The integration of Technology simply makes our lives easier (USUALLY ...)
I would have strongly argued this very statement in November when my Mac was "accidentally" re-imaged and I lost all my graduate work. So I will "qualify" that statement further.
The integration of technology simply makes our lives easier when it is dependable and in proper working order.
This was a hard Leadership Standard to speak to. I think technology integration has become so entrenched in our practice that it becomes difficult to see the impact that technology makes. It is the basis upon which I do everything. From creating databases, spreadsheets, presentations, and tools for improving the quality of education ... technology, in my practice as a new leader, is central to everything.
This year, I started the year by creating a database for tracking referrals. I created two different systems ...one to track data from the 2011-2012 school year and one to track data for this year 2012-2013. The purpose of these two systems was to be able to do a side-by-side comparison of the instances of discipline, track the repeat offenders, identify possible triggers or causes and locations to create or modify current discipline procedures. The database was monitored by me and the data was entered by me. Entering the 2012 data had to be done by hand and the process was somewhat lengthy, but this data was necessary as my Intervention Project/Appreciative Inquiry project revolved around the modifications to the Multi-Tiered Systems of Support (MTSS) that were in place at Rogers Garden Elementary. I would have to have some data upon which to determine the success or lack thereof with the modifications to the discipline aspects of the MTSS structure.
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| Discipline Databases |
DATA:Screenshots of data as broken down by subgroup, gender, offense and location:
This data was used to identify the strengths and the weaknesses within the structures of our school. This would include high-incident places. Our findings indicated that the majority of the instances always occurred during unstructured times. The playground was a huge area of concern. The above referenced data can be somewhat misleading because the highest incidents appear to be in the classroom. This was mis-information that we explored. The incidents that did occur in the classroom were usually an "overflow" of an incident that began on the playground. Additionally, we found that the referrals were simply being written by the classroom teacher and not the supervising Aide on the playground. Modifications were made to policies and improvements to the monitoring system were implemented.
As a result of this data, we were able to identify supports to put in place during these unstructured times as well as wrap around the individuals requiring the greatest support in structuring their management of the students and their time.
By our mid-year Differentiated Accountability (DA) Instructional Review, referral rates were down 98% from the previous year. Unfortunately as the year end came, we had a disturbing month of April where the referrals were coming in hand over fist. We hypothesized this struggle and identified that there was an increase in the unstructured time. These unstructured times allowed for more struggles with discipline. Additionally, the question of teacher burn out and student burn out were explored. Further support and incentives were created for students and teachers and an increase in PBS payouts to shape behavior commenced.
