Needs Assessment – Evaluation
Effective bullying prevention and intervention programs are based on established district policy and an annual collection and analysis of data that guides decision-making and the practices of the district to encourage positive conduct and address bullying and other harmful behaviors.
Data Collection Various types of data may be collected and analyzed for patterns indicating prevalence of bullying or related behaviors.
Behavior Data: Sources for behavior data include discipline referrals, anecdotal records, observation data, etc. Behavior infraction analyses might include: number of office discipline referrals, locations, times, staff involved, students involved, days of the week, months of the year, etc. Other ideas may be obtained from the University of Oregon website – School-Wide Information System (SWIS) or the Oppositional/Anti-Social Behavior Continuum (pdf) (David Wilmes).
Achievement Data: It may be helpful to notice patterns in academic achievement data for particular students or groups of students.
Perception Data: Perception data is obtained from responses on surveys, questionnaires, or focus groups and may include beliefs, attitudes, behaviors experienced or observed, feelings of safety, etc.
Program Data: Program data examines issues or impact of the various academic programs (high ability learners, special education programs, etc.) and specialized programs (after-school programs, breakfast programs, etc.)
Demographic Data: Demographic data may include enrollment, attendance, drop-out rates, ethnicity, gender, grade levels, activity participation, or other factors unique or of interest to a school district.
Data Analysis Analysis of the data is the process for reviewing data for patterns, concerns, trends, and questions which would impact bullying prevention and intervention plans. Results of the data analysis will guide decision-making for establishing or reviewing bullying prevention and intervention programs or lead to new questions to be addressed by additional data collection. Data should not be used to identify individual students or staff or compare schools. Confidentiality should be honored.
Data Reporting Clarify results with concise, factual statements so that the data can speak clearly for your intended audiences. Different data sets and formats (i.e., charts and graphs) may be shared with different audiences depending on the purpose for each audience. Confidentiality should also be a consideration in display or reporting data.
Problem Statements Problem statements are the factual statements that describe a concern(s) uncovered by the data analysis process. Problem statements form the basis for developing plans of action and programs for bullying prevention and intervention that are unique to a particular school or district.
Annual Review Annual collection and analysis of data will provide feedback on successes to celebrate and policy or program modifications that may be needed.
Sample format for data collection and dissemination
Behavior Management Evaluation Sheet (pdf) (David Wilmes)
C-SARA data collection process (pdf) (Nebraska ESU 6)