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Data-Based Decision-Making: Evaluating the Impact of School-Wide PBIS

Data-Based Decision-Making: Evaluating the Impact of School-Wide PBIS. Day 2, Section 3 August 18, 2016. Data-Based Decision-Making. Evaluating the Impact of School-Wide Positive Behavior Instructional Supports Adapted from: George Sugai , Rob Horner, Anne Todd, and Teri Lewis-Palmer

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Data-Based Decision-Making: Evaluating the Impact of School-Wide PBIS

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  1. Data-Based Decision-Making:Evaluating the Impact of School-Wide PBIS Day 2, Section 3 August 18, 2016

  2. Data-Based Decision-Making Evaluating the Impact of School-Wide Positive Behavior Instructional Supports Adapted from: George Sugai, Rob Horner, Anne Todd, and Teri Lewis-Palmer University of Oregon OSEP Funded Technical Assistance Center www.pbis.org

  3. Purpose • Examine the extent to which the logic of School-wide Positive Behavioral Instructional Supports (PBIS) fits your real experience in schools • Define the outcomes for School-wide PBIS • Is SWPBIS related to reduction in problem behavior? • Is SWPBIS related to improved school safety? • Is SWPBIS related to improved academic performance

  4. Purpose continued • Define tools for measuring SWPBIS outcomes • Examine a problem-solving approach for using office discipline referral (ODR) data for decision making • Provide strategies for using data for decision-making and action planning

  5. Graphing data is about seeing the patterns…

  6. To Improve Schools for Children • Use evidence-based practices • Always look for data of effectiveness • Never stop doing what is working • Implement the smallest change that will result in the largest improvement

  7. Designing School-Wide Systems for Student Success • Tier 3/Tertiary Interventions………………….……..1.5% • Individual students • Assessment-based • High intensity • 1.5%..................................Tier 3/Tertiary Interventions • Individual students • Assessment-based • Intense, durable procedures • Tier 2/Secondary Interventions..................5-15% • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • 5-15%........................Tier 2/Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 1/Universal Interventions……80-90% • All students • Preventive, proactive • 80-90%............Tier 1/Universal Interventions • All settings, all students • Preventive, proactive Academic Systems Behavioral Systems

  8. School-Wide Positive Behavior Support Social Competence, Academic Achievement, and Safety OUTCOMES Supporting Staff Behavior Supporting Decision-Making SYSTEMS DATA PRACTICES Supporting Student Behavior

  9. Improving Decision-Making Problem Solution From Problem-solving Information Problem Solution To

  10. Problem-Solving Steps • Define the problem(s) • Analyze the data • Define the outcomes and data sources for measuring the outcomes • Consider 2-3 options that might work • Evaluate each option • Is it safe? • Is it doable? • Will it work? • Choose an option to try • Determine the timeframe to evaluate effectiveness • Evaluate effectiveness by using the data • Is it worth continuing? • Try a different option? • Re-define the problem?

  11. Key Features of Effective Data Systems • Data was accurate • Data are very easy to collect • Data are used for decision-making • Data are available when decisions need to be made • Data collectors must see the information used for decision-making

  12. Guiding Considerations • Use accessible data • Handle data as few times as possible • Build data collection into daily routines • Establish and use data collection as a conditioned positive reinforcer • Share data summaries with those who collect it

  13. Types of Questions • Initial Assessment Questions • What type or which program do we need? • Where should we focus our efforts? • Ongoing Evaluation Questions • Is the program working? • If YES • Do we need this program anymore? • What do we need to do to sustain success? • If NO • Can it be changed? • Should we end the program?

  14. What Data Should Be Collected? • Always start with the questions you want to answer • Make data that will answer your question • Easy, available, reliable • Balance between reliability and accessibility • Systems approach • Consider logistics • Who? When? Where? How? • Two levels • What is readily accessible? • What requires extra resources?

