Patients and Health Care Teams: Building Successful Partnerships
Creating Successful Elementary School Data Teams 2011... · Creating Successful Elementary School...
Transcript of Creating Successful Elementary School Data Teams 2011... · Creating Successful Elementary School...
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Creating Successful Elementary
School Data Teams
ASCA National Conference
Seattle, Washington
June, 2011
Katie Gray
Unique Potential Consulting & Leadership Coaching
Karen Harrington
Center for School Counseling Outcome Research &
Evaluation
Presentation design by Sebastian Management – Educational IT solutions
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A little bit about us….
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Some Background
Elementary and Secondary School Counseling Grant
The Agawam, Massachusetts school district
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Presentation Objectives
To understand the benefits of Data Success Teams
To discuss the unique role of school counselors on these teams
To learn the steps needed to establish data teams
To hear about some of the challenges and successes of Agawam data teams
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Progress Report Data
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INTERACTSWELL
RESPECTS OTHERS
WORKS INDEPENDENTLY
TAKESRESPONSIBILITY
HOMEWORKCOMPLETED
WELLORGANIZED
CLASS WORKCOMPLETED
Percentage of students scoring below proficient
CLARK GRANGER PHELPS ROBINSON
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State Standardized vs. Classroom Tests
ELA MAT
38.6 4532.5 35.5
Percentage of students scoring Needs
Improvement or Warning MCAS
5th Grade
6th Grade
MAT ENG SOC SCI
3.03.0
2.3
3.63.5 3.0
3.8 3.5
Percentage of students with a 70 or below
on report card
5th Grade
6th Grade
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What is DBDM ?
DBDM Definition (Love, 2002)
An approach to school improvement
Uses Quantitative data
Helps to describe or define problems
Data Based Decision Making is a school
improvement approach that uses
quantitative data to help describe or
define problems, direct activities, target
interventions, and allocate resources.
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Conditions that Facilitate the Process
Collaborative Culture Wide range and diversity of perspectives with colleagues
who value data
Collaborative structuresData teams with scheduled meeting times and officially
sanctioned opportunities
Access to useful dataPulling data from multiple sources in user-friendly way
Widespread data literacyTo make sense of the data and to develop measurable goals
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What are the benefits?
Uses data in a unified, integrated, and
meaningful way
Helps us to more accurately and
efficiently choose interventions and
determine if they are working
Surfaces access or equity issues
Builds a culture of inquiry and
continuous improvement
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Unique Skills Counselors Bring
Knowledge of healthy child development
Skills in group facilitation and team dynamics
Perspective of seeing “whole child” and of choosing more holistic interventions
Ability to collaborate with teachers and other staff to support academic and social/emotional development
Experience with parent communication and education
Capacity to advocate for all students
Expertise in evaluation skills to determine if interventions have been successful
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The purpose of Data Teams:
To change
ADULT
behavior
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We close the achievement gap by closing the
implementation gap~McNulty and Besser
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3 Kinds of Data Teams
District Data Teams
Guide school improvement for the district
Monitor implementation and effectiveness of school-wide strategies
Building Data Teams
Guide focus on school-wide student performance
Improvement of instructional practice
Monitor progress of instructional data teams
Instructional Data
Teams
Improve instructional practice
Accelerate student performance
Inform Monitor
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Instructional Data Teams
Student workData: what’s working
Building Data Teams
Set goal of reducing ODR’s by 5%.Implement PBIS, 2nd Step, Anger
management groups.Monitor implementation practices and data.
District Data Teams
Goal: Improve school ClimateStrategy: Implement the ASCA Model
Inform Monitor
An Example
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Establishing a Building Based Team
Define team member roles
Look at building data in context of district goals; set vision data and benchmarks
Determine what data to review, how often [implementation and effectiveness data]
Establish a meeting format
Create record keeping forms
Train team members
Establish a process for monitoring effectiveness of meetings
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The on-going work
Determine what research-based practices to implement
Review student data [effectiveness data]
Review implementation data [adult data]
Monitor work of Instructional Data Teams
Provide input on building PD needs
Create the school’s data walls
Monitor the team’s effectiveness
Regularly share building results with the District Data Team
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DST Challenges and Solutions
Finding meaningful, quantifiable indicators
based on what research shows is important.
Progress report data based on these important
constructs.
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DST Challenges and Solutions
Assumed folks had more facility with data
than they did.
Training and PD. Start with simple charts, not
tables.
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DST Challenges and Solutions
Accuracy and consistency of data that is
collected.
Year 1 data team time was spent at each
building determining parameters of grades
and progress reports. And rubric.
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DST Challenges and Solutions
Too much data, too many problems.
Collaborative approach and using data to
determine what couple of areas to start with.
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Agawam’s Data Teams
Theory in to practice is ALWAYS challenging!
Our forms, agendas, etc.
Deciding what data: the new Progress Report
ESSC grant allowed the luxury of trying new
things
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Successes
Established criteria for group interventions
Progress Report data provides a way to evaluate school counseling interventions
Conversations about consistency of reporting
Counselors get more focused time with students: Data speaks
Counselors systemically impact classroom priorities – agenda use, relaxation strategies
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Second Step Work Sample
Assessment
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10%
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30%
40%
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60%
70%
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90%
100%
Clark Granger Phelps Robinson
4th Grade - Percent of Possible Points
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In schools that have made significant progress in
closing the achievement gap, more than three-
quarters (77 percent) of respondents report
discussing data with colleagues at least a few
times a month, with about one-third (32 percent)
talking about data a few times a week.
Respondents in non-gap-closing schools discuss
data far less frequently -just about one-half (47
percent) only discuss data a few times a year.
~Oberman & Symonds, 2005
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Concluding Remarks…
Presentation design by Sebastian Management – Educational IT solutions