Behavior Datapalooza

Earle Brown Noticings & Wonderings from our Data Dive

Noticings - Stuff that stood out from our data dive.

  • Our perception is that many referrals are during specials, but data shows it is during classroom time.
  • The data is hard to believe at times with our own reflections of last year and data is off. Student count per grade level is off during 2014-2015 school year.
  • Kindergarten and Grade 2 have 1/2 the number of students being referred.
  • Disruptive/Disorderly/Insubordination is the highest type of referral.
  • The scale is higher as you go up in grades = more referrals.
  • Less referrals, so far, this year than last year.
  • High # of black/African American male referrals. Link disproportionate # of black/African American males (SPED) in 0 growth STEP data during literacy dive.
  • Premature - return often too soon.
  • Solution - 'bang out' testing subs team.
  • Behaviors - Aquarius.
  • May MCA's testing done.
  • Kids pick up on teacher stress.
  • Testing - 20 hours of individual expectations. Long drawn out testing.
  • December - Christmas stress. Schedule changes.
  • 2015-2016 school year, started high/larger # of referrals.
  • December and February 'spikes'.
  • Schedule - long periods of instruction and a lot of transitions in a short amount of time.
  • DDI (Disruptive/Disorderly/Insubordination) highest. Should be more than one.
  • 3 kids half referrals for K, 1, 2.
  • 2nd two doubled rest of grade.
  • 4th and 5th more students.
  • Repeat students.
  • Last year not bell curve.
  • Time of day needs to be mandatory. When it is optional it doesn't always get completed so it is not helpful in data review.

Wonderings - The things that make us go hmmm.

  • Are transitions (from classroom to specialists) those peaks where referrals are happening?
  • Kindergarten and Grade 2 have 1/2 the number of behavioral referrals. What practices are they doing to help with this?
  • How do we access help and how long does it take to get that help?
  • How do online referrals affect the process?
  • How do the levels affect the referral process?
  • How are the students with high behavior referrals being helped/targeted?
  • Collect and sort data base on the # of months and years at Earle Brown for the students.
  • Teacher use or under-use of the Reflection Room?
  • Why are all our little black/African American boys being diagnosed (SPED)?
  • Solidify/clarify what behavior expectations are/were.
  • New staff - clarity on when to support, how to support.
  • What is in place for students who aren't acting out but are withdrawing?
  • December and February 'spikes'. Why? Testing?
  • Specials vs. classroom - tab for referrals.
  • DDI (Disruptive/Disorderly/Insubordination) highest - does it really match the behavior?
  • Of referrals, what type of behaviors are these?
  • Who gets services? Do behaviors go down with support?
  • Impact of STEP testing and referrals.
  • Does recess before lunch make a difference?
  • Staff would like to have enrollment changes (new students and students who have left Earle Brown) reflected in the Daily 411 morning emails.
  • Would classical music help in the lunchroom during lunch?