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VTPBiS School and SU/SD Coordinators Webinar: Facilitating Data Days

VTPBiS School and SU/SD Coordinators Webinar: Facilitating Data Days. MAY 2014. Introductions:. When we call your name please: Say “ hello ” Tell us what school you are from. Indicate who is in the room with you, if anyone. Webinar Logistics:. 2 Ways to Interact:

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VTPBiS School and SU/SD Coordinators Webinar: Facilitating Data Days

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  1. VTPBiS School and SU/SD Coordinators Webinar: Facilitating Data Days MAY 2014

  2. Introductions: When we call your name please: • Say “hello” • Tell us what school you are from. • Indicate who is in the room with you, if anyone.

  3. Webinar Logistics: • 2 Ways to Interact: • Raise your hand using the icon on your screen • Type a question into the text box • Intermittently we will provide opportunities to interact. • This webinar will be recorded. • Please note, your microphone will be muted unless otherwise indicated.

  4. Opening Activity: • What were your successes and challenges in using PBIS data this year? (fidelity and/or student outcome measures) • In a moment, we will ask for a sampling of responses.

  5. How to use PBIS data to ensure successes… Share your data with others, use your data to plan for next year and acknowledge incremental success along the say Use your BoQ data to determine areas of focus Use SAS data to show staff you value and use their input to make changes Use data to reward staff and student performance Use data to determine taking breaks between “roll-outs”

  6. Purpose • To build competence and confidence in your role as facilitators of Data Days • To introduce/review useful tools and strategies to wrap- up this year • Plan for sustainability!

  7. Differentiate based on your experience Foundations Think about how you plan to accomplish the work. Full Implementation: Think about how to make it easy, better, more effective. Sustainability: Think about how to continue the practice and ensure sustainability.

  8. 1.0 Importance of Data Days and Role of the Facilitator/Data Analyst

  9. Characteristics of an EffectiveData Team

  10. Data Analyst: Role & Responsibilities • Role: • To create data summaries that will facilitate the team in • determining if there are problems • jump starting a problem solving discussion, and • evaluating the impact of solutions and fidelity of implementation • General Responsibilities: • Prepares a brief written summary for distribution at meetings using each of the data sources needed for problem solving and decision making • Help to generate reports during the meeting as questions of the data arise

  11. Launch the meeting with a data summary that helps define the problem with precision • How? • Establish the role of a data analyst (and backup person) • Teach data analyst to develop data summary • DIBELS, SWIS…. Etc • Start problem solving by defining the problem with precision • Refine precision of problem statement through inferences and hypothesis • Have data accessible for custom report generation during the meeting

  12. POLL: To what extent does someone function as data analyst in your PBIS planning meetings? 1. Data has not been used in our meetings so there has been no need for a data analyst 2. There is no one in particular serving in this role. The Team reviews and analyzes the data together at the meetings. 3. One person on the team brings data to the meeting for the team to review. 4. There is a person identified in this role who prepares data for review and points out trends in advance for discussion and problem solving at meetings.

  13. Effective meetings extend before and after the actual meeting time. Other key roles are necessary! • BEFORE: • Set agenda and send to team • Collect data, review, and prepare summary statements • DURING: • Follow agenda & time frames • Review data • Make precision problem statements • Develop solutions • Take notes and set action items • AFTER: • Complete action items • Follow-up on action item status

  14. Consider TIPS!

  15. TIPS Offers:

  16. Types of Data to Consider: • Student Outcome Data • Review ODR Data “Big 7” • CICO, SIMEO and/or ISIS Data • Staff Perception Data • Self-Assessment (SAS) Data • Leadership Team Self-Assessment • Implementation Fidelity Data • Benchmarks of Quality (BoQ) • Benchmarks for Advanced Tiers (BAT) • Action Planning Tools • Action Plan for Sustainability (Universal and Targeted)

