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

MARCH 2014

Introductions:

When we call your name please:

1)Say “hello”

2)Tell us what school you are from.

3)Indicate who is in the room with you, if anyone.

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.

Well hello, Mr. PBIS Coach. Principal Smithers called for some help with implementation dips we’’ve been having lately but I’m afraid we can’t find him at the moment.

Seven months into the school-year

Opening Activity:

Think of 1-2 ways you can use PBIS data to address implementation dips.

In a moment, we will ask for a sampling of responses.

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How to use PBIS Data to Address Implementation Dips?

Share your data with others and acknowledge incremental success along the say

Administer Self-Assessment Survey to show staff you value and use their input to make changes

Use data to reward staff and student performance

Use data to narrow scope of focus (hallways, cafeteria)

Use data to determine taking breaks between “roll-outs”

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Purpose

To build competence and confidence in your role as facilitators of Data Days

To review problem-solving strategies using school-wide and student outcome data

To review process for analyzing SAS

To enhance capacity for continuous PBIS problem-solving and planning. 7

Muti-Tiered Systems of Support?What was I THINKING???!

Differentiate based on your experience

FoundationsThink 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.

1.0 Importance of Data Days and Role of the Facilitator/Data

Analyst

Characteristics of an EffectiveData Team

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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

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

Launch the meeting with a data summary that helps define the problem with precision

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.

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Effective meetings extend before and after the actual meeting time. Other key roles are necessary!

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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

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Consider TIPS!

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TIPS offers:

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 of Advanced Tiers (BAT)

Action Planning Tools Action Plan for Sustainability (Universal and Targeted) 20

Other data to consider

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Leadership Team Self-Assessments

Leadership Team

Self-Assessme

nt

SWIS Big 7: Core Reports

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Avg. Referrals Per Day Per Month

Grade Student

Problem BehaviorDay of Week

LocationTime

CICO- Reports:

School-wide Report

Average Daily Points

Student Count

Student Period

Student Single Period

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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

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What does this graph tell you?

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Same graph looking at Majors Only

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What does this graph tell you?

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I don’t know about you, Mrs. Smith,but I’m feeling like we could all use

a little PBIS in this classroom!

TIPS Problem-Solving “Mantra” 

1.Do we have a problem?(identify)

2.What is the precise nature of our problem? (define, clarify, confirm/disconfirm inferences) 

3.Why does the problem exist, & what can we do about it? (hypothesis & solution)

4.What are the actual elements of our plan? (Action Plan)

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

Innovation neutral: Use for Reading, Behavior, Math, School Improvement

REMEMBER to use…..

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.

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Solution development for disruption in cafeteriaPrevention: Remove/alter “trigger” for problem behavior

Maintain current lunch schedule, but shift classes to balance numbers.

Teaching: Define, instruct & model expected behavior

Teach behavioral expectations in cafeteria

Reward: Expected/alternative behavior when it occurs; prompt as necessary

Establish “Friday Five”: Extra 5 min of lunch on Friday for five good days.

Extinction: Increase acknowledgement of presence of desired behavior

Encourage all students to work for “Friday Five”… make problem behavior less rewarding than desired behavior

Corrective Consequence: Use non-rewarding/non-reinforcing responses when problem behavior occurs

Active supervision and continued early consequence (ODR)

Data Collection: Indicate how you know when you have a solution

Maintain ODR record and supervisor weekly report

….include logistics:

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

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Never stop doing what is already working

Always look for the smallest change that will produce the largest effect

Do not add something new without also defining what you will stop doing

Collect and use data for decision making 34

Guiding Principles for Making Changes in your School

My PBIS implementation coach called;I hung up

2.0 Self-Assessment Survey (SAS) – Understanding and

sharing your results

Navigating www.pbisapps.org

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Self-Assessment Survey (SAS)

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Purpose: Assess staff perceptions of PBIS practices in place and priority for changesDesign annual action plan

Format: Survey

Completed by: All staffManual or on-line scoring, graphing

When? Annually, preferably in the spring

Two main questions

1. What systems are in place now?

2. What systems are most in need of improvement?

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Understanding SAS Results:www.pbisapps.org

1)Total Score2)Subscale3)Items

Total Score: School-wide

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SAS: Total Score Non-Classroom

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SAS School-wide System Subscale

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Total Score

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SAS Summary Sheet

Leadership Team Activity for SAS Review and Planning

As a leadership team, record results on the SAS Summary Sheet: Using the Total Scores Report, circle High,

Medium or Low Priority by school domain. Using the Individual Items Report, list the

three major strengths in each of the four systems areas

Using the same report, list three major areas in need of development

For each system, circle one priority are for focusing development activities

Come up with 2 priority focus areas for next school year 46

EXAMPLE: SAS Presentation to Staff

This year 74% of our staff completed the SAS. 67% indicated that they think school-wide system is in place compared to 48% last year. However, 61% still say this is a medium or high priority for improvement.

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58% of staff think that non-classroom settings are in place, an increase of 19% since last year. However, 33% say this is still a high priority for improvement.

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Overall, implementation has improved in all domains

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Based on your feedback our team has determined the following areas for improvement:

Example:

1) Focus on maintaining our Universal Efforts

2) Enroll more students in Targeted Supports

(USE the SAS Summary to help articulate these)

Questions/Comments?

4.0 Enhancing Capacity for Data-based Decision-

Making

Why?

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Building Building Staff, Staff,

Students Students and Familiesand Families

School School Leadership TeamLeadership Team

Supervisory UnionSupervisory Union/District /District

Leadership Team Leadership Team and and

Coordinator(s)Coordinator(s)

State Level State Level Trainers, Trainers,

Implementation Implementation Coaches Coaches

and and Technical Technical Assistance Assistance ProvidersProviders

So That...

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When? Who?

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How?

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Learn More:

Facilitating VTPBiS Data Days Webinar for School and SU/District

Coordinators

Spring: May 28, 2014, 9:00 – 11:00, Webinar: https://uvmcdci.adobeconnect.com/data3_registration/event/event_info.html

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As a Leadership As a Leadership Team:Team:

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Review your School-wide/CICO Big Graphs and Identify Problems and Possible Solutions

Schedule time to analyze your SAS using the SAS Summary Sheet.

Schedule date and time to share data with staff, school board, families, students

Schedule a date and time for your Spring Data Day

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What supports do you need from us?