Strategic Use of Data
Educators collect data to measure learner (student) progress using formative, interim, and summative assessments. Similarly, it’s important to gather data around how the school and district systems are equitably serving families and communities.
Strategic use of data goes beyond gathering and compiling data; teams use it to action plan.
Using implementation data and outcome data
For a complete picture of the health of their systems, Wisconsin schools and districts must execute ongoing, reflective, and collaborative analysis using two general types of data:
- implementation data (measures system effectiveness and efficiency)
- student outcome data (measures the impact the system has on learner outcomes)
Educators systematically review implementation and outcome data with a growth mindset to plan next steps. As part of a continuous improvement process, they use data to create action plans and evaluate results. When needed, teams dig deeper and examine the root causes.
Implementation data measures which practices are in place with fidelity
Implementation research shows that schools and districts only realize improved student outcomes when evidence-based practices are fully implemented across the system with fidelity (used as intended). System self-assessment allows schools to gauge the extent to which practices are in place and if they are being delivered with fidelity.
Implementation data measures staff:
- Knowledge,
- attitudes,
- beliefs, and
- practices.
In other words, implementation data reveals the connection between adult behavior and learner outcomes.
System assessments used in Wisconsin
Here is an overview of system self-assessments in an equitable, multi-level system of supports. Teams use the assessment calendar to schedule when to perform their assessments.
Behavior self-assessments
Behavior assessments measure adult practices (not the students) for equitable, consistent, and effectiveness delivery of supports. The most common assessment to gauge implementation of behavior strategies is the Tiered Fidelity Inventory (TFI) which measures all implementation levels (all tiers).
Academic self-assessments
Academic assessments measure adult practices (not the students) for equitable, consistent, and effectiveness delivery of supports. The School-wide Implementation Review (SIR) is taken through a reading or mathematics system lens and gauges all levels of implementation of academic support strategies.
Outcome data helps gauge how well supports work for learners and families
It’s important to use multiple forms of aggregated and disaggregated learner outcome data to:
- Gauge the effectiveness of systems of supports for learners and families, and
- identify who is benefiting from and whose needs are underserved by the system.
Examples of outcome data
Teams use data from several sources in addition to system self-assessments to gain additional insights into areas of focus, types, levels of analysis, and sources. Here are some examples:
- Areas of focus (academic, behavioral, developmental, emotional, social, etc.)
- Types (achievement, anecdotes and interviews, attendance, climate surveys, development, early warning system indicators, formative and interim assessments, observation, office discipline referrals, performance, etc.)
- Levels of analysis (aggregated and disaggregated)
- Sources (community, families, learners, and staff)
Universal screening helps schools proactively support learners
Universal screening processes and data help schools proactively match supports to needs.
Throughout the year, teams:
- Use a universal screening process to review academic, behavioral, emotional, and social data for every learner,
- review aggregated data to gauge whether the universal level of support is meeting the majority of learners’ needs,
- review disaggregated data to identify areas of inequity, and
- use a problem-solving process to make universal-level adjustments.
This process also helps identify learners who may benefit from support beyond the universal level. For example, some learners may need interventions to improve specific academic, behavioral, emotional, or social skills. Learners who exceeded academic benchmarks may need additional challenges to meet their learning needs.
Strategically using data to drive continuous improvement efforts
Continuous improvement is an ongoing effort to improve a framework or process.
It requires an organizational commitment to:
- Adaptation,
- continual learning,
- growth, and
- self-reflection.
School teams use a continuous improvement problem-solving process to inform decisions and achieve equity.
How do you know your system has strategic use of data in place?
Teams at all levels of support:
- Use implementation data (staff knowledge, attitudes, beliefs, and practices) to:
- Gauge the extent to which practices are in place and used as intended
- Gauge the extent to which features of an equitable, multi-level system of supports are in place and implemented with fidelity
- Guide action planning, professional development, and resource allocation
- Use multiple forms of aggregated and disaggregated learner outcome data to:
- Gauge the effectiveness of system of supports for learners and families
- Identify who is benefiting from and whose needs are underserved by the system
- Skillfully use problem-solving processes to inform data-based decisions and actions
- Establish an environment of trust and transparency for data use
- Use consistent, culturally competent processes focused on changing the system and adult practices, rather than fixing learners and families
Resources for this Key System Feature
Improvement Cycles—National Implementation Research Network (NIRN)
Link
Learn about improvement cycles and how to begin applying them in your setting.
System Assessments in a Multi-Level System of Supports
Successful schools ensure the system assessments are a part of their annual assessment calendar. This document provides an overview of the purpose, timing, and frequency…
Tiered Fidelity Inventory (TFI) Print Copy
Link
The Tiered Fidelity Inventory (TFI) measures the implementation of a school-wide positive behavior support system across all levels/tiers. Taken by a school leadership team, this…
Risk Ratio Calculator
Excel
This tool is designed to be used by schools to calculate the risk of students of color as compared to white students for academic and…
Early Childhood Companion Guide to the School-wide Implementation Review (SIR)
Word
This companion document was developed to assist teams in bridging the language and practices found on the SIR with early childhood language and practices.
Framework Road Map for SIR Evidence
An at-a-glance overview of the programs, practices, and procedures that your school has in place. A helpful planning tool for taking the SIR.
Levels of Implementation and SIR Guidelines
Defines the levels of implementation used in the SIR.
Five Factors that Facilitate Sustained Implementation of a Culturally Responsive Multi-Level System of Supports
While training and action items are a great first step, schools and districts can't stop there.
Family Engagement Items in System Self Assessments
Indicates the line items on the various system self assessments measure family and community engagement.
PBIS Assessment Coordinator Policy
Learn more about PBIS Coordinator role.
PBIS Assessment Coordinator’s Guide
Learn more about PBIS Coordinator role.
PBIS Assessments User’s Manual
6 Practical Ways to Maximize System Assessments – Six Keys to Success
We interviewed Wisconsin schools and districts to discover their keys to successfully examining their systems year after year. Here are their 6 keys to success.
Wisconsin’s Strategic Assessment Systems (DPI)
Link
Strategic Assessment Systems (SAS) measure progress towards college and career readiness, including academic preparedness and social-emotional competence, across classrooms, schools, districts, and the state.
WISExplore Data Navigation and Inquiry (DPI)
Link
Using data effectively can be a new challenge! To address this, DPI partners with the CESA Statewide Network (CSN) to develop a common data inquiry…
Be a Data Hero
Link
Share Your Data, Build Momentum: Sustaining Practices Together
Four Ways Super Teams Strategically Use Data
School and district teams across Wisconsin told us how they are strategically completing their assessments and using the data collected to improve their school systems…
Aggregate Outcome Behavior Data Collection Tool with Graphs
Excel
Creates graphs for Office Discipline Referral Data with this Excel tool.
Outcome Data Collection Tool
Excel
Collecting and aggregating discipline data is vital to the PBIS process. This Excel workbook assist schools with doing that.