The Importance of Data Display in an SEL Transition Classroom

The SEL transition classroom relies heavily on its ability to communicate effectively and efficiently with various providers including general education teachers, guidance counselors, special educators, administrators, parents, and, of course, the director of social-emotional learning. It can feel like a full-time job - keeping everyone updated in real time. However, there are a myriad of strategies that can help ensure that everyone is on the same page.

1. The first step that is crucial to my practice is selecting a measurement system that collects relevant and reliable data. This means that I have identified my goals and established an ever-evolving protocol for gathering data.
2. Secondly, I design various data displays which share interpreted data on a consistent schedule.
3. Next, I gather data from the aforementioned providers and implement that data into a behavior assessment that selects intervention goals which are relayed back to those providers.
4. Finally, I share data-based updates about the effectiveness of the intervention goals and make suggestions for ongoing services.

A teacher in a transition classroom wears many hats. They are part behavior
re-mediator, inclusion specialist, curriculum developer, instructional specialist, and importantly, a team coordinator. This requires significant abilities in the areas of data collection and communication. Having a strong foundation in behavioral technology can reduce confusion, misinterpretation, and saves time for the entire team.