This document discusses using data to drive instruction in Title 1 schools. It emphasizes that data about teacher-student relationships, discipline, attendance, climate and resources can guide administrators and educators. An effective data plan considers factors impacting student learning, collects and analyzes different types of data, and uses the analysis to inform decisions. The document also stresses that schools need resources to properly collect and analyze data, especially behavioral data, and they must implement changes based on the data analysis for it to be effective.

1. Running head: POSITIVE LEARNING ENVIRONMENTS 1
Understanding Positive Enviornments for Student Learning and Professional Collaboration
Chad D. Cornwell
Walden University

2. Abstract
Abstracts are not required for all course papers. Please ask your instructor if you have questions
regarding whether an abstract is required for a particular assignment.

3. Running head: POSITIVE LEARNING ENVIRONMENTS 3
Data Driven Instruction in Title 1 Schools
Sound, comprehensive data is the greatest asset Title 1 schools use to drive impactful
instructional practices. Outside of academic data from classrooms and strategic testing, data collected
about discipline and attendance, school and classroom climate, educational resources, and more help
guide administrators and educators in the daily instructional purposes of the school. While there are a
variety of factors that impact student learning, Walker and Shea (1995) point out that the relationships
between teacher and student will have the greatest impact on students. To this end, all data must
essentially answer questions about teacher-student relationships. Allodi (2010) writes that an
environment grounded in responsiveness and respect has significant bearing on the motivation of students
from diverse or disadvantaged backgrounds (Allodi, 2010) Three areas of concern arise when assessing
school data: (1) whether the school’s or district’s data plan accounts for all factors impacting student
learning, (2) if the school or district has adequate resources in place to collect and analyze data, and (3)
what occurs after data has been analyzed.
School Data Plans
The school’s data plan answers all pertinent questions about the collection, analysis, and use of
data to drive instruction. Holcomb calls this the achievement plan, answering questions of “why (mission
and portfolio), what (goals), and how (strategic evidence)” (Holcomb, 2004, p. 7). Additional questions
requiring answer are who will collect and analyze the data, when and where will this take place, and
funding for the data efforts . Holcomb believes that datas is the link for all educator’s efforts to improve
student achievement.
Frequently school leaders fail to utilize leading indicators to guide decision making. Leading
indicators provide early indicators about student success and help school and districts make preemptive
decisions and function less in a reactive way to test scores and student achievement (Foley, Mishook,
Thompson, Kubiak, Supovitz, & Rhude-Faust, 2008). The data plan exists within the School
Improvement Plan (SIP) and consists of data addressing four areas (see figure 1 from Holcomb, 2004).

4. Running head: POSITIVE LEARNING ENVIRONMENTS 4
Figure 1
The data in figure 1 provides a foundational approach for schools and districts beginning the
paradigm shift to a data-driven focus. The combination of quantitative and qualitative data provides a
well-balanced picture of the school that can then be compared with other similar schools in the district or
state and which is manageable by site-based staff and faculty. Additionally data such as this guides school
leaders in direct decision-making about factors that immediately impact student learning. Not only does
this data affect year-to-year decision making, but when analyzed longitudinally provides an image of
trends, both in growth and decline. Bernhardt (1998) concurs, citing four data elements that school
districts must watch to impact student achievement: “demographic data, instructional process data,
stakeholder perception data, and student-achievemen data” (Foley, Mishook, Thompson, Kubiak,
Supovitz, & Rhude-Faust, 2008, p. 2).
Schools and districts are not in agreement about how to respond to data which is a current
problem in education. Literature identifies numerous gaps between district’s collection of data and its use
of data to inform decision making outside of “current student-performance levels” (Foley, Mishook,
Student Learning
• Data from statewide assessments
• Data from district assessments
• Data from curriculum-based classroom assessments
• Data from collaborative analysis of student work
Student Engagement
• Data from Office Discipline Referrals (ODRs)
• Data from attendance and truancy records
• Data from graduation/grade promotion and retention/drop out/school transferal
• Data from co-curricular participation
• Data from sturveys of students, teachers, and family members
Teacher/Staff Engagement and Productivity
• Data from teacher attendance and retention
• Data from professional development participation
• Data from surveys and interviews with teachers
Parent and Community Confidence and Support
• Data from parent-teacher conferences
• Data from parent volunteers
• Data from parent/family surveys and interviews

