Charting the C's logo with black and blue text Charting the Cs Conference 2025: To Literacy and Beyond Cooperation Communication Collaboration Data Changes Everything April 30, 2025 Kelli Roddy, Data & Systems Architect Kate Schroeder,M.S., BCBA, LBA Data Changes Everything Our Student Data System is an easy to use and effective data collecting tool that will help you improve your students educational outcomes and better support their learning. Title image reading 'Student Data System Google Sheet Add-On' with a visual representation of data collection. https://datatools.916schools.org/home What does our Add-on do? Collect your student data Case Manager Sheri Purple Fred Smith Laurie Wagner First Name Cheryl Fredrick Dustin Last Name Adkins Benson Caldwell Expectation 1 In assigned place In assigned place In assigned place Expectation 2 Being responsible Being responsible Being responsible Expectation 3 Learning and completing tasks Learning and completing tasks Skill 1 Self awareness Self awareness Self awareness Skill 2 Self management Target Behavior 1 Verbal/physical disruption Verbal/physical disruption Verbal/physical disruption Target Behavior 2 Noncompliance Elopement/out of place Help Visualize that data Why collect Student Data? ●To confidently analysis the progress of your students over the school year ●To isolate time periods, days of weeks, time of year or other factors that are causing your students to struggle ●To establish interventions to help your students achieve success by determining: ○Who requires interventions ○What interventions should be implemented ○When they should be implemented ○Were they effective What Happens without Good Data? ●We risk continuing an ineffective intervention when no changes have occurred ●Or worse, discontinuing an effective intervention when improvement was not perceived What Type of Data does our Add-On Collect? ●Classroom Expectations ○Positive behaviors expected to be demonstrated in the classroom. ■Based on the Positive Behavior Interventions and Supports (PBIS) framework. ●Social Emotional Skills ○Positive approaches to better understand and manage emotions and how to related to others. ■Based on the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework. ●Target Behaviors ○Specific behaviors chosen to decrease through intervention. What can be Personalize with our Add-On? ●Although the Type of Data is fixed, you can personalized the following for your students: ○Categories within each data type ○The use of time periods and the description of those time periods ○Dividing the students by teacher or case manager ○Using reinforcers for Social Emotional Skills Getting Started ●Decide what type of data to measure for each student ○0 - 3 Classroom Expectations: In Assigned Place, Being Responsible, etc. ○0 - 3 Social Emotional Skills: Relationships, Self Awareness, etc. ○0-3 Target Behaviors: Noncompliance, Physical aggression, etc. ●Determine how to define each type ○Make sure your definitions are clear, concise and objective ●Understand the type of responses our Add - On allows ○Only some responses can be easily analyzed ■We use: Yes, No, No Opportunity ■Not: Frequency, Duration, Scale The Definition of what you Measure is Key First Try Verbal Aggression: yells, swears or insults Better Verbal Aggression: Verbal behaviors directed at others that exceeds the content appropriate for school setting. This includes name calling, threats to cause harm to others, swearing at others and/or making degrading comments about another person’s disability, sexual orientation, race, religion or culture. This does not include swearing that is not directed at others. Formulating Your Definitions ●Classroom Expectations ○Answers Available: ‘Yes’, ‘No’ ○Write your definition so the desired response is ‘Yes’ ■Use: “Completing all expected class work and/or worked the entire class periods” ■Not: “Did not complete expected class work or did not work the entire class periods” ●Social Emotional Skills ○Answers Available: ‘Yes’, ‘No’, ‘No Opportunity’ ○Write your definition so the desired response is ‘Yes’ ■Use: “Ignoring off task/disruptive peers” ■Not: “Engaging in off task/disruptive peers” ●Target Behaviors ○Answers Available: ‘Yes’, ‘No’ ○Write your definition so the desired response is ‘No’ ■Use: “Leaving the environment, assigned location, or presence of others without requesting or having expressed permission” ■Not: “Asked for permission to leave the environment, assigned location, or presence of others” Think about the Process of Collecting Your Data ●Who will be collecting the data? ○Will they understand how to respond based on your definition? ●Collecting reliable data means: ○Having clear, measurable definitions ■Get staff input in creating those definitions ●Show them the results of their work ●Inform them how the data is used ●Train staff ○Do not assume staff know how to respond - or know how to use the system ○Stress that responses should be objective - it is not the place for sharing opinion ○Practice taking data! A Success Story Quora High School Student ●This student attended 916 schools for 4 years, with struggles each year ●The goal for classroom expectations are 80+% in each category ●Teachers and staff reported student was in need of behavioral intervention - which our data reflect Line graph showing upward trend in classroom expectations over the school year for a high school student. ●Digging deeper, we saw the student was really struggling in the afternoon, which prompted an intervention targeting just those afternoon classes. ●Although the case manager was on board, there were doubts. Before having our data system, so many things were tried but they did not produce the desired results. Bar graph showing trends across class periods. ●After the intervention was in place, how did the rest of the school year go? ○There was a steady increase in classroom expectation with the student ending the year with all expectations 80+% ○The student transitioned back to their home district where the student continued to do well -getting a job and being nominated for student of the month Graph showing progress (inferred based on description). Baseline vs Intervention BaselineIntervention Screenshot showing the Google Sheets Add-On interface with sample student data. Setting Up The Using our Add-On •Screenshot of resource documents including example definitions and training templates. •Screenshot of resource documents including example definitions and training templates. •Screenshot of resource documents including example definitions and training templates. •Screenshot of resource documents including example definitions and training templates. Supporting your Efforts •Screenshot of resource documents including example definitions and training templates. •Screenshot of resource documents including example definitions and training templates. •Screenshot of resource documents including example definitions and training templates. Changes needed for a new School Year You will need to change the School Year in your System Info sheet Responses will continue to accumulate and trends can be viewed across years Screenshot of resource documents including example definitions and training templates. OR You can create a “New” spreadsheet, going through all of the steps on the How to Use Page ○Specify the new school year during setup ○Then copy and paste over your roster, delete past students, add new students Visualizing your Data with Looker Studio Google’s Looker Studio is a no-cost tool that turns your data into informative, easy to read, easy to share, and fully customizable dashboards and reports. Looker Studio dashboard showing data visualizations such as charts, graphs, and summary metrics. https://lookerstudio.google.com/navigation/reporting Looker Studio -a Business Intelligence Tool ●Business intelligence (BI) is a technology - driven process to analyze the data used by organizations to make informed decisions. ○Collects, manages and visualizes data to yield insights that inform strategies and help drive better decision making. ●Using BI Dashboards ○Show how current performance compares with past performance and how data is trending over time. What Makes up a Looker Studio Report? Data Data Your data will be in Google Sheets Your data will be The Report of Expectations chart The Report Data Source (Pipe) Data Source (Pipe) What is in those Pipes (Data Sources)? •Dimensions oAttributes of your data such as Student Name, Date, Category, School Name •Metrics ○Quantitative measurements such as Percent of Expectations, Percent of Target Behavior, Count of Reinforcers, Number of Incidents •Calculated fields -creating both new dimensions and new metrics Sample of calculated fields - creating both new dimensions and new metrics What will the Reports show? •Aggregation ○Used to summarize the data - Average, Count, Count Distinct, Max, Min, Sum •Graphs and charts ○Create line, bar, and pie charts, geo maps, area and bubble graphs, tables, pivot tables, and more Google Form link for providing feedback or contacting the data support team. Please provide your feedback Contact Us! Charting the C's logo with black and blue text Thank you! Kelli Roddy: kroddy@916schools.org Kate Schroeder: kaschroe@916schools.org