cohort 5 elementary school data review and action planning: schoolwide behavior
DESCRIPTION
Cohort 5 Elementary School Data Review and Action Planning: Schoolwide Behavior. www.cenmi.org/miblsi. Spring 2009. Linked to winter systems review. During the winter systems review, you were asked to look at… Team Implementation Checklist SWIS “Big Five” Reports - PowerPoint PPT PresentationTRANSCRIPT
Cohort 5 Elementary School Data Review and Action Planning:
Schoolwide BehaviorSpring 2009
www.cenmi.org/miblsi
Linked to winter systems review
• During the winter systems review, you were asked to look at…
– Team Implementation Checklist
– SWIS “Big Five” Reports
• Today you will once again look at this information, review current status and use the information to plan for improvement.
Systems Perspective• Organization do not
“behave” …individuals behave
• “Organization is group of individuals who behave together to achieve a common goal”
• “Systems are needed to support collective use of best practices by individuals in an organization” (Horner, 2001)
Schools as SystemsGoal to create communities that for all its members have common
• Vision• Language, & • Experience
Biglan, 1995; Horner, 2002
Adopt systems perspective at a Building Level
Building Leadership TeamBuilding Leadership TeamActive Management and CoordinationActive Management and Coordination
Building Leadership TeamBuilding Leadership TeamActive Management and CoordinationActive Management and Coordination
FundingFundingFundingFunding VisibilityVisibilityVisibilityVisibility
TrainingTraining CoachingCoaching EvaluationEvaluation
School Staff Implementing Practices with Fidelity to Support Students
School Staff Implementing Practices with Fidelity to Support Students
Planning and Implementation
adapted from Center on Positive Behavioral Interventions and Supports, (2004) PBIS: Implementers’ Blueprint and Self-Assessment. University of Oregon.
ResourcesResources
PoliticalPoliticalSupportSupportPoliticalPoliticalSupportSupport
What a Leadership Team does…
• Communicates common vision for schoolwide supports
• Works collaboratively to establish building capacity to support all students
• Commits resources to establish procedures for support
• Develops methods for evaluating progress towards measureable outcomes
• Action planning based on data
Should get easier for your school over time
• Handbook• Describes core features• Expectations and teaching matrix (rules for settings)• Teaching plans and teaching schedule• Acknowledgement system• Continuum of consequences for problem behavior
• Building Leadership Team• Regular meeting schedule and process• Regular schedule for annual planning and training
• Annual Calendar of Activities• On-going support for staff
Use the MiBLSi website as referencewww.cenmi.org/miblsi
Use the MiBLSi website as referencewww.cenmi.org/miblsi
At bottom of webpage
Your Leadership TeamYour Leadership Team
• Does your team understand the Does your team understand the leadership function in managing and leadership function in managing and coordinating implementation?coordinating implementation?
• On a scale of 1 (low) to 5 (high), how On a scale of 1 (low) to 5 (high), how well is your team doing with this well is your team doing with this responsibility? responsibility?
Team TimeTeam Time
Purpose of Systems Measures
• Team Implementation Checklist
– Evaluates status of Tier I Positive Behavioral Interventions & Supports
– Submitted online at www.pbssurveys.org
• Self-Assessment Survey
– Evaluates status of Schoolwide, Nonclassroom, Classroom and Individual Student Supports
– Submitted online at www.pbssurveys.org
What is the Self-Assessment Survey?
• Self-assessment survey to assess the extent to which Positive Behavioral Interventions & Supports practices and systems are in place within a school– School-wide (15 items)– Non-classroom (Specific Setting) (9 items)– Classroom (11 items)– Individual Student (8 items)
Who Completes the Self-Assessment Survey?
• Initially, the entire staff in a school completes the Survey.
• In subsequent years and as an on-going assessment and planning tool, the Survey can be completed in several ways:
– All staff at a staff meeting.
– Individuals from a representative group.
– Team member-led focus group.
Using the Self-Assessment Information for Decision Making
• Is a system in place?– “in place” > 66%
• Is there a need to focus on a system?– Current status of “in place” is < 66% and– Priority for improvement is “High” for > 50%
• Which system should receive focus first?– Always establish schoolwide as first priority
• Which features of the system need attention?• Combine survey outcomes with information on office
referrals, attendance, suspensions, vandalism, perceptions of staff/faculty
Individual Summary Charts
• Charts are provided for each system (school-wide, nonclassroom, classroom, and individual)
• Current status Charts
– Percentage of respondents who answered "In Place", "Partially In Place", and "Not In Place"
• Improvement Priority Charts
– Percentage of respondents who answered "High", "Medium", and "Low”
Example of PBIS Self Assessment Survey Individual Summaries Chart
Analysis of Schoolwide System Chart
Shows a chart with bars for components of the schoolwide system
– Expectations defined (question 1)– Expectations taught (question 2)– Reward system (question 3)– Violations system (question 4-8) – Monitoring (question 10-12)– Management (question 9, 14-16)– District support (question 17-18)
Analysis of Schoolwide System Chart
Example of
PBIS Self Assessment Survey
Individual Item Score
Schoolwide Component
White = In Place
Yellow = Partial In Place
Red = Not In Place
Use the results from Self-Assessment Use the results from Self-Assessment Survey to complete the worksheetSurvey to complete the worksheet
Team TimeTeam Time
Please take a moment to complete the appropriate section of the Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be doneFollow-Up Activity Worksheet to document the work yet to be donePlease take a moment to complete the appropriate section of the Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be doneFollow-Up Activity Worksheet to document the work yet to be done
Self-Assess worksheet is Blue
Why conduct Self-Assessment Survey in
addition to Checklists?• Checklists are conducted by team, all/most staff complete
survey
• Look for areas of convergence across tools
– Increases confidence of data
• Look for areas of divergence across tools
– Decrease confidence of data?
