Title: Principalles for Data Collection: Important Ingredients for Successful and Targeted Interventions
1Principal(les) for Data Collection Important
Ingredients for Successful and Targeted
Interventions
http//www.csf.usu.edu
- Richard P. West, Ph.D.
- Terry Humphreys, M.S.
- Tim G. Smith, M.S.
- Matthew J. Taylor Ph.D.
- Utah State University and Cache County School
District
2If Schools Are To Achieve All They Can, They Will
Need
- Better information about what works (Best
Practices) - Tools for monitoring progress
- Tailored assistance in developing and
implementing appropriate policy - More skillful communication and more public
involvement in reform
Education Commission of the States, 1998
3- Better schools result from better decisions, and
better decisions result from better data - Sustained improvement in academic achievement
requires changes in the school environment - An ethic of collegiality and cooperation is
necessary to bring about meaningful school reform
PRINCIPLES
4Indicators of School QualityMonitoring the
School Environment
5External Variables
Internal Variables
6Web of Causation for Academic Achievement
Instruction
Academic Achievement
7Web of Causation for Social Competence
Punishment
Social Competence
8Web of Causation for Myocardial Infarction (Heart
Attacks)
Taken from Friedman, G. D. (1994). Primer of
Epidemiology (5th Ed.). New York McGraw-Hill,
p.4.
Natural selection of metabolic adaptation to
starvation
Industrial society
Social pressures
Dietary excesses in saturated fat,
cholesterol, calories, salt
Personality emotional stress
Lack of exercise
Hereditary factors
Cigarette smoking
Obesity
Coronary artery distribution
Diabetes or carbohydrate intolerance
Increased catecholamines
Thrombotic tendency
Hyperlipidemia
Hypertension
Significant coronary atherosclerosis
Deficiency in collateral circulation
Myocardial susceptibility
Coronaryocclusion
The authors note that Despite the apparent
complexity of this diagram, it is undoubtedly
an oversimplification and will certainly be
modified by further study. (p. 5).
Myocardial infarction
9The Indicators of School Quality
- Parent Support
- Teacher Excellence
- Instructional Quality
- Administration
- Student Commitment
- Safety
- Resources
10Areas of Risk
- Home Language Is English the primary language
spoken at home? - Mobility Have you moved more than once in the
past three years? - Peer Associations Do you generally approve of
your childs closest friends? - Family Bonding Do your neighbors generally
monitor their childrens activities? - Community Affiliation Do you regularly attend
community, social, or religious meetings? - Academic Risk Do you have a high school
diploma/GED? - Economic Risk Do you have Internet access at
home?
11ISQ and Academic Achievement
- The variables measured by ISQ account for more
than 80 of the variance of academic achievement
scores - Even when risk is removed from the equation,
the correlations between ISQ variables and
achievement are statistically significant
12Hierarchy of Risk
- Economic Status
- Community Affiliation
- Family Bonding
- Mobility
- Academic Status
- Home Language
- Peer Acceptance
13At-Risk Schools
14A Tale of Two Schools
- "It was the best of times, it was the worst of
times.
15(No Transcript)
16Office Referrals
17Office Referrals OCTOBER
18Total Level 1 Violations by Groups
59
41
25
6
At-Risk students, in this case, are identified as
having 5 or more violations MARCH 2004
19Level 1 Violations by At-Risk Groups
MARCH 2004
20Violations by Location
21(No Transcript)
22The Future of ISQ
- Indicators of PBS
- Domain and PBS Checklists
23Elementary Students
- Do your teachers always give clear instructions?
- Are you often confused about how to behave at
school? - Do you like to read?
- Do your teachers tell you when you do well?
24Secondary Students
- Do all of your teachers generally give clear
instructions? - Is there an adult at this school who you can
approach for help? - Are you frequently confused about what is
expected of you at school? - Would you know where to get help if you fell
behind in your schoolwork? - Have you been recognized individually in the last
school week for behaving well?
25Staff
- Do you post clearly stated expectations for
behavior in your classroom? - Do teachers regularly encourage students to come
to them for extra help? - Is there a coordinated effort by all school staff
to teach appropriate social skills? - Do all of your students know where to get help to
catch up academically? - Are you encouraged by the administration to
recognize positive student behaviors?
26Checklist of Contextual Factors
Clear Communication of Expectations for
Performance
- A well-written set of behavioral standards and
expectations exists at this school - The set of expectations is short (generally from
5 to 7 items) - Students were involved in the development,
refinement, and communication of the standards of
behavior - The behavioral expectations are statements of how
to behave well, rather than what not to do - Behavioral expectations are posted prominently
throughout the school - Behavioral expectations are emphasized in each
classroom (e.g. explicitly taught, reminded, and
encouraged) - Students are able to remember and repeat
statements of behavioral expectations
Adapted from G. Roy Mayer (2001) California
State University,Los Angeles
27Checklist of Contextual Factors
Relationships and Bonding
- Strong administrative support for staff exists
(e.g. good teaching is recognized, faculty
requests are acted upon promptly) - Strong staff support for one another exists (e.g.
staff confer with one another regarding
instruction and discipline) - Staff greet and help students feel welcome in the
classroom - Staff interact with and show interest in students
in various settings - Staff have many more positive than negative
interactions with students - Students generally comply willingly with staff
requests and instructions - Students tend to hang around staff, engaging in
conversations, etc. - Staff are really well acquainted with each and
every student, and are familiar with students
personal characteristics, attributes, and
challenges
Adapted from G. Roy Mayer (2001) California
State University,Los Angeles
28Checklist of Contextual Factors
Skill-Building Emphasis Academic, Social, and
Self-Management Skills
- The school assumes responsibility for learning of
academic skills - Curriculum in all areas is organized to emphasize
active rather than passive responding, with many
tailored opportunities for all students to
respond - Academic assignments are adjusted to students
functional levels - Sufficient additional academic support is
provided to struggling students - The school assumes responsibility for learning of
social skills - Social skills are identified and taught
effectively emphasizing fluency and generalized
performance in natural settings - Failure to meet high expectations of performance
is followed by individual intensive teaching
rather than punishment - Students receive explicit instruction and support
in self-management
Adapted from G. Roy Mayer (2001) California State
University,Los Angeles
29Checklist of Contextual Factors
Recognition of Appropriate Behavior
- Recognition is provided by the administration to
students who meet the behavioral expectations - Recognition is provided by classroom teachers to
students who meet the behavioral expectations - All students receive frequent and appropriate
recognition for their accomplishments and efforts
to meet high standards of good behavior - At-Risk students receive more frequent and
personalized (tailored) recognition for their
efforts to meet high standards and expectations
(in both academic and deportment) - Evidences exist in this school of efforts to pay
more attention to good behavior and success than
to problem behavior and mistakes
Adapted from G. Roy Mayer (2001), California
State University,Los Angeles
30CONTEXTUAL FACTORS
- It appears that changing these identified
contextual factors not only can help prevent
antisocial behavior, but also can help to create
an environment more conducive to learning
G. Roy Mayer (2001) California State
University,Los Angeles
31Nine Contextual Factors that Contribute to
Punitive School Environments and Promote
Antisocial Behavior
- Low student involvement in school activities
- Unclear rules for student deportment
- Weak or inconsistent administrative support
- Student academic failure
- Student deficiency in social personal
management skills - Problems discriminating prosocial antisocial
behavior - Consequences delivered inconsistently
- Inadvertent reinforcement of antisocial behavior
- Over reliance on punitive methods of control
(Mayer, 1995 Similar to home-based contextual
factors noted by Loeber, Stouthammer-Loeber
Green, 1987 and Reid Patterson, 1991)