organizing data at tier i 201617 · organizing and using data for decision making at tier i 2nd...
TRANSCRIPT
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ORGANIZINGANDUSINGDATAFORDECISIONMAKINGATTIERIThevalueofdataemergesonlywhenanalysisprovidesinsightthatdirectsdecisionsforstudents.
—StephenH.White,BeyondtheNumbers,2005
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OrganizingandUsingDataforDecisionMakingatTierI
2nd AnnualIdahoPositiveBehaviorNetworkConference“CreatingSafeandEffectiveSchools”
NadiaK.Sampson, PBISApplicationsTrainingTeamCoordinator
BertEliason,PBISApplicationsTrainingTeam
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Tertiary—intensive, individualized5% of student population
Secondary—targeted, small group15% of student population
Universal—primary prevention provided to all students, effective for approximately 80%
ContinuumofDecisionMaking
Allspecialized interventionsaremoreeffectiveandmoredurablewithuniversal,school-widebehavioralexpectationsasafoundation.
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Student-CenteredDecisionMaking
EssentialQuestion:Isthestudentsuccessfulatthislevelofsupport?
Studentsarenotlabeledasgreen,yellow,orred;studentsaresupportedwiththeappropriate levelofsupports forsuccess.
Asintensityofsupportincreases, sodoesthefrequencyandintensityofprogressmonitoring.
Math
Reading
Social-Emotional
Writing
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Outcome:Enhancedsocial
competence&academicachievement
DataDecisionMakingSupports
SystemsStaffBehaviorSupports
PracticesStudentBehaviorSupports
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ResearchonPBISSustainability• Schoolsreportadministrativesupport,staffbuy-in,fidelity,anddatatobeenablers ofPBISimplementation.
• Commonbarriers toPBISsustainabilityareresources,turn-over,fidelity,andstaffbuy-in.
ThefrequencythatdataarepresentedtoallschoolstaffisthesinglefactormostrelatedtohighPBISsustainability.
McIntosh,K.,Kim,J.R.,Pinkelman,S.,Rasplica,C.,Berg,T.&Strickland-Cohen,M.K.(underreview).McIntosh,K.,Predy,L.,Upreti,G.,Hume,A.E.&Mathews,S.(2014).
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Fidelity Outcomes
Typesofdata
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AdultBehaviorsLeadtoStudentChange
Fidelity Outcomes
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• AmajorfeatureofSWPBISisthecommitmenttoongoingassessmentofimplementationfidelity.
MonitoringImplementationFidelity
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Overview
• PBISAssessment providessurveys forPBIS
teamstotakeastheyexaminetheirlevelof
SWPBISimplementationfidelity andlookfor
waystoimprovesystemsandpracticesto
benefitstudents,theirfamilies,andtheoverall
schoolculture.
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PBISAssessment• Surveysarecompletedonlinewithreportsimmediately availableassoonasasurveyissubmitted.
• PBISAssessmentisfree andrequiresonlythatsomeoneinthedistrictattendawebinartolearnhowtocoordinatethesurveys.
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AvailableAssessmentsAnnualAssessment Tool ProgressMonitoringTool
AllTiers TieredFidelity Inventory(TFI)
Tier1(Universal/Primary)
• TieredFidelity Inventory(TFI)• BenchmarksofQuality(BoQ)• Self-AssessmentSurvey(SAS)• EarlyChildhoodBenchmarks
ofQuality(ECBoQ)
• TeamImplementationChecklist(TIC)
Tier2(Targeted/Secondary)&Tier 3(Intensive/Tertiary)
• TieredFidelity Inventory(TFI)• BenchmarksforAdvanced
Tiers(BAT)
• MonitoringAdvancedTiersTool(MATT)
OutcomeTool:SchoolSafety Survey(SSS)&SchoolClimateSurveys*
*Tobereleased
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ConnectingFidelity&OutcomesLucky Sustaining
Positiveoutcomes, lowunderstandingofhowtheywereachieved
Replicationofsuccessisunlikely
Positiveoutcomes,highunderstandingofhowtheywereachieved
Replicationofsuccesslikely
LosingGround LearningUndesired outcomes, lowunderstandingofhowtheywereachieved
Replicationoffailurelikely
Undesired outcomes,highunderstandingofhowtheywereachieved
Replication ofmistakesunlikely
Fidelity
Outcomes
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WhyDoWeNeedData?Goal
Makeschoolsmoreeffectivelearningenvironments
StrategyRepeatedlygivepeopletherightinformation,attherighttime,intherightformat,whichisthesinglemosteffectivewaytoimprovedecisionmakingandachievevaluedoutcomes
WhyBehavior?Socialbehaviorcontinuestobethesinglemostcommonreasonwhystudentsareexcludedfromschoolsorinstruction.
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PerformanceGap&CauseAnalysis
Information
Resources
IncentivesMotives
CapacityKnowledge
PerformanceGap=Thedifferencebetweenwhereanorganizationisandwheretheywanttobe.