– Possible reasons for disparity…
• Lack of understanding of questions
• Staff not fully aware of work of Building Leadership Team
• Support component not fully “In Place”
Differences between the Team Implementation Checklist and the Self-Assessment Survey
EBS Team Implementation Checklist
EBS Self-Assessment Survey
Purpose?
Evaluate on-going progress towards PBIS
Evaluate extent that all systems (schoolwide, nonclassroom, classroom, individual) are in place
When administered?
Quarterly Annually
Who completes?MiBLSi school team, completed as a team
All school staff (or representative sample) completed individually
Time involved?10-15 minutes 30-45 minutes
Team TimeTeam TimeReview results from…Review results from…
•Team ChecklistTeam Checklist
•Self-Assessment SurveySelf-Assessment Survey
•Status of your winter action planStatus of your winter action plan
Based on this information complete action planBased on this information complete action plan
•What celebrations can you share with your school What celebrations can you share with your school community before this year is over?community before this year is over?
•What is your plan to strengthen your schools’ behavior What is your plan to strengthen your schools’ behavior support for the next school Year? support for the next school Year?
Please take a moment to complete the appropriate section of the Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be doneFollow-Up Activity Worksheet to document the work yet to be donePlease take a moment to complete the appropriate section of the Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be doneFollow-Up Activity Worksheet to document the work yet to be done
Team Checklist is Pink
Self-Assessment Survey is Yellow
Action Plan is Yellow
Reviewing Student MeasuresAnswer the “Big Five” questions1. How often are problem behavior events occurring?2. Where are they happening?3. What types of problem behaviors?4. When are the problems occurring?5. Who is contributing?
Using SWIS “Big Five” reports1. Major Discipline Referrals per Day per Month2. Major Discipline Referrals by Location3. Major Discipline Referrals by Problem Behavior4. Major Discipline Referrals by Time5. Major Discipline Referrals by Student
Problem Identification (look at Major Discipline Referral per Day per Month on next slide)
1. Is there a problem with the absolute standard?
4784.78 .344.78 1.63
✔
PROBLEM- ODRs per day higher than national avg.
Langley Elementary School: 478 Students, Grades K-5
100
Langley Elementary School
Referrals per Day per Month
4784.78 .344.78 1.63
✔
Problem Identification (look at Major Discipline Referral per Day per Month on next slide)
1. Is there a problem with the absolute standard?
2. Are there trends or patterns?
PROBLEM- ODRs per day higher than national avg.TREND- 4 consecutive mos. of increasing trend
Langley Elementary School: 478 Students, Grades K-5
Langley Elementary
Langley Elementary
Langley Elementary
Langley Elementary
PROBLEM- ODRs per day higher than national avg.TREND- 4 consecutive mos. of increasing trend
Happening mostly on the playground
Tardiness a problemDisrespect also a problem
Happening during morning and lunch recess periods
About 3% of students with 2 or more ODRs, 12 students with 5 or more ODRs, 5 students with >30 ODRs
Using Data to Build Solutions• Prevention: How can we avoid the problem context?
– Who, When, Where
– Schedule change, curriculum change, etc
• Teaching: How can we define, teach, and monitor what we want?
– Teach appropriate behavior
– Use problem behavior as negative example
• Recognition: How can we build in systematic reward for desired behavior?
• Extinction: How can we prevent problem behavior from being rewarded?
• Consequences: What are efficient, consistent consequences for problem behavior?
• How will we collect and use data to evaluate (a) implementation fidelity, and (b) impact on student outcomes?
Team TimeTeam Time
Please take a moment to complete the appropriate section of the Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be doneFollow-Up Activity Worksheet to document the work yet to be donePlease take a moment to complete the appropriate section of the Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be doneFollow-Up Activity Worksheet to document the work yet to be done
SWIS worksheet is Pink
Data analysis of your student outcomesData analysis of your student outcomes
Evaluate your SWIS behavior data (use- Evaluate your SWIS behavior data (use- Behavior Behavior Data Review Worksheet: Using SWIS “Big Five” Data Review Worksheet: Using SWIS “Big Five” Reports)Reports)
Team TimeTeam Time
Revisit your action plan… Revisit your action plan…
•Would you make any changes to what Would you make any changes to what you wrote on the action plan based on you wrote on the action plan based on the SWIS data?the SWIS data?
•What might you add?What might you add?
Please take a moment to complete the appropriate section of the Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be doneFollow-Up Activity Worksheet to document the work yet to be donePlease take a moment to complete the appropriate section of the Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be doneFollow-Up Activity Worksheet to document the work yet to be done
Action Plan is Yellow
• Pair up with another schoolPair up with another school
• Report out on your plans to… Report out on your plans to…
1.1. Celebrate this year’s successesCelebrate this year’s successes
2.2. Plan for next year’s improved Plan for next year’s improved implementationimplementation
Team TimeTeam Time
Please take a moment to complete the appropriate section of the Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be doneFollow-Up Activity Worksheet to document the work yet to be donePlease take a moment to complete the appropriate section of the Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be doneFollow-Up Activity Worksheet to document the work yet to be done
Next Steps• Next year…
– Continue to gather and act on behavior and reading data
• Three data review sessions
• Focus on strengthening Universal Support Systems
– Training on Secondary and Intensive Level Supports
Special Education Data Collection Form
• This information is collected on new referrals to special education for the purposes of evaluating the effectiveness of MiBLSi as Response to Intervention
• If you do not have this form completed please submit to MiBLSi by June 15
Special Education Tracking Form is Pink
That’s it for now…
• We thank you for your hard work and dedication
• Hope you have a restful and wonderful summer!