evaluation in michigan’s model steve goodman sgoodman@oaisd national pbis leadership forum

Evaluation in Michigan’s Model

Steve Goodmansgoodman@oaisd.org

National PBIS Leadership Forum

October, 2010

http://miblsi.cenmi.org

MiBLSi Evaluation Team(the people that make this presentation possible)

• Anna Harms, Evaluation Coordinator

• Ed Huth, Data Analyst

• Jennifer Rollenhagen, PBIS Assessments Coordinator

• Terri Metcalf, Reading Assessments Coordinator

• Nikki Matthews, Data Entry, PBIS Surveys Support

• Nancy Centers, DIBELS, AIMSweb Support

• Donna Golden, Data Entry

• Steve Goodman, MiBLSi Co-Director

Mission StatementTo develop support systems and sustained implementation of a data-driven, problem solving model in schools to help students become better readers with social skills necessary for success.

Cumulative Totals of Supported MiBLSi

Schools

Building StaffBuilding StaffBuilding StaffBuilding Staff

Building Building Leadership Leadership

TeamTeam

Building Building Leadership Leadership

TeamTeam

LEA District LEA District Leadership Leadership

TeamTeam

LEA District LEA District Leadership Leadership

TeamTeam

Collecting information to evaluate implementation effects and using this information for continuous improvement

•Fidelity of implementation (across schools)•Systems integrity (district-LEA)•Student success (district-wide)

•Fidelity of implementation (state)•Systems integrity (project)•Student success (project-wide)

•Fidelity of implementation (across grades)•Systems integrity (school)•Student success (school-wide)

•Student success/Intervention effectiveness

ISD ISD Leadership Leadership

TeamTeam

ISD ISD Leadership Leadership

TeamTeam

MiBLSi ProjectMiBLSi ProjectMiBLSi ProjectMiBLSi Project

•Fidelity of implementation (across districts)•Systems integrity (district-ISD)•Student success

Several Purposes of MiBLSi Assessments

• Audit

– for “taking stock” of current strengths/weaknesses and action planning

• Formative evaluation

– for improving program while it is in the process of being implemented

• Summative evaluation

– for improvement of future reiterations

Assessments

Elementary Schools• Major Discipline Referrals• PBIS Self-Assessment Survey• PBIS Team Implementation Checklist• Benchmarks of Quality (BOQ)• Schoolwide Evaluation Tool (SET)• Benchmarks for Advanced Tiers (BAT)• Dynamic Indicators of Basic Early Literacy

Skills (DIBELS)• Planning and Evaluation Tool (PET) for

Effective Schoolwide Reading Programs• Effective Reading Support Team

Implementation Checklist• Special Education Data Collection Form• Schoolwide Reading Analysis Support Page

Middle/Junior High Schools• Major Discipline Referrals• PBIS Self-Assessment Survey• PBIS Team Implementation Checklist• Benchmarks of Quality (BOQ)• Schoolwide Evaluation Tool (SET)• ORF/MAZE through AIMSWeb• School-Wide Evaluation and Planning

Tool for Middle School Literacy (SWEPT)

• Middle School Reading Team Implementation Checklist

• Special Education Data Collection Form

Building LevelBuilding Level

Assist Teams in Using Data for Decision-making

• First Year– Winter systems review

– Spring Data Review

• Second Year– Fall data review

– Winter data review

– Spring data review

• Third Year– Fall data review

– Winter data review

– Spring data review

Assessment Booklet

• Description of assessments

• Data collection schedule

• Data summary• Data forms and

assessment forms

Team Evaluation of Outcome, Process and Systems Data

Assessment Schedule (for Cohort 7 from MiBLSi website)

Video examples for completing and submitting PBIS assessments

Improving the accuracy and Consistency of Recording Office Discipline Referrals

Developing Fluency with Discipline Referral Categories

Example Exercise 2: Match the example situation below to the correct problem behavior on the discipline categories answer sheet. Write the letter in the column for Exercise 2.

Example Situation

A. Issac picked up his lunch and notice that another student was sitting in his usual spot at the table. Issac squeezes into his spot forcing the student to abruptly slide off the seat and onto the floor.

B. Ian comes to school wearing a T-shirt with a sexually suggestive picture.

C. During the test, Timothy is looking at Jennifer’s paper and copying her answers.

D. Taneshia walks to school each morning. She plays in the yard across from the school until the bell rings. After she sees al l the student run into the building, she walks towards the school, late again.

E. During lunch, Franz collects the empty milk cartons from his classmate. He sets them on the floor in a line and then stamps on the cartons making a loud noise with each stomp .

F. Alexandra has been following Ben around the playground. She sometimes makes various noises (that seems to bother him) when she is near. Sometime she tells him how she and her brother will stop him on the way home from school and beat him up.

G. Susan and Jill are best friends. Jill lives several houses down from the school. During lunch Jill talks Susan into coming over to see her new puppy. The school has a rule about staying on school property at lunch.

H. Billy’s teacher asks the class to take out their math book. Billy groans and says that math is stupid while not taking out his book. His teacher then tells him he needs to get his book from his desk. Billy says he hates math, he hates school and he is not going to do it.

I. Mr. Walter happens to walk into the boy restroom to find Matt and Chris wadding up paper towels and stuffing them into the toilet.

