Data-Driven Decision-Maker 

Coaches model and support the use of qualitative and quantitative data to inform their own instruction and professional learning.

Artifact One: Quantitative vs qualitative infographic 

Indicator

4.6.b, Support educators to interpret qualitative and quantitative data to inform their decisions and support individual student learning.

Description

Infographic made for PD on new PBIS system to show how different types of data can be used. Designed for certified and uncertified staff. A simple layout with few contrasting colors was chosen to allow easy reading while not being boring.

Implementation

This infographic was used as part of a presentation on how behavior works and how taking behavioral data can be used as part of a token economy to modify behavior. This presentation was given annually to all new staff for the program at the beginning of the year. This presentation covered how to document and interpret the basics of quantitative and qualitative benefits days, and how it is used in the behavior modification system. By covering this content I was able to help support my fellow educators in their ability to understand and interpret both types of data, and how to use that information within our PBIS system to help support our students. 

Impact

Staff had a better understanding of what types of behavior were being tracked with the point sheets, and what information to fill in because they better understood what types of data each portion of the sheet was looking for. Paraprofessionals and behavior technicians were better able to implement behavior plans, and interpret new behaviors based on quality data tracking. Since the implementation of the annual training on data and how it’s used in our PBIS system staff have used the system more effectively and worked with students’ behaviors with more compassion.

Artifact Two: Venture Academy point sheets/ token economy

Indicator

4.6.a: Assist educators and leaders in securely collecting and analyzing student data.

Description

Behavioral data collection sheet created for new PBIS system. This sheet was created for the collection of hourly behavior data for students. This was tied in to an updated PBIS token economy system and tracked for RTI and BIP data. 

Implementation

This sheet was part of a larger effort to modernize a school-wide PBIS and token economy system. This sheet was printed and given to each student every day. The sheet was used by each teacher, paraprofessional, or behavior technician every period to track distinct behavior in many categories down to 15 minute intervals if necessary. This data was recorded as totals, hourly totals, and number of incidences of behavior types by behavior technicians, and analyzed collaboratively with the mental health team and BCBA.

Impact

By working collaboratively to effectively utilize this sheet, the staff was able to engage in a deeper understanding of behavior in general, but more importantly how to apply data to improve the lives of our students. 

Reflection

The implementation of this behavior system was significantly more smooth than expected and much of that was due to having quality and dedicated staff, but was also attributable to the fact that many of the designers of the system were dedicated to beginning the “why” of the system into the scope of practice of the support staff. By presenting the information about the system as a larger understanding about behavior, how behavior modification works, and how the system works within that framework and how they will be collecting the most crucial data on which the system operates empowered staff and allowed them to more productively communicate the information they experienced every day. 

Through building this context I was able to achieve indicator 4.6.a by assisting educators and leaders in securely collecting and analyzing student data, and 4.6.b  by support educators to interpret qualitative and quantitative data to inform their decisions and support individual student learning. The next steps of this behavior program would be aligned with  standard 4.6.c. This would allow us to Partner with educators to empower students to use learning data to set their own goals and measure their progress. By bringing in a larger number of educators onto the behavior team we empowered them to collect and use data, but to have them set their own professional goals and track them world be a great addition. Additionally we would be planning on using the data to present to the students and have them identify appropriate goals for themselves.