coe-staff: "Article of the Year" award for CTL publication on Data-Based Decision-Making Teams in Middle School

[Leslie Leve]

COE faculty and staff,
Please join me in congratulating COE faculty associated with The Center on Teaching & Learning for receiving the "Article of the Year" award for 2016 from the journal, Assessment for Effective Intervention. This award is based on votes of all of the editorial board members from the journal, and will be announced at a reception at the Council for Exceptional Children (CEC) conference on Thursday April 20. The award-winning article focused on the value of, and need for, studies of data-based decision making practices in schools.
See below for details on this work, or click here when connected to your UO library account to access the full article directly: http://journals.sagepub.com/doi/abs/10.1177/1534508415610322
Crone, D. A., Carlson, S. E., Haack, M. K., Kennedy, P. C., Baker, S. K., & Fien, H. (2016). Data-based decision-making teams in middle school: Observations and implications from the middle school intervention project. Assessment for Effective Intervention, 41(2), 79-93.
The use of data-based decision making (DBDM) in schools to drive educational improvement and success has been strongly promoted by educational experts and policymakers, yet very little is documented about the actual DBDM practices used in schools. This study examines DBDM practices in 25 middle schools through 80 standardized observations of data team meetings and through survey responses. DBDM practices in terms of structure, process, content, quality, and alignment between self-report and observation are described. Key findings include the following: (a) The average amount of time spent discussing an individual student was brief, less than 2 min; (b) on average, actionable decisions following discussions of behavior or reading issues were made 34% to 40% of the time; and (c) there was weak alignment on key topics between self-reported and observed DBDM practices. These findings underscore the need for additional studies of DBDM practices in school and of the impact of DBDM practices on important student outcomes.
 Great work, colleagues!
Leslie

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Leslie Leve, PhD
Professor and Associate Dean for Research and Faculty Development
College of Education
Associate Director, Prevention Science Institute
University of Oregon

Phone: 541-346-9601
Web: https://education.uoregon.edu/users/leslie-leve

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