1 / 36

RI SWPBIS Data-based Decision Making and the School Wide Information System SWIS

RI SWPBIS Data-based Decision Making and the School Wide Information System SWIS. Paul V. Sherlock Center on Disabilities Rhode Island College 600 Mt. Pleasant Avenue Providence RI 02908 401-456-8072 www.ripbis.org. Essential Steps to Establish Effective and Efficient Data Systems.

kbentley
Download Presentation

RI SWPBIS Data-based Decision Making and the School Wide Information System SWIS

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. RI SWPBISData-based Decision Making andthe School Wide Information System SWIS Paul V. Sherlock Center on Disabilities Rhode Island College 600 Mt. Pleasant Avenue Providence RI 02908 401-456-8072 www.ripbis.org

  2. Essential Steps to Establish Effective and Efficient Data Systems Step 1. Review data at every school-wide PBIS team meeting and use data to make decisions Step 2. Share data with faculty and model data-based decision making Step 3. Celebrate successes with students and staff Step 4. Share successes with parents and other community members

  3. Essential Steps to Establish Effective and Efficient Data Systems Step 1: Review data at every school-wide PBIS team meeting and use data to make decisions • The team should discuss: • Overall rates, i.e. number per day of Office Discipline Referrals • Percentage of students who have received multiple ODRs for Majors and potential supports needed • Typical locations where problems are occurring • Time(s) of the day when problems are occurring • Nature or type of behaviors Based on these data, team recommends modifications to the current interventions

  4. General Approach to Initial Data Review: The SWIS “Big 5” • Average referrals per day per month • Referrals by student • Referrals by location • Referrals by problem behaviors • Referrals by time of day

  5. Examples of SWIS Data Presented in Reports and Graphs * It is important to emphasize that all school data is confidential and access is limited to designated trained staff. All data presented in this PowerPoint presentation is from the SWIS Demo Website.

  6. Example of a SWIS Graph: Average Referrals per Day per Month

  7. Example of a SWIS Graph: Average Referrals per Day per Month Over a Six Year Period

  8. Guiding Questions for Reviewing Data • How are we doing to date? • Do we have a problem • How do we want it to look in the future? • What should we do next? • How will we know if it is working?

  9. Guiding Questions for Reviewing Data

  10. Is Action Needed?What patterns are apparent across months?

  11. Is Action Needed? What patterns are apparent across months?

  12. Is Action Needed?Are Concerns Individual or School-Wide? How Many and Who are the Students with >10 Referrals?

  13. Is Action Needed?What locations are the referrals coming from?

  14. Is Action Needed? What behaviors are of most concern?

  15. Is Action Needed?When are most problem behaviors occurring?

  16. Example Custom Graph of Possible Motivation (i.e. Function of Behavior)

  17. Example Custom Graph of Referrals by Staff Name (Can Also be Graphed by Unique Identifier Number)

  18. Example Custom Graph of Referrals by Student Name (Can Also be Graphed by Unique Identifier Number)

  19. School-Wide Behaviors vs. Behaviors by Individual Students Examine impact of individual student behavioral incidents on school-wide behavior incidents

  20. # Major Referrals for Students w/ >1 ODR Can also be graphed by student name

  21. Is This a School-Wide or an Individual Problem? How Can You Tell?

  22. Guiding Questions for Reviewing Data

  23. More than 40% of students received 1+ And/Or There are more than 2.5 ODR/student Modify universal interventions to improve overall discipline system Teach Precorrect Positively reinforce expected behavior Focus on school-wide systems if…

  24. More than 60% of referrals come from classrooms And/Or More than 50% of ODR come from fewer than 10% of classrooms Enhance universal system and target classroom management practices Examine academic engagement & success Teach, precorrect for, & positively reinforce expected classroom behavior & routines Focus on classroom system if…

  25. More than 35% of referrals come from non-classroom settings And/Or More than 15% of students are referred from non-classroom settings Enhance universal behavior management practices in non-classroom settings teach, precorrect and positively reinforce expected behavior & routines increase active supervision - move, scan, interact Focus on non-classroom systems if…

  26. More than 10-15 students receive more than 5 ODRs Provide functional assessment-based targeted group interventions Standardize and increase daily monitoring, opportunities for and frequency of positive reinforcement Focus on targeted group interventions if….

  27. Fewer than 10 students with more than 10 ODR And/Or Fewer than 10 students continue rate of referrals after receiving targeted group support Provide highly individualized functional-assessment-based behavior support planning Focus on individualized Behavior Support Plans if...

  28. Essential Steps to Establish Effective and Efficient Data Systems Step 1. Review data at every school-wide PBIS team meeting and use data to make decisions Step 2. Share data with faculty and model data-based decision making Step 3. Celebrate successes with students and staff Step 4. Share successes with parents and other community members

  29. Essential Steps to Establish Effective and Efficient Data Systems Step 2: Share data with faculty and model data-based decision making • The PBIS Team should provide brief updates of the School-wide data at regular staff meetings to: • sustain staff commitment • sustain implementation of the universal system

  30. An Example of How to Model Data Based Decision Making • BEGIN WITH A QUESTION: WHAT SHOULD WE DO NEXT? • When all is well: • What can we eliminate? • How can we make current activities more efficient? • What needs to be addressed next? • So So: • What is and is not working? • What can we do to increase efficiency, effectiveness, or relevance of what we are doing? • Not Well: • What is and is not working? • What can we do to improve what we are currently doing? • Do we need to look at other information to understand what to do next? • What other strategies do we need to look at?

  31. Essential Steps to Establish Effective and Efficient Data Systems Step 1. Review data at every school-wide PBIS team meeting and use data to make decisions Step 2. Share data with faculty and model data-based decision making Step 3. Celebrate successes with students and staff Step 4. Share successes with parents and other community members

  32. Essential Steps to Establish Effective and Efficient Data Systems Step 3: Celebrate successes with students and staff • When data reflects progress made towards one or more desired outcomes, plan celebrations for staff, students and administration • Social recognition • Parties • Morning announcements • News letter/Memo

  33. Essential Steps to Establish Effective and Efficient Data Systems Step 1. Review data at every school-wide PBIS team meeting and use data to make decisions Step 2. Share data with faculty and model data-based decision making Step 3. Celebrate successes with students and staff Step 4. Share successes with parents and other community members

  34. Essential Steps to Establish Effective and Efficient Data Systems Step 4: Share successes with parents and other community members • Inform parents of positive changes within school based on data • Encourage families to acknowledge school-wide successes at home • Share successes with other community members • Include administration, district office and school board members • Chamber of Commerce, service groups and local businesses • Positive publicity helps maintain the momentum of SWPBIS and may generate donations that can be reinvested in system sustainability

  35. In Conclusion: • Data is good…but only as good as the systems in place for • SW-PBIS • Collecting & summarizing • Analyzing • Decision making, action planning, & sustained implementation

  36. Questions?

More Related