5. Running head: POSITIVE LEARNING ENVIRONMENTS 5
Thompson, Kubiak, Supovitz, & Rhude-Faust, 2008, p. 6). Where CSUSA excels is in their collection of
leading benchmark indicators as predictors of success on state-mandated tests in Florida. CSUSA
schools in Florida take three Discovery Education tests annually which are reviewed by faculty and staff
as indicators of potential success on the spring’s FCAT test. Foley et al. (2008) define leading indicators
as: timely and actionable, benchmarked, and powerful. The three Discovery tests (one in the fall, one in
winter and one in spring) provide data about CSUSA student achievement on reading comprehension,
math, and science. Teachers and administrators use Discovery data to identify students who may benefit
from additional supports like after-school tutoring, identify curricular areas which are lagging and which
curricular areas are on or above-level, and which students may need additional services in the form of
IEPs, 504s, ESOL, or other school-supported services.
School Resources
One problem that occurs with the trend towards a data driven education system is that many
schools are not equipped to handle large quantity of data required by their districts, or necessary to make
truly impactful changes (Childress, Elmore, Grossman, & Johnson, 2007). Schools like Woodmont
Charter School, under the propriety of Charter Schools USA (CSUSA) provides the basic data like
FCAT (Florida’s standardized test) and students’ classroom grades, however fail to provide detailed
attendance and behavioral data, a key component to managing a Title 1 school. The positive behavioral
instructional support (PBIS) model relies heavily on data to drive instruction about acceptable behavior
and drive down the recurrence of behavioral incidents and office discipline referrals (ODRs).
Analyzing ODR data on a regular basis by the PBIS team which includes teachers representative
of all grade levels, specialization areas and administration (Clonan, McDougal, Clark, & Davison, 2007)
provide a look at factors that inhibit the learning of students due to behavioral needs and the success of
targeted interventions. Clonan, et al. recommend looking at ODRs by month, by infraction, by location,
by student, and by staff member. This data helps school address the needs of all students and helps
identify where additional support is needed throughout the school.

6. Running head: POSITIVE LEARNING ENVIRONMENTS 6
Research has identified that reductions in school violence acount for increases in student
engagement and success (Karcher, 2002; Goldstein, Young, and Boyd, 2008; Brookmeyer, Fanti, and
Henrich, 2006). Resources are needed not only to analyze behavioral data, but to provide support for
teachers in the form of professional development experiences about classroom management strategies.
Wilson (2004) believes that the level of support and connectedness a student feels with his or her school
is in direct proportion to his or her propencity toward agression or victimization. PBIS is designed to
support students’ connectedness to their school, peers, and teachers by offering a tiered level of
behavioral support.
As schools tackle issues of behavior, they will see a reduction in absenteeism, truism, and an
increase in school climate which promoted greater learning by students. Reseach from Berkowicz and
Bier (2005), Catalano, Berglunc, Ryan, Lonczak, and Hawkins (2002), and Greenberg, Weissberg,
O’Brien, Zins, Fredericks, Resnik, and Elias (2003) indicate that a positive school climate leads to a
reduction in risky behaviors linked to drug use, alcoholism, absenteeism, bullying and physical violence.
Cragor (2008) cites a long list of positive benefits for schools that successfully implement PBIS. Among
those benefits are significant reductions in office referals, absetneeism, drop-out rates, and referrals to
special education services (Cregor, 2008). Positive outcomes include improvement in school
engagement, improved academic achievement, and an improved school atmosphere.
Implementation after Data Collection and Analysis
PBIS efforts are in vain without followthrough to implement them into the school system. Cregor
stresses that PBIS is system wide and must be taught throughout the year after the initial introduction at
the year’s start (Cregor, 2008). Without a commitment to ongoing classroom instruction about PBIS
the systems fail and data collection and analysis is moot. PBIS makes disciplinary action consistent for all
students. Kathy Davis, assistant principal at Abbott Middle School told Cregor, “It’s hard to argue with
the numbers” (Cregor, 2008, p. 33). The numbers to which she refers are data about office referrals and
attandance that is used at Abbott to monitor trends in student behavior and be proactive rather than

7. Running head: POSITIVE LEARNING ENVIRONMENTS 7
reactive. Abbott’s PBIS team meets monthly and includes teachers from each grade level and department
who then take data back to departmental meetings for further discussion.
That PBIS is efficable with each individual school and its resources means that there is no need to
ear mark funds for implementation, as much of the required resources are free to schools through the
National PBIS Technical Assistance Center (PBIS, 2011; Bradshaw and Pass, 2011). Bradshaw and Pass
(2011) emphasize that PBIS works into existing school cultures and works with other strategies such as
RtI and functional behavioral assessments.
Data is generally the missing component to successful implementation and sustainability of PBIS
programs in schools. The missing component is not the collection of data, but rather what to do with the
data once it is collected. When Maryland implemented state-wide PBIS efforts they were armed with
dasta about school safety (Hogan et al., 2003).
Perceptions of School Safety
The PBIS School Safety Survey (Sprague, Colvin, & Irvin, 2003) is a document available to all
schools, comprised of two rating sections and a section for respondents to provide commentary about
their perception of safety at their school. The survey was administered to two administrators, seven
teachers (representing grades K-1, 2-3, 4, 5, 6, 7, and electives courses), as well as lunch and custodial
staff at Woodmont. School staff reported top three safety concerns as truancy, student suspension and/or
expulsion, and poverty. During the 2011-2012 school year, Woodmont Charter School reported 68%
(FLDOE) of students eligible for free or reduced lunch. Such a high percentage from a school located in
a community grounded in poverty in which city-data.com reports 55% of married families have neither
adult working, 49% of poor residents reported not working, 51% of households are led my single mother
where the husband is not present, and 7% of children live in poverty compared with 21% in the state of
Florida.

