyze Data What 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?

11. Step 4: Make Connections How 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)

12. Data- Driven decision making using multiple data sources How to Incorporate Other Data into Your Improvement Plan

13. Step 1: Gather Data What types of data? Benchmark Data Passing Rates TAKS scores Discipline referrals PBS team perceptions PBS implementation data Observation data Student safety Student climate Staff climate Enrollment Attendance Ethnicity Gender DemographicsPerceptions Student Learning PBS data

14. 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 1: Gather Data Where to get data?

15. Step 2: Review Data Questions to Ask Benchmark Data Passing Rates TAKS scores Discipline referrals PBS team perceptions PBS implementation data Observation data Student safety Student climate Staff climate Enrollment Attendance Ethnicity Gender DemographicsPerceptions Student Learning PBS data Tells Us: If students are achieving learning goals Tells Us: If groups of students are “experiencing” school differently. Tells Us: What student subgroups participate in different programs and processes Tells Us: How PBS processes are working on a campus

16. Step 3: Analyze Data What trends are occurring Benchmark Data Passing Rates TAKS scores Discipline referrals PBS team perceptions PBS implementation data Observation data Student safety Student climate Staff climate Enrollment Attendance Ethnicity Gender DemographicsPerceptions Student Learning PBS Specific (?) Are discipline referrals more in certain student subgroups? Do effective PBS systems lead to a safe and productive learning environment for students and staff? Do effective PBS systems lead to better student learning outcomes? Is student learning affected by school climate? Do certain groups of students experience school differently?

17. Step 4: Make Connections How to Put Data into Action Identify a PBS goal based on data results Define and develop action steps to meet the goal Goal: 1. Staff will make efforts to increase safety and monitor consistency during arrival and dismissal procedures. Data Indicators for Evidence of Need: Multiple Observations and concerns expressed by staff and parents Concerns: Continuing traffic issues may result in traffic accident involving a child or adult PBS System Impacted: School-wide System Structures to be Addressed: Ongoing traffic violations needing external support from Law Enforcement (Impacting) Action Steps: Intensive Active Supervision by staff and parent advocates to address traffic concerns. Intermittent CA Observations by Internal Coach and Team Members. Data Indicators for Evidence of Progress: Spring 2010 Arrival and Dismissal Observations

18. Step 5: Evaluate Outcomes For Discipline DataFor 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?

19. Data based decision making using PBS tools Introduction to AISD PBS Tools

20. 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

21. Common Area Observation Who: Campus team members /External coach When: During school hours How often: Fall and Spring Tier note: School-wide

22. Classroom Area Observation Who: Campus team members /External coach When: During class periods How often: Fall and Spring Tier note: Classroom

23. Student Behavior Observation Who: External Coach When: Before developing a student intervention plan How often: As needed Tier note: Intensive Behavior(s) Observed (describe exactly what the student said or did) Trigger to Behavior (describe the activity or specific events preceding the behavior) Others’ Responses to Student Behavior (including teacher and peers) Student Reaction to Response 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.

24. 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

25. 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

26. 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

27. Continuous Improvement Using PBS Tools Campus data Identifies Campus needs and changes Informs District progress and needs Leads to District change Outcomes Processes/training Policy Improves

28. 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

29. 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

30. 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