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DataPaper1

DataPaper
ChristinaL.Shanks
Lewis&ClarkEDAD606
11/30/2014

DataPaper2

Datatool
AtSevenOakMiddleSchoolinthe6thgradewehave157students,and7teachers.At
theendofquarter1thesixthgradestudentshadreceived324referrals.Whichwasoverhalfthe
schooltotalreferralsforthequarter.ThreeoftheteachersarenewtoSevenOak.Theteachers
cametogetherandrequestedtimetomeetwithadministrationtodiscusstheirconcernswith
studentbehaviorandcreateaplanonhowtoimprovestudentbehavior.
The6thgradeteamofteachersmetandsharedconcernsandideasforimprovement.As
wesharedideasItooknotesintheformofTool10SchoolImprovementMappingfrom
The
DataToolkit
(Hess,2012).Tool10isaqualitativetooltocreateastrategicplanofactionthat
involvesgoalsetting,strategies,andactivities,whichwasjustwhatweneededtogetstarted.
Figure Tool 10: Seven Oak SIM strategies and activities

Theteamsgoalwastoimprovestudentbehaviorovertimeandindoingsodecreasingthe
numberofreferralsinthe6thgradequarter2.
Strategy 1:
Increase Hallway
supervision

Action 1:
Reteach hallway
expectations pg 7 in
planner

Action 2:
Teachers will monitor
hallways during passing
times from classroom
doors

Action 3:
Wayne will create a
schedule for SAs to
monitor bathroom, and
the cave

Action 4:
Wayne and Jen walk
through when available

Strategy 2:
Reteach electronic
expectations

Action 1:
In HR reteach
electronic policy, pg 8

Action 2:
Follow expectation in
hallway by monitoring
and enforcing
expectations

Action 3:
Maintain expectations
in classroom and hall

Action 4:

Strategy 3:
Reteach assembly
behavior pg 4 in
th
planner. Add 6
grade
expectations: draw on
board, model, provide
the why

Action 1:
Set expectations in
Homerooms for
assembly behavior

Action 2: When
choosing SOTM be
aware of gender bias

Action 3: SOTM
assembly with all of
th
6
grade team on
11/14/14. With clear
expectations, and fun.

Action 4:
12/2/14 pressure point
assembly with clear
expectations in HR and
th
6
period prior to
assembly. All of team
attends

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Strategy 4:
Spartan Lunch as an
opportunity to
complete work

Action 1:
Create location, slips,
and system for Spartan
lunch

Action 2:
Inform students
Spartan lunch can be
assigned or by choice
to complete classwork

Action 3:
Jen and Wayne monitor
Spartan lunch in Shanks
classroom

Strategy 5:
RTI leveling process
Thursday mornings

Action 1:
Continue collecting
data on red zone
students to bring to RTI
meeting

Action 2:
Place new names in RTI
spreadsheet, and bring
data

Action 3:
Revisit intervention
data for whats working
and what we need to
adjust on previously
identified students

Strategy 6:
Self-Manager Systemstand up Spartan

Action 1:
PBIS team creates
system and gathers
supplies

Action 2:
Educate staff on the
system and clarify
purpose and how

Action 3:
Educate students on
the system and invite
possible candidates,
and open access to all.

Action 4:
Spreadsheet will be
available for teachers
to follow up on
attendance. Lunch
detention assigned by
teacher if students
refuse to attend.
Action 4:
Check for students
needing to be taken to
level 2

Action 4:
48 6th graders have
applied, 45 eligible.

