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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.
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Making Data“Do-able”andEffective! 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.
So why the resistance & mistrust?
“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!”
“Been there. Done that. This too shall pass.”
Don't underestimate the challenge. Don't expect immediate success.
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!
Data Transparency • When staff ask questions about data, they need to get answers. • Clarifying data needs to come out quickly and stay in context. “You can make data can say anything – so who can believe it? This isn’t even accurate.”
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? Hey, don’t get me wrong, he’s quick and cheap - …But I still think data will always require some human input.
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. Big Shifts Access and use of data wide-spread. 1 2 3 4 5 Shift Happens
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! “We don’t need data. We know who it is. It’s the same kids every year!”
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 yourenery and effortinto those things that have thegreatest impactfor theleast 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 data • Data visually represented throughout • Data apparent throughout the school • No “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 Referrals • SWIS • Suspensions and Expulsions • Attendance • Academic Achievement • Student/Parent/Staff surveys • PBS Surveys
Schoolwide Information System www.swis.org
Playground - 18 Hallway - 13 Cafeteria - 5 “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
Focus on Adult Behavior The Choices… • Change the kids. • Change the adults.
Data Wall Successes Data Strategies Inferences
