using data to organize team meetings
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Using Data to Organize Team Meetings
Susan Barrettsbarrett@pbismaryland.org
www.pbis.org
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
Funding Visibility PolicyPoliticalSupport
Training Coaching Behavioral ExpertiseEvaluation
LEADERSHIP TEAM(Coordination)
Local School/District Implementation Demonstrations
Integrated Functions Across All Tiers of Support
Team approach
Progress monitoring
Data-based decisions
Evidence-based practices
Beh
avio
r Sup
port R
eading Support
Universal Screening
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
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
Identify Team Member Roles• Team Leader - starts the meeting, reviews the purpose of the meeting,
facilitates the meeting by keeping the team focused on each step• Recorder - taking notes, transcribing the team’s responses on flip chart
paper, transparency, etc• Timekeeper- monitors the amount of time available keeps the team
aware of time limits by giving “warnings” (i.e., “10 minutes left”)• Data Specialist- is trained in entering and accessing data from the SWIS
data system• Behavior Specialist- competent with behavioral principles and assists in
analyzing data• Administrator- actively encourages team efforts, provides planning
time, feedback, and support initiatives• Communications – acts as the point person for communication
between the team and staff regarding PBIS and behavior issues• PBIS Coach- district-level (external) or school-based (internal)
individual that facilitates the team through the process, becomes the school’s main contact
Were data collected?
YES NO
Are goals being met?
• Problem solve data collection—determine how to get data
• Collect data for 2 weeks and reconvene
• Celebrate and continue
• Have plan for fading
Is plan being implemented as
designed?
YES NO
• Modify intervention• Consider move to next
level
• Problem solve barriers to implementation
• Collect data and reconvene in 2 weeks
YES NO
Basic QuestionsWhat is the current status?
Are we satisfied?
How could improve ?
How would we know if “it” did improve?
Using various websites as a referencepbismaryland.org
• School Examples• Cost Benefit• Other tools, presentations, updated materials
• Updated Materials- How many team members and staff have gone to Formal New Team Training?
• Have you seen new training materials?• Tier 1 now includes Classroom Systems !• Workbook is posted on pbismaryland
Purpose of Systems MeasuresAssess Current Status
• BOQ Implementation Checklist– Evaluates status of Tier I Positive Behavior
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 Behavior Support 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 PBS 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
PBS Self Assessment Survey
Individual Item Score
Schoolwide Component
White = In Place
Yellow = Partial In Place
Red = Not In Place
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 BOQ Implementation Checklist and the Self-Assessment Survey
BOQ Team Implementation Checklist
EBS Self-Assessment Survey
Purpose?
Evaluate on-going progress towards schoolwide PBS
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
What Information do we need?Universal Screeners…
• Office Discipline Referrals– Rate, location, time, problem behavior , student, – Other? Ethnicity, gender grade, teacher, – 0-1, 2-5, 6 or more
• Attendance Rates (patterns)• Tardies• Benchmarks, CBM, Grades, Homework completion pattern• Nurse log• Counselor log• SW expectations- Burke et al
Start with Office Referral
• Purpose?
• Gather as much info as you can!!
Reviewing Student MeasuresAnswer the “Big Five” questions
1. 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” reports6. Major Discipline Referrals per Day per Month7. Major Discipline Referrals by Location8. Major Discipline Referrals by Problem Behavior9. Major Discipline Referrals by Time10.Major Discipline Referrals by Student
General Decision RulesIF…., FOCUS ON….
>40% of students received 1+ ODR >2.5 ODR/student School-wide System
>60% of referrals come from classroom >50% of ODR come from <10% of classrooms Classroom System
>35% of referrals come from non-classroom settings >15% of students referred from nonclassroom settings Non-Classroom Systems
>10-15 students receive >5 ODR Targeted Group Interventions
<10 students with >10 ODR <10 students continue rate of referrals after receiving
targeted group support Small # students destabilizing overall functioning of school
Individualized Action Team Systems
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 SchoolReferrals 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?
What Information do we need?Universal Screeners…
• Office Discipline Referrals– Rate, location, time, problem behavior , student, – Other? Ethnicity, gender grade, teacher, – 0-1, 2-5, 6 or more
• Attendance Rates (patterns)• Tardies• Benchmarks, CBM, Grades, Homework completion pattern• Nurse log• Counselor log• SW expectations- Burke et al
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
Decision Rules for Access to Advanced Tiers (and decision rules for prevention-if we can predict the trajectories , then
we can prevent it from happening)
• Youth has 2 Major ODRs• Youth has 1 Suspension• Youth experiences more than ? minutes out of instruction • Youth misses more than ? days unexcused absences• Youth drops GPA by more than ??• Youth – benchmark testing- McIntosh • Youth- incomplete class work/homework• Attendance (look at predictors for drop-out and school completion)• Admin Referral• Teacher/Staff Referral• Family Referral• Other:
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