  17. Other data to consider Leadership Team Self-Assessment Leadership Team Self-Assessments

  18. SWIS Big 7: Core Reports Avg. Referrals Per Day Per Month Time Location Problem Behavior Day of Week Student Grade

  19. CICO- Reports: • School-wide Report • Average Daily Points • Student Count • Student Period • Student Single Period

  20. Indicators of Possible Problems Identify problems based on your school’s: • Desirable and undesirable trends • Average Referrals Per Day Per Month for this year and for corresponding months of the previous year • Average Referrals Per Day Per Month compared to the national median • Faculty, parents and students opinions regarding if ODR levels are acceptable or not

  21. What does this graph tell you?

  22. Same graph looking at Majors Only

  23. What does this graph tell you?

  24. REMEMBER to use….. TIPS Problem-Solving “Mantra” Innovation neutral: Use for Reading, Behavior, Math, School Improvement • Do we have a problem?(identify) • What is the precise nature of our problem? (define, clarify, confirm/disconfirm inferences)  • Why does the problem exist, & what can we do about it? (hypothesis & solution) • What are the actual elements of our plan? (Action Plan) • Is our plan being implemented, & is it working? (evaluate & revise plan)

  25. Why does the problem exist, & what can we do about it? (hypothesis & solution) • Problem Statement: The sixth graders are disruptive & use inappropriate language in the cafeteria between 11:30 AM and 12:00 PM • Hypothesis: We believe they are trying to get attention from their peers.

  26. Solution development for disruption in cafeteria

  27. ….include logistics:

  28. Is our plan being implemented & is it working? (evaluate & revise plan)

  29. 2.0 Benchmarks of Quality (BoQ) – Understanding your results

  30. Navigating www.pbisapps.org

  31. Benchmarks of Quality (BoQ)

  32. BoQ 10 Critical Features: • PBIS Team • Faculty/Staff Commitment • Effective Procedures for Dealing with Problem Behaviors • Data Entry and Analysis Plan Established • Expectations and Rules Developed • Reward Recognition Program Established • Lesson Plans for Teaching Expectations/Rules • Implementation Plan • Classroom Systems • Evaluation

  33. Understanding BoQ Results: • www.pbisapps.org • Total Score • Subscale • Items

  34. Total Score:

  35. Subscale:

  36. Items:

  37. BoQ Team Summary Sheet

  38. Leadership Team Activity for BoQ Review and Planning • As a leadership team, review your BoQ Data using the BoQ Team Summary Sheet: • Using the Individual Items Report identify three areas of Strength • Using the same report, list three areas in need of development • If there are other Action Items, place those under the Other Action Items section on the Team Summary sheet • Come up with 2 priority focus areas for next school year

  39. Questions/Comments?

  40. 3.0 Planning for PBIS Sustainability

  41. Four Principles for Sustaining School-wide Systems • Promote Priority • Maximize Visibility • Present data to people with resources • Describe effects of abandoning support for the practice • Get into written policy • Braid project with other initiatives • Show how practice can lead to outcome of new initiatives Kent McIntosh, University of Oregon

  42. Four Principles for Sustaining School-wide Systems Kent McIntosh, University of Oregon • Ensure Effectiveness • Focus on fidelity of Implementation • Assess it regularly • Use it to enhance what you already do • Share data showing how fidelity is related to effects • Increase Efficiency • Get it down on paper • Lesson Plan • Schedules • Agendas • Focus on efficient team meetings (think TIPS)

  43. Four Principles for Sustaining School-wide Systems • Use data for Continuous Regeneration • Collection of data to monitor fidelity, outcomes and context • Adaptation over time while keeping critical features intact • Ongoing investment in building local capacity • How? • Adjust practice for a changing environment • Connect with a “community of practice” Kent McIntosh, University of Oregon

  44. Create Communities of Practice! • Share fairs, networking session, district mini-conference, web-based sharing • Opportunities for school teams to: • Celebrate successes • Learn from peers • Continue momentum • Invite important stakeholders Kent McIntosh, University of Oregon

  45. Consider using the following tools…. • SUBSIST PBIS Sustainability Checklist: • A research validated self-assessment and action planning tool for school leaderships teams • Available for free at: http://kentmcintosh.wordpress.com and www.pbisvermont.org • VTPBiS Action Plan for Sustainability • Available at www.pbisvermont.org

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