nepbis presentation 2015 - data -final

What’s Data Got to Do With It? VT’s approach to supporting schools through data-

based decision making and problem solving

Presented by:Jim Drown, Burlington School District

Josh Souliere, Vermont Agency of EducationCassandra Townshend, University of Vermont

Who are we?

VTPBiS State Implementati

on Team

VT Agency of Education

University of Vermont - CDCI

Who are you?Administrators

SU/SD Folks

Teachers

Special Educators

CounselorsBehavior Specialist

PBIS Coaches

PBIS State Team Members

Para educators

Trainers

Agenda

1. VTPBiS Data Tools Available to Schools2. How the State Supports VTPBiS Schools3. VTPBiS Data Tools available to the State4. How the State uses Data Tools5. How are we doing?6. Sustainability Efforts

Population:626,562

Schools: 310

Students: 84,519

SU/SD: 62

School boards:285

Connecticut vs. Vermont

ConnecticutPopulation = 3,596,677Size = 4,842 square miles

VermontPopulation = 626,562

Size = 9,614 square miles

Connecticut vs. Vermont

VS.

Where is PBIS in VT?

After 7 years of implementation:

• 43% of VT Schools

• 85% of SU/SDs

• Impacting 29,583 students!

SU/SD with at least ONE PBIS School!

Vermont PBIS Schools Over Time

SY 07 SY 08 SY 09 SY 10 SY 11 SY 12 SY 13 SY 140

30

60

90

120

Number of VTPBiS Schools and SU/SDs

• 6 out of 9 Schools Implementing PBIS

• Implementing PBIS for 6 years

• Serving 4,000 students

• The most diverse School District in the State

• 57 Different Languages • 50% Free and Reduced

Lunch

PBIS

SYSTEMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

What is the strongest predictor of PBIS sustainability?

Kent McIntosh, University of Oregon - 2014 OSEP PD Conference

PBIS Te

am

Facu

lty Commitm

ent

Disciplin

e Proced

ures

Data Analy

sis

Expect

ations D

eveloped

Reward

Program

Lesson Plan

s

Implem

entati

on Plan

Classro

om Plan

Evaluati

on

93

66

87

71

88

70 7368

76 7886

61

88

72

91

7468 69

83 8189

66

90

75

92

7873 70

86 82

Vermont PBIS SchoolsAverage % BoQ Score by Element

SY 13 SY 14 SY 15

What’s Data Got to Do With It?

What does Data Analysis Mean?

Questions on the BoQ:15. Data system to collect and analyze ODR data

16. Additional data collected (attendance,

grades, faculty attendance, surveys)

17. Data entered weekly (minimum)

18. Data analyzed monthly (minimum)

19. Data shared with team and faculty monthly (minimum)

SCHOOL LEVEL

School Coordinators

SU/SD LEVEL

SU/SD Coordinators

REGIONAL LEVEL

Implementation Coaches

STATE LEVEL

Trainers/State TA’s

Vermont PBIS System of Support

SCHOOL LEVEL

School Coordinators

Vermont PBIS System of Support -- Schools --

Key Tools:• School Coordinator Self-Assessment• SU/SD Coordinator Checklist• VTPBiS Schedule of Assessments and

Resources• Coordinators’ Calendar of Activities• Role of the Data Analyst

School Coordinator Self-Assessment

SU/SD Coordinator Checklist

VTPBiS Schedule of Assessments and Resources

Coordinators’ Calendar

• 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

Data Analyst: Role & Responsibilities

Role of the Data Analyst in BSD• It’s important because………• All schools have one………..• Regular mtgs occur……….• Data is used for…….

How are VTPBiS Schools Supported by the State?