J. Rebecca has been having difficulty with her assignments at school. Her teacher, Ms. Swanson, sent a note home with Rebecca to be signed by her parents and returned the next day. However, when the note was returned the signature was Rebecca’s mother’s name but written in Rebecca’s handwriting.

K. The first grade class writes in a journal. The topic focuses on a particular letter each day. During th e letter “F” day, Sarah writes a word she has learned from some tough kids on the playground. She shows her journal to all of the students around her.

Example Situation

A. Issac picked up his lunch and notice that another student was sitting in his usual spot at the table. Issac squeezes into his spot forcing the student to abruptly slide off the seat and onto the floor.

B. Ian comes to school wearing a T-shirt with a sexually suggestive picture.

C. During the test, Timothy is looking at Jennifer’s paper and copying her answers.

D. Taneshia walks to school each morning. She plays in the yard across from the school until the bell rings. After she sees al l the student run into the building, she walks towards the school, late again.

E. During lunch, Franz collects the empty milk cartons from his classmate. He sets them on the floor in a line and then stamps on the cartons making a loud noise with each stomp .

F. Alexandra has been following Ben around the playground. She sometimes makes various noises (that seems to bother him) when she is near. Sometime she tells him how she and her brother will stop him on the way home from school and beat him up.

G. Susan and Jill are best friends. Jill lives several houses down from the school. During lunch Jill talks Susan into coming over to see her new puppy. The school has a rule about staying on school property at lunch.

H. Billy’s teacher asks the class to take out their math book. Billy groans and says that math is stupid while not taking out his book. His teacher then tells him he needs to get his book from his desk. Billy says he hates math, he hates school and he is not going to do it.

I. Mr. Walter happens to walk into the boy restroom to find Matt and Chris wadding up paper towels and stuffing them into the toilet.

J. Rebecca has been having difficulty with her assignments at school. Her teacher, Ms. Swanson, sent a note home with Rebecca to be signed by her parents and returned the next day. However, when the note was returned the signature was Rebecca’s mother’s name but written in Rebecca’s handwriting.

K. The first grade class writes in a journal. The topic focuses on a particular letter each day. During th e letter “F” day, Sarah writes a word she has learned from some tough kids on the playground. She shows her journal to all of the students around her.

Problem Behavior Exercise 1 Exercise 2 Exercise 3

Inappropriate language

Fighting physical injury

Defiance/Disrespect

Lying/Cheating

Harassment/Tease/Taunt

Disruption

Excessive Tardiness

Truancy

Property Damage

Forgery/ Theft

Other

District LevelDistrict Level

Increase 8%

Decrease 14.6%

Focus on Implementing with Fidelityusing Benchmarks of Quality (BoQ)/ODR ’06-’07 and ’07-’08

District Implementation Tracking Form

Leadership-Implementation Support Team Self-Assessment

Project LevelProject Level

File Maker Pro Data Base

One major activity of MiBLSi involves professional development

Over 422 training days are currently scheduled for the 2010-2011 school year.

On-Line evaluation

• Trainer evaluation of trainer workdays

• Participant evaluation of training sessions

On-Line Evaluation Form

Trainer Work Day Questions1. The training goals were clearly defined and reviewed frequently

with checking for understanding.

2. The trainers were knowledgeable about the training content and were able to respond to participants' questions and share experiences to support understanding.

3. The trainers presented the content in such a way that promoted active engagement and opportunities for processing, working, and/or learning the content.

4. The materials were accessible in a timely manner (posted two weeks prior to trainer work day).

5. The trainer notes and activities of the day were a valuable use of my time as it relates to preparing for this upcoming training.

6. Potential challenges that participants may experience were highlighted with some ideas for addressing those challenges.

7. The big ideas of the day's training were emphasized, and areas to cut or condense were described in enough detail so that I am confident about how to adjust for different groups.

MiBLSi Project Data

MiBLSi Project Data

• Behavior and Reading Interaction

Proficiency on 4th Grade High Stakes Reading Test and Percent of Major Discipline Referrals

from Classroom: 132 Elementary Schools

Average MEAP Reading Scores and fidelity in PBIS implementation based on Benchmarks of Quality

*29 Elementary Schools from multiple districts

MiBLSi Project Data

• Implementation Fidelity

Comparison of Schoolwide Evaluation Tool (SET) Scores after training and after MiBLSi

Implementation

MiBLSi School-wide Evaluation Tool (SET) Average Scores for Elementary and Middle Schools

for 2009-10

MiBLSi Project Data

• Student Outcome

Percent of Students meeting DIBELS Spring Benchmark for Cohorts 1 - 5

(combined grades)

Percent of Students at DIBELS Intensive Level

across year by Cohort

Elementary Schools with complete data sets: Average Major Discipline Referrals per 100

Students per Day

Spring Reading Curriculum-Based Measurement “Established Level” for Cohort

4-6 Middle Schools

Special Education Referral and Eligibility

Rates for Cohort 1 - 4 Schools (Comparison of 2007-08 and 2008-09)

*n = 84 schools

Middle Schools with Complete Data Sets: Average Major Discipline Referrals per 100 Students per Day

Lesson Learned

• Teams need to be taught how to analyze and use data

• Emphasis on directing resources to need and removing competing activities

• As we grow, it is even more important to systematic gather data that is accurate and then act on the data for continuous improvement

“Even if you’re on the right track, you’ll get run over if you just sit there”

- Will Rogers