In my EDU 211 class, we often discussed the value of evidence-based practices to guide our teaching. We explored a plethora of evidence-based practices used by teachers, and then went into the field and watched our own CTs use them. I left the class having a lot of knowledge surrounding the idea of evidence-based practices, but discovered a hole in my understanding during our EDU 342 class about data. I never thought about how the "evidence" part, and where teachers get their evidence from. I just assumed that an education researcher conducted a study and proclaimed a certain practice to be "evidence-based", and then everyone used that practice in their classrooms. It never dawned on me that teachers frequently use their own class data as evidence to create their own evidence-based practices. It makes perfect sense, considering every class is different, just as every student is different. Teachers use their own data to tailor their instruction and interventions specifically for their current class, and the individuals in that class.
It is first necessary for teachers to collect baseline data on their class before any decisions are made about how they will go about running their classroom, and teaching their class. Baseline data, in terms of academics, assesses what concepts students understand, and what concepts that are not grasping. This type of baseline data can be used for planning what concepts need to retaught to which students. In regards to behavior, baseline data tracks the intensity, frequency, and/or duration of behaviors that are usually unwanted. Once a satisfactory amount of baseline data is collected, the teacher can generate a line graph that could potentially reveal trends about the behavior.
Once a behavior is tracked for a reasonable amount of time, a teacher can use the ABC model to hypothesize why the behavior is happening. Once the reason behind the behavior is decided upon, the teacher can use this new understanding to structure her class or set up interventions in order to diminish, and eventually eliminate, the behavior.
The A in ABC stands for antecedent. This is where the teacher should analyze the events and circumstances that preceded the behavior. Is it happening during a transition? Before dismissal? When the student is asked to work alone, or in a group settings? A specific subject is being taught? The precursor of a behavior can act as helpful insight when trying to understand the reason behind a specific behavior.
The B in ABC stands for behavior. This is very self-explanatory, but I want to note that it is important to identify a specific behavior, not a general one. For example, saying "Student is disruptive" does not identify a specific behavior that needs to be addressed. But saying "Student continuously calls out and makes inappropriate comments during math seat work" pinpoints the exact behaviors that make the student "disruptive". If the behavior is specific, other educators will also have a clearer understanding of the behaviors they should be aware of when working with the student.
The C in ABC stands for consequences. This does not refer to the punishment following the unwanted behavior. It is simply the immediate events and circumstances that happen after the behavior. The consequences, like the antecedent, often involve others, and does not focus just on the student who is being tracked. This can include the classes's reaction to the behavior, the student's actions following the behavior, etc.
By identifying the ABC, the reason behind a behavior can be hypothesized. What does the student gain or avoid by doing this behavior? From there, the teacher can brainstorm ways to support the student so the behavior lessens, and eventually stops. An article from ReThinkEd (2017) describes baseline data as "a starting point for instruction. It justifies the need for behavioral intervention plans and allows for shifts in instruction that help every student achieve progress". I think this perfectly sums up baseline data, and its importance. Understanding students' challenges, needs, barriers, and strengths will make for a more meaningful classroom environment that is attuned to every member of the class.
Addressing students' behaviors is important in helping them find the most success in school. Many teachers will label students as challenging, or bad, but they need to understand that every behavior stems from a need. Using the ABC model and baseline data to uncover a student's need will help the teacher support that student, as well as the students surrounding the student.
This is why data is essential to a teacher's success in the field. Academic and behavior data will shape the way instruction is given, and behavior is addressed. It also is imperative for tracking student progress for different support processes, including RTI and PBIS. I have linked a few ideas on organizing data for future reference. Since teachers have a million and one things happening all at once, having an organized system for student data will be one less thing to worry about.
ReThinkEd: https://www.rethinked.com/blog/blog/2017/06/06/using-baseline-data-to-inform-instruction/
It is first necessary for teachers to collect baseline data on their class before any decisions are made about how they will go about running their classroom, and teaching their class. Baseline data, in terms of academics, assesses what concepts students understand, and what concepts that are not grasping. This type of baseline data can be used for planning what concepts need to retaught to which students. In regards to behavior, baseline data tracks the intensity, frequency, and/or duration of behaviors that are usually unwanted. Once a satisfactory amount of baseline data is collected, the teacher can generate a line graph that could potentially reveal trends about the behavior.
Once a behavior is tracked for a reasonable amount of time, a teacher can use the ABC model to hypothesize why the behavior is happening. Once the reason behind the behavior is decided upon, the teacher can use this new understanding to structure her class or set up interventions in order to diminish, and eventually eliminate, the behavior.
The A in ABC stands for antecedent. This is where the teacher should analyze the events and circumstances that preceded the behavior. Is it happening during a transition? Before dismissal? When the student is asked to work alone, or in a group settings? A specific subject is being taught? The precursor of a behavior can act as helpful insight when trying to understand the reason behind a specific behavior.
The B in ABC stands for behavior. This is very self-explanatory, but I want to note that it is important to identify a specific behavior, not a general one. For example, saying "Student is disruptive" does not identify a specific behavior that needs to be addressed. But saying "Student continuously calls out and makes inappropriate comments during math seat work" pinpoints the exact behaviors that make the student "disruptive". If the behavior is specific, other educators will also have a clearer understanding of the behaviors they should be aware of when working with the student.
The C in ABC stands for consequences. This does not refer to the punishment following the unwanted behavior. It is simply the immediate events and circumstances that happen after the behavior. The consequences, like the antecedent, often involve others, and does not focus just on the student who is being tracked. This can include the classes's reaction to the behavior, the student's actions following the behavior, etc.
By identifying the ABC, the reason behind a behavior can be hypothesized. What does the student gain or avoid by doing this behavior? From there, the teacher can brainstorm ways to support the student so the behavior lessens, and eventually stops. An article from ReThinkEd (2017) describes baseline data as "a starting point for instruction. It justifies the need for behavioral intervention plans and allows for shifts in instruction that help every student achieve progress". I think this perfectly sums up baseline data, and its importance. Understanding students' challenges, needs, barriers, and strengths will make for a more meaningful classroom environment that is attuned to every member of the class.
Addressing students' behaviors is important in helping them find the most success in school. Many teachers will label students as challenging, or bad, but they need to understand that every behavior stems from a need. Using the ABC model and baseline data to uncover a student's need will help the teacher support that student, as well as the students surrounding the student.
This is why data is essential to a teacher's success in the field. Academic and behavior data will shape the way instruction is given, and behavior is addressed. It also is imperative for tracking student progress for different support processes, including RTI and PBIS. I have linked a few ideas on organizing data for future reference. Since teachers have a million and one things happening all at once, having an organized system for student data will be one less thing to worry about.
- https://www.edsurge.com/news/2016-10-11-3-steps-to-organize-student-data-and-find-joy
- This resource discusses data organization during collection, analysis, and presentation.
- https://theappliciousteacher.com/diy-student-data-binder/
- This resource goes in-depth into one teacher's student data binder system.
- https://www.weareteachers.com/16-teacher-hacks-for-making-data-collection-a-piece-of-cake
- This resource provides many great ways to organize academic and behavior data. I especially like 1, 2, 4, and 6.
Source: http://www.principalprinciples.net/?m=1
ReThinkEd: https://www.rethinked.com/blog/blog/2017/06/06/using-baseline-data-to-inform-instruction/
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