• Website• Newsletter• PD Calendar• Data Days Regional

Events• Data Days Webinar• SWIS Webinars• Asynchronous online

TIPS Training

• PBIS Assessment User Instructions

• Regional Coordinators’ Mtgs

• State TA’s and Coaches

VTPBiS Website

VTPBiS Matters Newsletter

Regional Data Days

Data Team Meeting - Example

TIPS - Improving Decision-Making

TIPS II Training Manual (2013) www.uoecs.org

From

TO

PROBLEM

SOLUTION

PROBLEM SOLVING

TIPS Learning Module

VTPBiS Regional Coordinators MeetingMay 2015

Regional Coordinators’ Mtgs

Goals:1. Networking2. Problem-solving3. NEW content

STATE LEVEL

Trainers/State TAs

Vermont PBIS System of Support -- State --

Key Tools:• Access to School Data

– SWIS (Office Discipline Referral Data)

– PBIS Assessments (BoQ, SAS, BAT)

• Readiness Checklists • Training Satisfaction Surveys• Annual Acknowledgements• Annual Report

Access to School Data

SWIS Big 7: Core ReportsAvg. Referrals Per Day Per Month

Grade Student

Problem BehaviorDay of Week

LocationTime

• Role as SU/SD SWIS Facilitator– Only one in the State

• This role has helped Burlington schools……– Immediate access to support – Broadview of district behavioral trends – leading

to effective and efficient PD– Increase understanding and awareness of use of

data for building Administrators• Integrating academic and behavior data

Acad

emic

& Beh

avio

r

ALL

FEW

SOME

Readiness Checklists Across the Tiers

Training Satisfaction Surveys

SWIS-

ISIS

VTPBiS Intro

Forum CPI

FBA/B

IP

Data Days

Life Sp

ace In

tervention

Universa

l (Tier 1

)

Targeted (Tier 2

)

Summer In

stitute

Socia

l Skil

ls

Tier 1 Readiness

Trauma

Classroom M

anagement

Data Day Webinar

Universa

l Orie

ntation

Targeted Orie

ntation

Intensive O

rientation

Wraparound Orie

ntation

Universa

l Scre

ening

Swift at S

WIS0

20

40

60

80

100100 100 100

95 91 95 96 96 9489

100 100

8897 100 100 100 100 100 99

SY 14 Professional Learning Events: % Highly Satisfied and Satisfied

Annual Acknowledgements

Annual Report

STATE LEVEL

Trainers/State TAs

How does the State use Data Tools to Support Schools?

Data:• State Data Day Meetings• Design and Develop

Professional Learning Calendar

• TA and Coaching Assignments• Annual PBIS Forum

State Team Data Day Meetings

0

1500

3000

4500

6000

1764

155

5785

4534

3112

286 216 182869

137629

6127

337 375

# of ODRs by Problem Behavior SY 15 as of 4-14-15

Top Two Problem Behaviors in VT

Professional Learning Calendar

State TA and Coaching Assignments

Annual VT PBIS Leadership Forum

• How State efforts have helped Burlington Schools?– Knowledge of State critical– Rapid response time great– Regional training and offerings coincide with

needs in BSD and statewide– Cascade of Support

HOW ARE WE DOING?

What are PBIS Outcomes in VT?

Increase In: What did VTPBiS Schools Recognize Themselves for in 2013-2014?

What are PBIS Outcomes in VT?

Exemplar Non-Exemplar All VT Schools0

1

2

3

4

5

1.4

3.6

4.5

Average OSS/100 Students/Day SY 14

Decrease In Time Out of School:

What are PBIS Outcomes in VT?

Decrease In Time Out of the Classroom:

Elementary Middle PreK-8 High PreK-12

1.5

0.80.7

0.6

0.90.8

0.7 0.70.8 0.8

0.70.9

0.60.5 0.5

44 5 22 3 145 5 23 4 251 4 23 3 3

Average ODR/100 Students/Day by Grade (# of Schools at Bottom of Each Bar)

SY 12 SY 13 SY 14 Series4 Series5Series6

Flynn Elementary School

600 ODRs25 days

lost

198 ODRs8.3 days lost

Example Vermont elementary school with 195 students:

67% improvement16.7 days of administrative

and instructional time saved!

Sustainability efforts include….• A more focused use of data in allocating

resources for PBIS support and professional learning;

• Intentional data integration of behavior and academics within multi-tiered system of supports; and

• Continued allocation and use of BEST/Act 230 Funds to improve professional learning around Data

PLEASE VISIT US:

www.pbisvermont.org

THANK YOU!

Questions/Comments?www.pbisvermont.org

http://education.vermont.gov/

Contact Info:

Jim Drown, BSD – Jdrown@bsdvt.orgJosh Souliere, VT AOE – Josh.Souliere@state.vt.us

Cassandra Townshend, UVM – Cassandra.Townshend@uvm.edu