1. Making Data “Do-able” and Effective! Kathy Helgeson PBS Coordinator Southern Oregon ESD

2. “School often functions as a collection of independent contractors united by a common parking lot.” Richard DuFour

3. 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.

10. Data Road Blocks

11. “I can’t spend any more time in a staff meeting. I’ve got kids to teach and papers to correct.”

12. “You can make data can say anything – so who can believe it? This isn’t even accurate.”

13. “We don’t need data. We know who it is. It’s the same kids every year!”

14. “Who is going to do it? Everyone’s just too worn out.”

15. “Been there. Done that. This too shall pass.”

17. 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.

18. 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!

19. 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

20. 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.

21. Trust Speed Cost

22. 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:

23. Why Data? “Until you have data as a backup, you’re just another person with an opinion.” –Dr. Perry Gluckman

24. “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!

25. “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.

26. 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?

27. 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?

28. A few individuals have knowledge of and access to data. Access and use of data wide- spread.

29. “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!

30. 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.

31. “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.

32. 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.

33. “Been there. Done that. This too shall pass.”

34. 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

35. What Data? Consider the Following…  Office Discipline Referrals  SWIS  Suspensions and Expulsions  Attendance  Academic Achievement  Student/Parent/Staff surveys  PBS Surveys

37. “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!”

38. “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!”

39. Informal Data Sources Watch List / Behavior Log Grades –Students with one or more F? Attendance Records Check In, Check Out Other?

41. Check In, Check Out Daily Signed Assignment Sheets 3 Minutes, 3 X Week

43. How to get staff using data?

44. Focus on Adult Behavior The Choices…  Change the kids.  Change the adults.

45. Change what you can…

47. Data Wall

48. Culture & Climate as a Science Project

49. Critical Friends Protocols www.nsrfharmony.org

50. Action Plan Form

51. Team Initiated Problem Solving TIPS

52. Strategies Strategies are staff actions that lead to the attainment of the goal. Strategies need to be: Action-Oriented Measurable/Accountable Specific Focus on Adult Actions (staff, principal, parents) Effective strategies will positively impact student behavior and the culture of the school!

53. How Will We Know If It’s Working? Always plan to monitor results indicators to measure effectiveness.

54. You have to weigh in before you can buy in.

55. “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

56. “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!

57. Thank you! kathy_helgeson@soesd.k12.or.us

58. 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 aimed at improving problem behavior is necessary. This session will address the what, why,and how without adding one more thing to the plate.