boq critical element: data entry & analysis plan established
TRANSCRIPT
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BoQ Critical Element: Data Entry & Analysis Plan
Established
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Critical Element D: Data Entry & Analysis Plan
Established13. Data system to collect and analyze ODR data14. Additional data collected (attendance, grades, faculty
attendance, surveys)15. Data analyzed monthly (minimum)16. Data shared with team and faculty monthly (minimum) Data are regularly shared with families (at least monthly) Data shared is monitored for confidentiality Data gathered is disaggregated by race and ethnicity
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BoQ Scores by ElementAll Colorado PBIS Schools
*as of 5/30/14
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Effective Procedures forDealing with Discipline
Data System Definitions
Referral Form Referral Process
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What is an Office Discipline Referral
(ODR)? What it IS:
Kid - Staff Member - Administrator interaction
Underestimation of actual behavior
Piece of information used to make decisions
Data point
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What is an Office Discipline Referral
(ODR)?What it IS NOT:
Punishment
A reflection on teacher’s skills
A way to change or re-teach behavior
A first attempt at correcting behavior
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Why use ODRs in a PBIS school?
Simply too cumbersome to collect all positive recognitions if given
in the 5:1 ratio!
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Characteristics of an Effective Referral Form
The following categories must be included on the form:
Student’s NameDateTime of IncidentStudent’s Grade LevelReferring StaffLocation of Incident
Problem BehaviorPossible MotivationOthers InvolvedAdministrative DecisionOther Comments
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Office Discipline Referral (ODR) Forms
In formatting the referral form, you must make sure to answer the following questions:
Who WhyWhat WhenWhere
Clarity on the referral form takes the guess work out of the data entry person’s job
Data will be more reliable and accurate as judgment calls are minimized
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Some Examples…
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Effective Procedures forDealing with Discipline
Data System Definitions
Referral Form Referral Process
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Reasons to Collect and Use Data
Essential for good decision-making
Professional accountability
Decisions made with accurate dataare more likely to be:
(a) implemented(b) effective
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Improving Decision Making with Problem Solving
Step 1—Define the problemWhat is the problem?
Step 2—Problem AnalysisWhy is it occurring?
Step 3—Plan ImplementationWhat are we going to do about it?
Step 4—Evaluate Is it working?
CO MTSS Problem Solving Process
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Fidelity of Implementation• Benchmarks of Quality (BoQ)• School-wide Evaluation Tool (SET)• Self-Assessment Survey• Team Implementation Checklist
Progress Monitoring• Office Discipline Referrals (ODR)• Suspension/Expulsion• Attendance• Staff/Parent/Student surveys
Two Primary Forms of Data:
Outcomes:Is what we’re
doing making a difference and
benefiting students?
Systems:Are we doing what we said
we’d do?
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Progress Monitoring for Behavior
Identify and use meaningful and efficient data sources
Determine trends and patterns
Implement interventions to identified need
Evaluate effectiveness of interventions
On-going
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Considerations to Support Data-based Decision-makingDetermine efficient collection procedures
Gathered continuouslyEmbedded as part of school cycle, not something “extra”
Easily accessible
Readable displays
Regular reviewThe people who collect and summarize the data see it is being
used
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Systems for Analyzing Data
Utilize an established protocol for analyzing data: Have clear decision rules for determining needs across all
three Tiers
Review monthly with administrators and PBIS team
Share with staff at least quarterly (monthly is best)
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What Data to Collect?
Use what you have…
•Office discipline referrals/detentions•Suspensions/expulsions•Referrals by student behavior, staff behavior, and
administrative context•Office referrals per day per month•Climate surveys•Attendance•Referrals to team responsible for problem solving around
students needing more targeted and intensive support •Referrals to special education programs
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When to Enter Data
• Daily recommended, but at least weekly (at a minimum)
• With a school-wide data collection system, schools are better prepared to respond proactively to situations
• Schools can begin to identify problems and generate solutions
• Monitor and evaluate success of interventions
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When to Analyze Data
Weekly or monthly (minimum)
Allows the team to see if specific interventions are working
Some data on particular students are reviewed more frequently for counseling and family partnering
Reviewing specific behavior incidents more frequently provides further clues regarding effective interventions
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How to Analyze Data
How many referrals are there:per day each month?based on location?based on the type of behavior?by student?by time of day?by student motivation?by ethnicity?
What is the range of consequences provided based on the type of behavior exhibited?