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PerformanceGap&CauseAnalysis1.Information
2.Resources
3.Incentives4.Motives
5.Capacity6.Knowledge
Environment/System
1—Information• Clearexpectations• Timely,specific
feedback
2—Resources• Materials, tools• Time• Processes
3—Incentives• Financial &
non-financialencouragement
Individual/Person
6—Knowledge• Requisite knowledge
andskillbase
5—Capacity• Abilitytolearn
anddo
4—Motives• Desiretowork
andexcel
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Data-BasedDecisionMaking
Decisionsaremorelikelytobeeffective andefficient whentheyarebasedupondata.
Thequalityofdecisionmakingdependsmostonthefirststep– definingproblemstobesolved.
oPrecise(who,what,where,when,howoften,why)
oClear(generalagreementacrossteam)
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ImprovingDecisionMaking
PreciseProblemStatement
SetGoals&ProblemSolve
Solution ActionPlanning
PrimaryProblemStatement Solution
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ContinuousQualityImprovementIdentifycurrentstatusandproblemswithprecision
Establishgoal(s)
Developsolution(s)Implement
solution(s)withintegrity
Monitoroutcomes&comparetogoal(s)
Reassessandrevisesolution(s)asneeded
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ProblemSolvingwithPrecision• Thestatementofaproblemisimportantforteam-basedproblemsolving.• Everyonemustbeworkingonthesameproblemwiththesameassumptions.
• Problemsareoftenframedinthe“primary”form.• Raisesawareness• Notusefulforproblemsolving
• Preciseproblemstatementsresultfromadetaileddatareviewandaresolvable.
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ProblemSolvingwithPrecision
PrimaryStatementsy Therearetoomany
referrals
y Gangbehaviorisincreasing
y Thecafeteriaisoutofcontrol
y Studentdisrespectisabigproblem
PrecisionStatementy TherearemoreODRsfor
aggressionontheplaygroundthanlastmonth.Thesearemostlikelytooccurduringfirstrecess,withalargenumberofstudents,andtheaggressionisrelatedtogettingaccesstothenewplaygroundequipment.
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BUILDINGDECISIONSYSTEMSMoreThanADataSystem
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BuildingDecisionSystems
Guideschoolstobuildcomprehensive“decisionsystems”notjust“datasystems.”
DataSystem DecisionSystemTechnology thathousesdataoDistrictstudentinformationsystem(SIS)
oExcelspreadsheetoSWISapplication
Agreements onthecollectionanduseofdata(includingadatasystem)
RoutinesandprocedurestoembedSWISapplicationdataintodecisionmaking
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BuildingDecisionSystems
Analyzingdatainlayersto“drilldown”• Whatisourcurrentreality?• Isthereaproblem?(redflag)
Note:It’soktobedoingwell!• Puttheproblemintocontext (getspecific).
what,where,when,who,howoften,why• Beefficient;don’tdrowninthedata.
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DataDecision-MakingSupports
SystemsStaffBehaviorSupports
PracticesStudentBehaviorSupports
Outcomes=
Enhancedsocial
competence&academicachievement
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WhatisSWIS?TheSchool-WideInformationSystem(SWIS)isaweb-baseddecisionsystemusedtoimprovebehaviorsupportineducationbyprovidingstaffwithaccurate,timely,andpractical informationformakingdecisionsabouttheschoolenvironment/climate.
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BigIdeasMakebetterdecisionsbasedondata• Respondconsistentlytoproblembehavior• Regularlymonitorpatternsofproblembehavioracrosstheschool
• Identifycontexts(e.g.,locations,gradelevels,schedules)wheremoresupportisneeded
• Understandwhyproblembehaviorscontinue(i.e.,perceivedmotivationorfunctionofthebehavior)
• Reducereferraldisproportionalitybyrace,ethnicity,disability,gender,andothercharacteristics
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School-wideBehaviorData• CriticalQuestions• Howoftenareproblembehaviorsoccurring?
• When areproblembehaviorsfrequentlyoccurring?
• Where areproblembehaviorsfrequentlyoccurring?
• What problembehaviorsarefrequentlyoccurring?
• Who isfrequentlyengaginginproblembehaviors?
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School-wideBehaviorDataSeptember =rateof3.50averagereferrals/day/monthOctober=rateof4.53averagereferrals/day/month
Spikesat9:45AMand1:00PM– 2:30PM
Top3non-classroomlocations =bathroom,playground,&hallway
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TuesdayandWednesdayaretheschooldayswiththehighestfrequency.
Top3ProblemBehaviors=inappropriatelanguage,defiance,disruption
5th &8th gradeshavethehighest frequency
25students havemorethan1referral
School-wideBehaviorData
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UsingSWISDatatoSolveProblems
Problem
Thefirststepinanyproblem-solving
processisidentifyingthe
problem.