AttheendofNovember,weareseeingmeaningfulresults.Quarter1weaveragedalmost
8referralsin6thgradeperday,duringthemonthofNovemberwearedowntoanaverage1.3
referralsperdayin6thgrade.Hallwaysupervisionhasincreasedandwearemaintaining
presenceinthehallduringpassingtimes.ElectronicshavenotbeenanissuethatIamawareof
sincestrategy2wasputinplace.Thestudentshadfabulousbehavioratthe11/14/14assembly.
Spartanlunchhasbeenavaluabletoolforstudentstohavetimetocompleteclasswork.Many
6thgradersshowwithworkinhandandarerespectfulabouttheirlunchtimeworkopportunities
inSpartanLunch.RTIThursdaymorningsismovingalong,wewillberefiningthismeeting
timetoimprovecollaboration,anddatacollectioninthemonthstocome.TheSelfmanager
system,StandUpSpartanhasbeenafabulouspositivetothe6thgrade.Almost30%ofthesixth
gradehasearnedtheprivilegeofselfmanager,StandUpSpartan.
Inconclusion,ourSIMhasbeenagreatdatatooltohelpourteamgoalset,create
strategies,andactivities.Ournextstepswillbetocontinuetolookatthedataandreviseand

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improvewhatwedotosupportstudents.AlsothedataIhavecollectedthroughthisprocesswill
helpwithstrategicplanningofAVIDprofessionaldevelopmentinmonthstocome.

ProblemofPracticeReflection
Problem: Helping teachers to be supportive of AVID students who still need more guidance,
patience, and coaching. Additionally, helping students to deal with teachers that push their
buttons.

Goal:Nostudentblowouts,increasingteachersupportofatriskstudents
PossibleActionsbrainstormedwithteam:
Mathteacherrepeatedlytalkedtohimaboutgettingtoclassontime.
Angerissues.
Homeconcerns?
Dealing with teacher State concerns and what child feels. What are your concerns and
howcanwedealwiththis?
School wide discussion AVID is not to be held over students head do not threaten
students.StaffreviewPBIShandbook.
PBIShoweducatorsdealwithorconversewithstudentswhentheyaretardy.
After discussing with the team, I talked with twoteacherspersonallyoneononeandwasdirect
with how easily these students are escalated, and both teachers were able to come to their own
conclusions on how they could support the child. I also had a staff member address the entire

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staff with a clear message ensuring teachers understand an AVID students is not expectedtobe
perfect,theyneedcoaching,guidanceandpatiencejustlikeanyotherstudent.
In conclusion, after sharing the problem and brainstorming possible solutions it came
downtocommunication.Communicationissuchanimportantpowerfultool.

SchoolReportCard:CalapooiaMiddleSchool
Calipooia Middle School was rated an overall a level 3, which is just below the state
average. However, they are scored about average compared to schools with similar
demographics. In the area of school performance science is a strength. I would ask questions
about the specific strengths of the science department: what curriculum do they use, strategies,
staff experiences. How could we use this information to support the math and reading content
areas that students struggle with more? Only 55.6% met or exceeded on reading, and 49.1% on
mathematics. Iwouldliketoknowwhatcurriculumisbeingusedinmathandreading,andifitis
beingusedwithvalidity?
In the area of academic growth CMS is at alevel4 inreadingandmathandontrackfor
growth. I would like to know what specific successes they would like to share that have led to
this growth. What are the next steps to continue to grow? English Learners are 16% of their
population and yet they are at a level 1 for growth. What interventions are in place to support
these students? Additionally, the students with disabilities are at a level 2 andthisis18%ofthe
population. What intervention does the special education department use to support these
students?Aretheyinmainstreamclassesforcorecontentareas?

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Conclusion
Qualitativeandquantitativeresearchwasbothusedduringtheprocessofthisclass.
Qualitativeresearchusesmostlylogicalandverbaldatatodiscoverpatternsinresearch.While
ontheotherhand,quantitativeresearchfocusesmostlyonnumericaldatathatisstatisticaland
gatheredbytestingthendescribetheresearchfindingswithstatistics.Botharevalidpractical
researchtools,howevercombinedtheyprovidethemostamountofinformation.

Reference
Hess,R.,&Robbins,P.(2012).
Thedatatoolkit:Tentoolsforsupportingschool
improvement
.ThousandOaks,Calif.:Corwin.