  15. When Should Data Decisions Be Made? • Natural cycles, meeting times • Weekly, monthly, quarterly. annually • Level of system addressed • Individual: daily, weekly • School-wide: monthly, quarterly • District/Region • State-level

  16. Basic Evaluation Questions by School or Program • What does IT look like now? • How would we know if we are successful? • Are we satisfied by how IT looks? • Yes • Celebrate • No • What do we want IT to look like? • What do we need to do to make IT look like that? • What can we do to keep IT like that?

  17. Team Check-In: 5-Minute Activity Need info from Molly

  18. School-Wide PBIS Is School-wide PBIS having a positive influence on school culture? Using Office Discipline Referral Data

  19. Office Discipline Referrals and THE BIG 5! • Examine office discipline referral rates and patterns • Major problem events • Minor problem events • Ask the BIG 5questions • How often are problem behavior events occurring? • Where are they happening? • What types of problem behaviors? • When are the problems occurring? • Who is contributing?

  20. THE BIG 5! What Where When How often Who

  21. Office Discipline Referral Caution • After we have looked at settings • Data reflects 3 factors • Students • Staff members • Office personnel • Data reflects overt rule violators • Data is useful when implementation is consistent • Do staff and administration agree on office-managed problem behavior versus classroom-managed behavior?

  22. Data Collection • Get Out of Jail Free Card • If you build it, they will come • Be clear about the data you want to collect (ODR vs. Problem-solving) • Make sure EVERYONE is clear on the process

  23. Staff-Managed (Minors)

  24. Consequences Chart Get chart from someone

  25. SWIS™ Compatibility Checklist for Documenting Office Discipline Referrals Sample Next review date: _______________ Redesign your form until answers to all questions are “Yes.” Readiness requirements 4 and 5 are complete when you have all “Yes” responses.

  26. Sample OfficeReferral Form Sample

  27. Tables versus Graphs

  28. Data Table

  29. Graph

  30. Total versus Rate

  31. Total Number of ODRs per Month

  32. Priorities and Rationale • Graphs – know your data • Rate – interpret it correctly • National Trends – comparison

  33. SWIS™ Summary

  34. SWIS™ Summary 2014-15 Academic Year continued

  35. More Data National Data from SWIS™

  36. Interpreting Office Referral Data:Is there a problem? • Absolute level (depending on size of school) • Middle, High Schools (> 1 per day per 100) • Elementary Schools (> 1 per day per 300) • Trends • Peaks before breaks? • Gradual increasing trend across year? • Compare levels to last year • Improvement?

  37. Application Activity: Absolute ValueIs there a problem? Compare with national average: 625/100 = 6.25 6.25 x .92 = 5.75

  38. Office Referrals per Day Per Month

  39. Number of ODRs per Day and Month

  40. Number of ODRs per Day and Month

  41. Average Referrals Per Day Per Month Multi-Year

  42. Trevor Test Middle School 565 Students Grades 6, 7, and 8

  43. ` 12:00 Lang. Defiance Disrespect Harass Skip Cafeteria Class Commons Hall

  44. South Whidbey Elementary School 515 Students Kindergarten – Grade 5

  45. SWIS™ Data • South Whidbey Elementary • Determine the type of data • Collection method • Purpose of the data – to ID problems • Office Discipline Referral / PBIS forms • Problem-solving data • Consequences / Interventions • Documentation

  46. Kennedy Middle School

  47. What does a reduction of 850 ODRs and 25 suspensions mean? Kennedy Middle School Savings in Administrative Time • ODR = 15 minutes/event • Suspension = 45 minutes/event • 13,875 minutes • 231 hours • 29, 8-hour days Savings in Student Instructional Time • ODR = 45 minutes/event • Suspension = 216 minutes/event • 43,650 minutes • 728 hours • 121, 6-hour school days

  48. Basic School-Wide PBIS Evaluation Questions by School/District/Region Are our efforts making a difference? • How many schools have adopted SWPBIS? • Are schools adopting SWPBIS to criterion? • Are schools who are implementing SWPBIS perceived as safe? • Are teachers delivering instructional lessons with fidelity as planned? • Is SWPBIS improving student outcomes?

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