“The Big 5”
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Questions to Guide Data Analysis
Every time the PBIS team reviews the “BIG 5” graphs, ask these questions…
1. What is going well?2. Do we have a problem? If so, what is it?3. Where? When? How often? Who?4. What other information do we need?5. What are our best guesses about what is happening?6. What is our plan or intervention?7. When and how will we evaluate the effectiveness?
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Meaningful Data
Can your current data system calculate the following……
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Average Referrals Per Day Per Month
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Referrals by Location
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Referrals by Time of Day
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Referrals by Problem Behavior
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Referrals by Student
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Referrals by Day of the Week
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Referrals by Grade
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Referrals by Motivation
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SWIS – School-wide Information System
Tracks discipline referrals for instructional decision making
Provides information for school-wide planningProvides information for targeted group and/or
individual student needswww.swis.org
A Brief Note about SWIS…
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Using Data within Multi-tiered System of Supports
Function Literacy/Reading Behavior Numeracy/Math
Universal Screening
DIBELS/ EasyCBM
SWIS; SSBD; SSRS
Under Development
Progress Monitoring
DIBELS/ EasyCBM
SWIS; CICO-SWIS; ISIS-
SWIS
Under Development
Standardized Assessment and Accountability
State Assessment
Measures
State Assessment
Measures(Suspension/ Expulsion
Data, Graduation Rates, etc.)
State Assessment
Measures
SWIS Facilitator Training 2012
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How does my school get SWIS?
Identify one SWIS facilitator per district
SWIS facilitator training in Denver (Nov.)
Talk to your regional TAC
Complete SWIS Readiness Checklist
Cost = $250 per school per year
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SWISHarassment/Bullying
Data collection to specify Harassment/ Bullying type
Supports data-based decision making and intervention planning around Harassment/ Bullying School-wide Individual Students
Example categories:Racial SexualGender/Sexual OrientationAbilityCyber IntimidationHazingOther
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Gibb, A.C. & Skiba, R. (2008). Using Data to Address Equity Issues in Special Education. Bloomington, IN: Center for Evaluation & Education Policy.
“ Data are a critical first step in addressing sources of inequity in education: in order to solve a problem, we must first be able to describe it.”
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SWISEthnicity Reports
High priority issue SpEd specifically
“Big 7” – adding Motivation & Ethnicity reports when working with teams
Ethnicity reports within SWIS allow us to progress monitor for prevention
CO PBIS Initiative will be offering webinars specifically around understanding Ethnicity reports
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In addition to discipline data….
Look at % of students by ethnicity … in AP & Honors courses on Honor Rolls with passing grades in higher level math, setting course for MS & HS higher math
and calculus Attendance & Tardy rates In SPED
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Helpful Data
Mini-SET Wheeling DataBecome familiar with School View (on CDE website)Evaluate overall academic performance and
disaggregated by race & ethnicityKnow your school district’s graduation rates and also
know disaggregated ratesWatch trends from year to year
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”The Law of the Scoreboard”John Maxwell
The scoreboard is essential to understanding. It provides a snapshot of the game at any given time.
The scoreboard is essential to evaluating.
The scoreboard is essential to decision making.
The scoreboard is essential to adjusting.
The scoreboard is essential to winning.
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Team Time
Determine effectiveness of current data system and process
Review SWIS Readiness Checklist and determine what needs to be accomplished
Determine how data will be shared with staff and families (look at your Mini-SET!)
Complete action plan section (Data Entry & Analysis) identifying goals and tasks to be completed
Outcomes
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Team Time
Review your current Office Discipline Referral Form and check for compatibility with SWIS
Revise or create form to include SWIS-required categories
Determine how to present this discipline referral form to the staff
Complete action plan section (Discipline Procedures) identifying goals and tasks to be completed
Outcomes
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What is the current data system used by your team? (ex. Infinite Campus, SASI, SWIS, Powerschool)
Can the data system be used to assist your team in making data-based decisions?
How often does your team look at the data?
What data does your team look at?
Do you think that the team understands how to use data to make decisions?
Can you access data disaggregated by race and ethnicity?
Is your discipline data an accurate reflection of what is happening across campus?
Team Time
Reflection Questions
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Can your Data System answer the following questions:
how many referrals are there per day each month? how many referrals are there a based on location?
how many referrals are there based on type of
behavior? how many referrals are there by individual
student? how many referrals are there based on time of
day? how many referrals are there based on motivation?
What needs to change in your data system, entry or output to help your team make decisions?
Team Time
Reflection Questions
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The contents of this training were developed under a grant from the US Department of Education, #H323A090005.
However, these contents do not necessarily represent the policy
of the US Department of Education, and you should not assume endorsement by the Federal Government.
Project Officer, Jennifer Coffey, PhD.