8. Running head: POSITIVE LEARNING ENVIRONMENTS 8
Woodmont’s Discovery test data supports the school’s state “D” rating (FLDOE, 2012) with a
high degree of failure on reading, math, and science tests. When asked (Woodmont Parent A, 2013, (A,
2013; Woodmont Parent B, 2013; Woodmont Parent C, 2013), parents of Woodmont students were
unaware that individual student data on the three benchmark tests were available upon request. Teachers
are provided data based on their homeroom, which is problematic for middle school teachers who see
every child in their grade, yet are not privy to data outside of their homerooms unless specifically asked
of the data team. When assessed in 2013 homeroom scores for sixth grade Language Arts were 17%
and for sixth grade social studies were 21%; a computation based on the percentage of students meeting
adequate (level 3 or higher) on FCAT (reading, writing, math, and science), percentages of students
making learning gains, and adequate progress within the lowest 25% of the gradew population. A
passing (D) score is considered 49%.
What is not occurring is the transferral of data into the classroom to aid in student achievement.
Information from the school safety survey (Sprague, Colvin, & Irvin, 2003) indicates that teachers feel
little support from administration on disciplinary issues, while administation feels that teachers lack
adequate classroom management abilities. Parents agree that teachers need better classroom management
training.
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9. Running head: POSITIVE LEARNING ENVIRONMENTS 9
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Appendix B
Essential Questions for School Safety Planning
Choose a minimum of 5 staff, including 1 administrator, 1 custodial staff member, 1
supervisory/classified member, 1 certified member and 1 office staff member, to complete this
survey. Please place a check (X) next to the item that best reflects your opinion for each
question. Your responses will be valuable in determining training and support needs related to
school safety and violence prevention.

10. Running head: POSITIVE LEARNING ENVIRONMENTS 10
School Name: __________ Date: ____/____/____
District: _________________________ State: _____________
Your Role:
1. Administrator _____
2. Teacher _____
3. Special Education Teacher _____
4. Educational Assistant _____
5. Office Staff _____
6. Custodial Staff _____
7. Related Service Provider _____
8. Student _____
9. Parent _____
10.Community Member _____
11.Other ____

11. POSITIVE LEARNING ENVIRONMENTS
Section One: Assessment of Risk Factors for School Safety and Violence
Indicate the extent to which
these factors exist in your
school and neighborhood:
Rating
not at all minimally moderately extensively don’t know
1. Illegal weapons.
2. Vandalism.
3. High student mobility (i.e. frequent
changes in school enrollment).
4. Graffiti.
5. Gang activity.
6. Truancy.
7. Student suspensions and/or expulsions.
8. Students adjudicated by the court.
9. Parents withdrawing students from
school because of safety concerns.
10. Child abuse in the home.
11. Trespassing on school grounds.
12. Poverty.
13. Crimes (e.g. theft, extortion, hazing).
14. Illegal drug and alcohol use.
15. Fights, conflict, and assault.
16. Incidence of bullying, intimidation, and
harassment.
17. Deteriorating condition of the physical
facilities in the school.
Section Two: Assessment of Response Plans for School Safety and Violence
Rating
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12. POSITIVE LEARNING ENVIRONMENTS
Section Two: Assessment of Response Plans for School Safety and Violence
Indicate the extent to which
these factors exist in your
school and neighborhood:
not at all minimally moderately extensively don’t know
18. Opportunity for extracurricular
programs and sports activities.
19. Professional development and staff
training.
20. Crisis and emergency response plans.
21. Consistently implemented school-wide
discipline plans.
22. Student support services in school (e.g.
counseling, monitoring, support team
systems).
23. Parent involvement in our school (e.g.
efforts to enhance school safety,
student support).
24. Student preparation for crises and
emergencies.
25. Supervision of students across all
settings.
26. Suicide prevention/response plans.
27. Student participation and involvement
in academic activities.
28. Positive school climate for learning.
29. Acceptance of diversity.
30. Response to conflict and problem
solving.
31. Collaboration with community
resources.
32. High expectations for student learning
and productivity.
33. Effective student-teacher relationships.
12

13. POSITIVE LEARNING ENVIRONMENTS
Section Three: Your Comments on School Safety and Violence
1. What is the most pressing safety need in your school?
2. What school safety activities does your school do best?
3. What topics are most important for training and staff development?
4. What are the biggest barriers to improved school safety measures?
5. What other comments do you have regarding school safety?
6. What other factors not included in this survey do you believe affect school safety?
13

14. POSITIVE LEARNING ENVIRONMENTS
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