Data-Driven Decision Making

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Data-Driven Decision Making by Mind Map: Data-Driven Decision Making

1. Celebration

1.1. MS

1.1.1. Lincoln

1.1.1.1. Bobcats game

1.1.2. Ferndale

1.1.2.1. Bobcats game

1.1.2.2. School Store

1.1.3. Allen

1.1.3.1. Universoul Circus

1.2. Elementary

1.2.1. Sedgefield

1.2.1.1. Many qualified for incentive

1.2.2. Nat Greene

1.2.3. Brightwood

1.2.3.1. Incentives going well

1.2.3.1.1. Movie/Popcorn

1.2.3.1.2. Sockhop

1.2.3.2. Reduced referrals over last year

1.2.4. Archer

1.2.4.1. Better atmosphere

1.3. Drawing

1.3.1. Cards turned in

1.3.1.1. Who on our team has done a great job

2. Review

2.1. PBIS is a continuum

3. Evaluation Plan

3.1. Why?

3.1.1. Assess progress

3.1.2. See what needs attention

3.1.3. Helps to update our practices

3.1.4. Improves Decision-Making

3.1.4.1. PBIS adds a problem-solving step between the problem and solution

3.1.4.2. Update Goal Plan 2X per year

3.1.4.2.1. Fluid Doc

3.2. Needs Data

3.2.1. Implementation

3.2.1.1. Gives feedback on fidelity

3.2.1.2. Tools

3.2.1.2.1. GTIC

3.2.1.2.2. Common Area Observations

3.2.1.2.3. Implementation Inventory (II)

3.2.1.2.4. PBS Self-Assessmewnt Survey

3.2.1.2.5. School-wide Eval Tool (SET)

3.2.1.2.6. Benchmark of Quality (BOQ)

3.2.1.3. Performance

3.2.1.3.1. Are we doing what we said?

3.2.1.3.2. Are we implementing w/ integrity

3.2.1.3.3. Is implementation occuring w/ fidelity across all levels

3.2.1.3.4. What do we need to revisit?

3.2.2. Outcome

3.2.2.1. Is it working?

3.2.2.2. Quantifyable

3.2.2.3. Types

3.2.2.3.1. SWIS

3.2.2.3.2. ODRs

3.2.2.3.3. Suspension/expulsion data

3.2.2.3.4. Referrals to ECS

3.2.2.3.5. ADA

3.2.2.3.6. Staff Absences

3.2.2.3.7. Staff Turnover

3.2.2.3.8. Achievement Scores

3.2.2.3.9. Cost/Benefit Analysis

3.2.3. Why collect?

3.2.3.1. Shows progress

3.2.3.1.1. Strive for progress, not perfection

3.2.3.2. Collect data to drive decisions

3.2.3.3. Can identify problems early

3.2.3.4. Decisions will be more effective if based on hard data

3.2.3.5. Should be reviewed on a monthly basis

4. Sustainability

4.1. Measures schools' abiltiy to sustain effors over time

4.2. Data reviewed by Coord. yearly

4.2.1. Areas of need for veteran teams

4.2.2. New training needs

4.2.3. Areas coaches need to focus on

4.2.4. Are district-wide efforts meeting overall needs?

4.2.5. Ways to group schools for reporting.

5. Sumary Overview

5.1. Based on data gathered at end of each school year

5.2. Given to

5.2.1. PBIS LT

5.2.2. SPAC

5.2.3. BOE

5.3. Both implementation and outcome data summarized

6. Active Decision-Making

6.1. Data

6.1.1. Why important

6.1.1.1. Helps to design more precise solutions

6.1.1.2. Helps to define the problem

6.1.1.3. Helps to assess level of success

6.1.2. Needs

6.1.2.1. Every student MUST have an ODR

6.1.2.2. ODRs must be completely filled out

6.1.2.3. Monthly Review

6.2. Problem-Solving

6.2.1. Team-Initiated Problem Solving (TIPS)

6.2.1.1. Needed Data

6.2.1.1.1. Big 5

6.2.1.2. Steps

6.2.1.2.1. ID possible problems

6.2.1.2.2. Develop hypothesis (Presicion statement)

6.2.1.2.3. Discuss and select solutions

6.2.1.2.4. Develop and implement Plan

6.2.1.2.5. Evaluate and Revise the plan

7. Fidelity Implementation

7.1. Observation checklist

7.2. GTIC

7.2.1. Guilford Team Implementation Checklist

7.2.2. Turned in 2X per year

7.3. Self Assessmewnt Survey

7.3.1. Staff-wide

7.3.1.1. Coming in January

7.4. SET

7.4.1. School-wide Evaluation Tool

7.5. DPI Recognition

8. Now What?

8.1. Continue

8.1.1. Sharing info in staff mtgs

8.1.2. Celebrations

8.2. Begin

8.2.1. Obs checklist

8.3. Disregard goal plan due 12/16