What do we need to consider when developing information systems that lead to improved learning environments for students?

Question: What do we need to consider when developing information systems that lead to improved learning environments for students?

Answer: One of the other pieces that would be, I think, very important for anyone who is really building [an] information system for Tier III supports, is to recognize that it’s not just gathering data. It’s also giving people the tools and the rubric to use information for decision making. So if in part, if you’re looking and saying can’t we buy a data system or can’t we buy an information system, there are lots that you can buy. The real trick is as an administrator or as a district, have you established the foundation so that you’ve actually got teams that have time, you’ve got people with the skills and you’ve got the system set up so that people not only collect and look at data, but they actually have a functional rubric for taking data and transforming it into action plans. And that’s a process that is underemphasized and underutilized right now. But in the work that we’ve been doing most recently, it has been absolutely fascinating. As teams get more skilled at defining problems with precision, organizing problems so that they identify what will I teach; how will I prevent; how will I reward what I want; how will I build extinction for problem behaviors; how will we collect information with both fidelity and impact to guide us in decision making. When they make those decisions, they actually come together, then you get a group of people who deliver a more coherent support plan, a child experiences greater consistency in the antecedent and consequent events that affect her behavior over time, that’s when you really are using information to improve the quality of the learning environment and that’s how you’re going to get real change in the behavior.  

Developed By: 
National Center on Intensive Intervention