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DataAnalysisforPrecision
Location
ProblemBehavior
TimeofDay
PersonsInvolved
Motivation
PreciseProblemStatement
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Problemidentificationinvolvesidentifyingthecontext!
UsingSWISDatatoSolveProblems
Knowingthecontextofaproblemhelpsidentifyrelevantsolutions!
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Eachteamwillhaveauniqueprocessfordrillingdown
UsingSWISDatatoSolveProblems
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Systemvs.SmallGroup/Individual
System-LevelProblemy Thecontextissupporting
theproblem
y Atleast10studentsareinvolved
y Atleast10referrals
y Atleast2staffmembersagree
SmallGroup/Individual Problem
y Wehaveaspecificgrouporstudentthatneedsmoreinstructionorsupport
y Thecontextissupportingmoststudents,sosystemsandpracticesareeffective
It’sokaytobedoingwellandmovetoanotherredflag!
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Summary…Problem-Identification• Problemidentificationinvolvesidentifyingcurrentredflagsandtheircontext.
• Preciseproblemidentificationensuresthatproblemsarecurrentandrelevant!
• Knowingthecontextofaproblemhelpsidentifyrelevantsolutions.
• Eachdataanalystandteamwillhaveauniqueprocessfordrillingdown.
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Precise(Solvable)ProblemStatementsQuestion Description
q What Whatproblembehavior isoccurring?
q Where Aretherelocationswheretheproblem ismorelikely tooccur?
q Who Howmanystudentsandwhichsub-groupsaremorelikely toengageintheproblem?
q When Aretheretimesofdayordaysofweekwhen theproblem ismorelikely tooccur?
q Why Inthecontextabove,arestudentstryingtoaccessoravoidsomething? Isitaboutattention,tasks/activities, orresources(items)?
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ProblemSolvingwithPrecision• TherearemoreODRsforaggressionontheplaygroundthanlastmonth.Thesearemostlikelytooccurduringfirstrecess,withalargenumberofstudents,andtheaggressionisrelatedtogettingaccesstothenewplaygroundequipment.
What? Where? When? Who? Why?
Aggression Playground 1st Recess Largenumberofstudents
To getnewplaygroundequipment
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• Notalldatasourceswillhaveefficienttoolsfordrillingdown.
• IsthereanexporttoolthatallowsustopulldataoutandthenaggregateinExceloranotherspreadsheettool?
• Dowehavesomeonewiththeexpertise(e.g.,Excel)andtimetohelpus?
• Whatotherwayscanwetakethe“DrillDown”conceptandfocusconversationsandquestionmoreefficiently?
WhatIfIDon’tHaveaWaytoDrillDown?
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GoalSetting&SolutionDevelopmentEssential Elements Explanation
1.PreventionHowcanwe avoidtheproblemcontext?• Who?What?When?Where?
2.TeachingHowcanwe define,teach,andmonitorwhatwewant?• Teachappropriatebehavior,useproblembehaviorasthe
non-example
3.RecognitionHowcanwebuildinsystematic acknowledgment/rewards forpositive behavior?
4.ExtinctionHowcanwepreventtheproblembehaviorfromcontinuingtopayoff?(tiedtomotivation/function ofbehavior)
5.ConsequencesWhatareefficient,consistent consequences forproblembehavior?
6.EvaluationHowwill wecollect andusedatatoevaluate ourfidelityandoutcomes?
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SolutionDevelopment&ActionPlanning
Remember toincludethepreciseproblemstatement
aswellasastatement ofthe
goal.
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ConnectingOutcomes&Fidelity
Lucky Sustaining
Positiveoutcomes, lowunderstanding ofhowtheywereachieved
Replicationofsuccess isunlikely
Positiveoutcomes,highunderstanding ofhowtheywereachieved
Replicationofsuccess likely
LosingGround Learning
Undesired outcomes, lowunderstanding ofhowtheywereachieved
Replicationoffailurelikely
Undesired outcomes,highunderstanding ofhowtheywereachieved
Replication ofmistakesunlikely
Outcomes
Fidelity
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DEMONSTRATION
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PBISAppsDemonstrationPBISApps.orgResources• Navigation(Applications,Resources, Supports,DemoAccounts)
PBISAssessment• Overview• Demo(coordination, survey set-up,reports)
SWIS• Overview• SWISDemo(DataEntry,Reports,DrillDown)• CICO-SWISDemo(Enrollment, DataEntry,Reports)• ISIS-SWISDemo(StudentFileSet-Up,DataEntry,Reports)
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Formoreinformation…• Visitwww.pbisapps.org formoreinformationaboutanyofthePBISapplicationsorrelatedresources.o PBISAssessment
o SWISSuite(SWIS,CICO-SWIS,ISIS-SWIS)
o PBISEvaluation
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•• NadiaSampson:[email protected]• BertEliason:[email protected]• JessicaDaily:[email protected]• KatieConley:[email protected]
• PBISApplicationsContact• www.pbisapps• [email protected]• [email protected]
ContactInformation