Using Data to Support Educators’ Implementation of Positive Classroom Behavior Support (PCBS) Practices
data, evaluation, educators, teachers, classroom management, be-havior support, data-based decision-making, professional development
Research suggests (a) students benefit when educators implement positive and proactive classroom behavior support practices (e.g., maximizing struc-ture, teaching expected behaviors, delivering engaging instruction) and (b) educators benefit when school leadership teams invest in positive and proac-tive professional development support systems (e.g., training, coaching, per-formance feedback). Unfortunately, implementation is complex, and educators and school leadership teams implement key practices and systems at lower rates than desired. To increase the likelihood of successful implementation and desired outcomes, we encourage educators and leadership teams to col-lect and use data to guide decision-making. In this paper, we discuss the types and purposes of data to guide decision-making, describe a cycle for collecting and using data, and share examples of how individual educators and school leadership teams use data to guide implementation of practices to support students and systems to support educators.
Simonsen, B., Freeman, J., Swain-Bradway, J., George, H.P., Putnam, R., Lane, K.L., Sprague, J., & Hershfeldt, P. (2019). Using Data to Support Educators’ Implementation of Positive Classroom Behavior Support Practices. Education and Treatment of Children, 42(2), 265-290. https://files.eric.ed.gov/fulltext/EJ1211570.pdf