Cohort 5 Elementary School Data Review and Action Planning: Schoolwide Behavior

1. Cohort 5 Elementary School Data Review and Action Planning:Schoolwide Behavior www.cenmi.org/miblsi Spring 2009

2. 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.

3. 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 Systems Goal to create communities that for all its members have common Vision Language, & Experience Biglan, 1995; Horner, 2002 Adopt systems perspective at a Building Level

4. Planning and Implementation Visibility Funding Political Support Building Leadership Team Active Management and Coordination Training Coaching Evaluation Resources School Staff Implementing Practices with Fidelity to Support Students adapted from Center on Positive Behavioral Interventions and Supports, (2004) PBIS: Implementers’ Blueprint and Self-Assessment. University of Oregon.

5. 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

6. 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

7. Use the MiBLSi website as reference www.cenmi.org/miblsi

8. Use the MiBLSi website as reference www.cenmi.org/miblsi At bottom of webpage

9. Team Time Your Leadership Team • Does your team understand the leadership function in managing and coordinating implementation? • On a scale of 1 (low) to 5 (high), how well is your team doing with this responsibility?

10. 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

11. 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)

12. 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.

13. 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

14. 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”

15. Example of PBIS Self Assessment Survey Individual Summaries Chart

16. 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)

17. Analysis of Schoolwide System Chart

18. Example of PBIS Self Assessment Survey Individual Item Score Schoolwide Component White = In Place Yellow = Partial In Place Red = Not In Place

19. Team Time Use the results from Self-Assessment Survey to complete the worksheet Self-Assess worksheet is Blue Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done

20. 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”

21. Differences between the Team Implementation Checklist and the Self-Assessment Survey

22. Team Time Team Checklist is Pink Self-Assessment Survey is Yellow Review results from… • Team Checklist • Self-Assessment Survey • Status of your winter action plan Based on this information complete action plan • What celebrations can you share with your school community before this year is over? • What is your plan to strengthen your schools’ behavior support for the next school Year? Action Plan is Yellow Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done

23. Reviewing Student Measures Answer the “Big Five” questions • How often are problem behavior events occurring? • Where are they happening? • What types of problem behaviors? • When are the problems occurring? • Who is contributing? Using SWIS “Big Five” reports • Major Discipline Referrals per Day per Month • Major Discipline Referrals by Location • Major Discipline Referrals by Problem Behavior • Major Discipline Referrals by Time • Major Discipline Referrals by Student

24. Langley Elementary School: 478 Students, Grades K-5 Problem Identification (look at Major Discipline Referral per Day per Month on next slide) • Is there a problem with the absolute standard? 478 ✔ .34 4.78 1.63 4.78 100 PROBLEM- ODRs per day higher than national avg.

25. Langley Elementary SchoolReferrals per Day per Month

26. Langley Elementary School: 478 Students, Grades K-5 Problem Identification (look at Major Discipline Referral per Day per Month on next slide) • Is there a problem with the absolute standard? • Are there trends or patterns? 478 ✔ .34 4.78 1.63 4.78 PROBLEM- ODRs per day higher than national avg. TREND- 4 consecutive mos. of increasing trend

27. Langley Elementary

28. Langley Elementary

29. Langley Elementary

30. Langley Elementary

31. PROBLEM- ODRs per day higher than national avg. TREND- 4 consecutive mos. of increasing trend Happening mostly on the playground Tardiness a problem Disrespect 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

32. 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?

33. Team Time SWIS worksheet is Pink Data analysis of your student outcomes Evaluate your SWIS behavior data (use- Behavior Data Review Worksheet: Using SWIS “Big Five” Reports) Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done

34. Team Time Action Plan is Yellow Revisit your action plan… • Would you make any changes to what you wrote on the action plan based on the SWIS data? • What might you add? Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done

35. Team Time • Pair up with another school • Report out on your plans to… • Celebrate this year’s successes • Plan for next year’s improved implementation Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done

36. 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

37. Special Education Data Collection Form Special Education Tracking Form is Pink • 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

38. That’s it for now… • We thank you for your hard work and dedication • Hope you have a restful and wonderful summer!