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Module 3 : Using Data to Problem-Solve Implementation Issues AND SCHOOL CLIMATE

Module 3 : Using Data to Problem-Solve Implementation Issues AND SCHOOL CLIMATE. Session 2 : Tier I Team Training Presented by the MBI Consultants Workbook pp. 5-7. Ver 1.4. Objectives. U nderstand the use of PBIS Assessment Tools to determine current status

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Module 3 : Using Data to Problem-Solve Implementation Issues AND SCHOOL CLIMATE

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  1. Module 3: Using Data to Problem-Solve Implementation Issues AND SCHOOL CLIMATE Session 2: Tier I Team Training Presented by the MBI Consultants Workbook pp. 5-7 Ver 1.4

  2. Objectives • Understand the use of PBIS Assessment Toolsto determine current status • Tiered Fidelity Inventory (TFI) • Self-Assessment Survey (SAS) • Safe Schools Survey or Student Voice Survey (Climate Surveys) • Use datato assess implementation fidelity • Tiered Fidelity Inventory (TFI) • Develop team Action Plans using the TIPS format 7

  3. Interpretation TFI, SAS, SSS or Student Voice Surveys

  4. Contents of the Tiered Fidelity Inventory (TFI) • The purpose of the TFI is to provide an efficient tool for measuring Implementation Fidelity at all three tiers • The tool is divided into three sections, one for each tier • Completed once per quarter until team achieves 70% fidelity across three consecutive administrations • Total Score– Bar graph report over time • Subscale – Bar graph report over time • Items- Question by question report 6

  5. TFI Format of Items • Main Idea: Behavior • Having school-wide, positive expectations is among the best ways to establish a positive social culture. • Main Idea: Teaching • Behavioral expectations need to be taught to all students in order to be effective.

  6. [insert exact item wording] • Main Idea: • Teams need people with multiple skills and perspectives to implement MBI well • [do the same for 1.2 on next slide]

  7. 1.6 Discipline Policies • Main Idea: Problem Behavior • Operational definitions of problem behavior and consistent processes for responding to problem behavior improve the “predictability” of social expectations in the school. • Focus on reducing reward for problem behavior. • Main Idea: Discipline Policies • Preventative and positive approaches to discipline are the most effective

  8. Walkthrough Tool • Staff Interview Questions • Interview at least 10% of staff (at least 5 for smaller schools) • What are the __________________?(school rules, expectations, high 5’s, 3 bee’s) • Do you know what the acronym means? • Have you taught the school rules/behavioral expectations this year? • Have you given out any ____________?(rewards for appropriate behavior)(during past xx months?)

  9. Walkthrough Tool • Student Interview Questions • Interview a minimum of 10 students • What are the __________________?(school rules, expectations, high 5’s, 3 bee’s) • Do you know what the acronym means? • Have you received any ___________?(rewards for appropriate behavior)(during past xx months?)

  10. Percentage of Implementation for Each Subscale • Sub-subscale • Tier I • Teams • Implementation • Evaluation • Tier II • Teams • Interventions • Evaluation • Tier III • Teams • Resources • Assessment • Support plan • Monitoring and adaptation

  11. TFI Action Planning Form

  12. Self-Assessment Survey (SAS) Identifies staff perception of the implementation status and improvement priority for school-wide, classroom, non-classroom and individual student systems. REALLY GREAT !!!

  13. Total & Subscale Graphs (SAS) Subscale Scores Total Scores

  14. Item-By-Item Analysis

  15. TIPS II Meeting Minutes and Problem-Solving Action Plan Form Session II MBI Training Today’s Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst: Next Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst: Team Members (bold are present today________________________________________________________________ Agenda for Today: 1. . Analyze SAS Results to determine current level of implementation Previously Defined Problems/Solutions (Update) Administrative/General Information and Issues 35% of staff report that expected behaviors are not being taught and the priority improvement is 44% New Problems Develop a schedule for teaching. Get it on the Calendar! 6

  16. Climate Tool: Safe School Survey Lo Lower Average SSS Scores Risk Factors 0 2 3 4 5 Protective Factors 0 2 3 4 5 2 Higher Average SSS Scores

  17. Climate Tool: Student Voice 8 Conditions of Student Aspirations • Belonging • Heroes • Sense of Accomplishment • Fun & Excitement • Curiosity & Creativity • Spirit of Adventure • Leadership & Responsibility • Confidence to Take Action

  18. Student Voice results reflect respondents’ perceptions of reality • The Student Survey is an opinion Survey

  19. The Big Ideas • Students will benefit greatly from improvements that they are involved with implementing • Schools can learn from students' input about instruction, climate, and classroom structure • Students learn new skills from their involvement in school improvement and restructuring efforts 3

  20. How Results are Reported What is “Total in Agreement”? Total in Agreement is the Sum of all responses marked “strongly agree” and “agree” divided by all those who responded to the question.

  21. Student Voice Focus Groups • A way to hear from students, while staff or other adults listen • The next step is to collaborate as a staff team • The ultimate intention is to collaborate with students to improve the school climate based on Focus Group results.

  22. Belonging Questions to ask during focus groups: • What does a welcoming school look like to students? • What does it look like when a teacher cares about my problems and feelings? 2010 Montana Data

  23. How the Focus Group Process Works • Preparing: The school generates four to six questions for students to answer, such as: • What do good teachers do at school? • What makes a good student? • What would make this school a better place?

  24. Using the Results of a Student Voice Survey • Schedule time for stakeholders to review • Put information in context. Refer to purpose of focus group. • Compare, contrast, and combine with other data sources. • Decide how to address main themes, problems, issues, questions that arise. • Prioritize information and, with student representation, develop action plan. • Staff should consider one small change, or improvement from students’ suggestions.

  25. Reflection: Analyze your Implementation/Climate Data • Generate your TFI, SAS, SSS, or Student Voice report • What are your areas of strength? • What are areas that might need attention? • What are the priorities for improvement?

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