Making Data “Do-able” and Effective! Kathy Helgeson PBS Coordinator Southern Oregon ESD.
58
Making Data “Do-able” and Effective ! Kathy Helgeson PBS Coordinator Southern Oregon ESD
-
Upload
john-allison -
Category
Documents
-
view
213 -
download
0
Transcript of Making Data “Do-able” and Effective! Kathy Helgeson PBS Coordinator Southern Oregon ESD.
Making Data“Do-able”and
Effective!
Kathy Helgeson
PBS Coordinator
Southern Oregon ESD
“School often functions as a collection of
independent contractors united by a common
parking lot.”
Richard DuFour
Using data gets staff working as a team in an efficient and effective way and
provides the common focus .
– as opposed to the common parking lot.
Data Road Blocks
“I can’t spend any
more time in a staff meeting.
I’ve got kids to teach
and papers to correct.”
“You can make data can say anything – so
who can believe it? This isn’t
even accurate.”
“We don’t need data. We know who it is. It’s the same kids
every year!”
“Who is going to
do it? Everyone’s just
too worn out.”
“Been there. Done that.
This too shall pass.”
High above the hushed
crowd, Rex tried to
remain focused. Still,
he couldn’t shake one nagging
thought: He was an old
dog and this was a new
trick.
Using data is a cultural shift.
So what’s the big deal with Data Teams &
Data Driven Decision Making???
The concept isn’t new – Using it tenaciously to focus change and evaluate effectiveness is new!
Two big challenges:#1 Creating a culture of data use as “the way
teachers do business” - and the trust to work collaboratively.
Don’t wait for it to magically
happen on it’s own. Start small, but make it happen.
Show success visually
Two big challenges:#2 Using data on a regular basis to inform
decisions and monitor success through efficient and effective protocols.
Have meeting protocols
and stick to them.
Reinforce. Reinforce. Reinforce.
Trust Speed Cost
Trust Speed Cost
Why? – Why do we need to use data so much more?
What? – What data can we use without creating a lot
more work?
How? – How can a PBS team get staff to buy into
the data?
Objectives:
Why Data?
“Until you have data as a backup, you’re just
another person with an opinion.”
–Dr. Perry Gluckman
“I can’t spend any more time in a staff meeting.
I’ve got kids to teach and papers to correct.
This is too complicated.”
It can be done with consistent and clear processes.
It will make the work easier!
“You can make data can say anything – so who can believe it? This isn’t even accurate.”
Data Transparency
– When staff ask questions about data, they need to get answers.
– Clarifying data needs to come out quickly and stay in context.
Hey, don’t get me wrong, he’s quick and
cheap - …But I still think data
will always require some human input.
• Data isn’t the answer – It helps you ask better questions.
• Always bring your own knowledge and experience to the table.
• Is the data accurate? Does it look like what we feel is happening
in the school?
If not, why not?
Data Doesn’t Lie…
• It can’t tell the truth if the truth isn’t recorded.
• It may be true that the data doesn’t represent what is actually happening - but why?
– Is staff not consistently documenting behavior problems?
– Are expectations inconsistent?
A few individuals
have knowledge
of and access to
data.
Access and use of data wide-
spread.
“We don’t need data. We know
who it is. It’s the same kids every year!”
• Why continue practices that don’t result in positive outcomes?– Use data to focus
change, and to determine the success of a strategy.
– Focus on adult behavior.
• If it isn’t working – try something else!
It isn’t whether you have a problem, it’s whether
you have the same problem again next year.
If what you’re doing isn’t
changing the behavior, try
something else.
“Who is going to do it? Everyone’s just
too worn out.”
People aren’t tired from solving problems – they’re are tired from solving the same problem over and over.
Put your enery and effort into those things that have the
greatest impact for the least effort.
Data is reinforcing. It will help those “tired people" see that what they do
makes a difference.
“Been there. Done that.
This too shall pass.”
90-90-90 Schools*Focused on dataData visually represented throughoutData apparent throughout the schoolNo “independent contractors”Ongoing collaborative inquiry ––
unleashed resourcefulness of educators to solve the biggest problems schools’ face
90% Free or reduced lunch 90% Minority 90% High Academic Achievement
What Data?Consider the Following…Office Discipline ReferralsSWISSuspensions and
ExpulsionsAttendanceAcademic AchievementStudent/Parent/Staff
surveysPBS Surveys
“That cafeteria is just a mess. We need to do something about it. Kids are horrible in
there, and I’m really tired of it!”
“Kids are sharing Chapstick and I don’t like it. It isn’t healthy and I think we should put a stop to it.
I’m writing them up!”
Informal Data Sources
• Watch List / Behavior Log
• Grades – Students with one or more F?
• Attendance Records
• Check In, Check Out
• Other?
• Check In, Check Out
• Daily Signed Assignment Sheets
• 3 Minutes, 3 X Week
Kiran's BEP Progress
0
20
40
60
80
100
4/18
4/20
4/22
4/24
4/26
4/28
% o
f Tot
al P
oint
sProgress
Daily Goal
Jameson's BEP Progress
0
20
40
60
80
100
4/18
4/20
4/22
4/24
4/26
4/28
% o
f To
tal
Po
ints
Progress
Daily Goal
How to get staff using data?
Focus on Adult Behavior
The Choices…
Change the kids.
Change the adults.
Change what you can…
Data Wall
Culture & Climate as a Science Project
Critical Friends Protocolswww.nsrfharmony.org
Action Plan Form
Team Initiated Problem Solving
TIPS
StrategiesStrategies are staff actions that lead to
the attainment of the goal.Strategies need to be:
Action-OrientedMeasurable/Accountable
SpecificFocus on Adult Actions (staff, principal, parents)
Effective strategies will positively impact student behavior and the
culture of the school!
How Will We Know If It’s Working?
Always plan to monitor results indicators to measure effectiveness.
You have to weigh in before you can buy in.
“A true learning community identifies, honors, and
provides opportunities for any and every successful
team or teacher to share his or her methods and
successes with colleagues.” Mike Schmoker, Results, 2004
“Stop asking if we are there yet! We’re nomads for crying out loud!”
Celebrate the journey – because as soon as you arrive you will be off to a new destination!
Making Data “Do-able” – and Effective!Kathy Helgeson, PBS Coordinator, Southern Oregon ESD
As Data Teams and Data Driven Decision Making becomes an integral part of ongoing school improvement, culture and climate are often not in the picture. This session will include a broad look at the kinds of data that can give schools a better picture of the various contributing factors in problem behavior, including some informal data sources.
Adapted PLC protocols will be used to decrease staff meeting time, while increasing effectiveness, and addressing the staff room quote, “Why are we keeping track of this? Nothing ever happens!” Using data to make system level decisions aimedat improving problem behavior is necessary. This session will address the what, why,and how without adding one more thing to the plate.
