1 / 26

October External Coaches Meeting

October External Coaches Meeting. Agenda. Roles and Responsibilities Data Analysis SWIS Activity District System Precision Statements Web Back Pack.

dima
Download Presentation

October External Coaches Meeting

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. October External Coaches Meeting

  2. Agenda • Roles and Responsibilities • Data Analysis • SWIS Activity • District System • Precision Statements • Web Back Pack

  3. What basic report(s) do you use to begin a meeting discussion the status of school-wide efforts? Generate these graphs for the current school year.

  4. What report(s) do you use to begin a meeting discussing the status of an individual student? Generate this graph for Mark Banks.

  5. What report(s) do you use to begin a discussion about problem behavior events in specific locations? Generate the report.

  6. The administrator asks you the time of day when the highest frequency of problem behaviors occurs. What report(s)/information do you give? Generate the report.

  7. Generate a multi-year graph for Average Referrals per Day per Month.

  8. The administrator asks you for the two students with the most referrals • Who are those students? • How many referrals does the student with the most referrals have? • What is the student most likely to do? • Where is the student most likely to have difficulty? • When is the student most likely to have difficulty?

  9. The Student Services Team is meeting in 5 minutes and needs some information for an individual student. What report(s) do you provide?

  10. Find the number of students with 3 or more majors during this year.

  11. Find the number of students with 3 or more minors during the past 2 months.

  12. Main Ideas • Decisions are more likely to be effective and efficient when they are based on data. • The quality of decision-making depends most on the first step (defining the problem to be solved) • Define problems with precision and clarity

  13. Main Ideas • Data help us ask the right questions…they do not provide the answers: Use data to • Identify problems • Refine problems • Define the questions that lead to solutions • Data help place the “problem” in the context rather than in the students

  14. Main Ideas • Build “decision systems” not “data systems” • Use data in “decision layers” • Is there a problem? (overall rate of ODR) • Localize the problem • (location, problem behavior, students, time of day) • Get specific • Don’t drown in the data • It’s “OK” to be doing well • Be efficient

  15. Problem The Big 5 Grade Level Gender Ethnicity IEP Others Involved Admin. Decision Motivation Time Range Date Range Using Data to Solve Problems:

  16. Problem The Big 5 Grade Level Gender Ethnicity IEP Others Involved Admin. Decision Motivation Time Range Date Range Using Data to Solve Problems:

  17. Develop a Precision Statement for the Identified Concern • Define the problem behavior • What • Clarify problem by identifying • Who • When • Where • Develop a logical explanation • Why

  18. Concerns Too many referrals September has more suspensions than last year Gang behavior is increasing The cafeteria is out of control Student disrespect is out of control Precision Statement There are more ODRs for aggressionon the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment. Developing Precision Statements

  19. Precision Statement? • Children are using inappropriate language with a high frequency in the presence of both adults and other children. This is creating a sense of disrespect and incivility in the school. • ODRs during December are higher than in any other month. No No

  20. Precision Statement? • James D. is hitting others in the cafeteria during lunch, and his hitting is maintained by peer attention. • Boys are engaging in sexual harassment. • Three 5th grade boys are name calling and touching girls inappropriately during recess in an apparent attempt to obtain attention. Yes No Yes

  21. Precision Statement? Minor disrespect and disruption are increasing over time, and are most likely during the last 15 minutes of our block periods when students are engaged in independent seat work. This pattern is most common in 7th and 8th grades, involves many students, and appears to be maintained by escape from work (but may also be maintained by peer attention… we are not sure). Yes

  22. Share Out • Sunflower’s Precise Statement: There is an increase in ODRs for aggressionon the playground forApril of 2010 as compared to 2009. The incidents are occurring at 9:45 and 2:15 during third grade recess involving a large number of students. The aggression is related to getting access to the new playground equipment.

  23. Develop a Precision Statement for the Identified Concern Increase in ODR’s in Sept. and Oct. Disruptive behavior From classroom between 9:15-10:-45 which is during group instruction time Several students Obtain adult attention

  24. Develop a Precision Statement for the Identified Concern

  25. Building Data-Driven Solutions Think… • Prevention: • Schedule change, curriculum change, etc • Teaching: • Teach or re-teach appropriate behavior • Recognition: • Frequently acknowledge desired behavior

  26. Develop a Solution for the Identified Concern

More Related