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Data Day: 1.0 Introduction

Data Day: 1.0 Introduction. DECEMBER 2013. Opening Activity:. Talk to your neighbor about successes and challenges you experienced when using PBIS evaluation tools or analyzing student behavior data. Take a moment to share your thoughts with your leadership team

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Data Day: 1.0 Introduction

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  1. Data Day: 1.0 Introduction DECEMBER 2013

  2. Opening Activity: • Talk to your neighbor about successes and challenges you experienced when using PBIS evaluation tools or analyzing student behavior data. • Take a moment to share your thoughts with your leadership team • Write Successes and Challenges on post-it notes and place on chart paper on the wall • Share “ah ha’s” with larger group and introduce your team

  3. Agenda • 1.0 Introduction • 2.0 Leadership Team • 3.0 Systems Review • 4.0 Student Outcome Data • 5.0Building Internal Capacity

  4. Purpose • School leadership teams use this time to plan PBIS improvements and student outcomes based on a review of data. • Leadership teams will develop internal capacity for continuous problem-solving and planning.

  5. Objectives By the end of the training, leadership teams will have: • Assessed their Leadership Team strengths and challenges • Used the Team Initiated Problem Solving (TIPS) model • Used SET, BoQ, BAT and “Big 7” behavior data to identify areas of need and develop action steps for universal and targeted supports • Developed a plan for continuous data review and problem solving.

  6. PBIS SYSTEMS DATA Supporting Decision Making Supporting Staff Behavior Component I: Systemic & Comprehensive Approach Component II: Effective Collaboration Component III: High-Quality Instruction & Intervention Component IV: Balanced & Comprehensive Assessment System Component V: Expertise – Well-designed Professional Learning PRACTICES • Smallest effort • Evidence-based • Biggest, durable • effect Supporting Student Behavior 5 Components of vtMTSS

  7. Our Goal: Data Team Meeting Example

  8. 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.

  9. 2.0 Leadership Team DECEMBER 2013

  10. Leadership Team • Share with your neighbor a team experience that you enjoyed. What were some of the team’s characteristics? • As a team, summarize these attributes and record.

  11. Effective meetings extend before and after the actual meeting time. • 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

  12. “Critical to success is the administrator’s active role in supporting the school-based team process.” –Tim Lewis THANK YOU Administrators! Complete Administrator Self-Assessment for continuous improvement!

  13. Team Time As a leadership team: • Complete the Leadership Team Meeting Self-Assessment tool • Review and update the Team Profile and Meeting Schedule, if needed. • You’ll be invited to share with the large group the following: • One strength of your leadership team based on your self-assessment. • One action step that your team identified after reviewing your system supports.

  14. 3.0 Systems Review DECEMBER 2013

  15. “However beautiful your strategy you should occasionally look at the results.” -Winton Churchill

  16. Highlights: • High Fidelity of Implementation • Increase in number of exemplar schools • Minimal change in ODRs

  17. The Importance of Systems Review What is the role/function of your Leadership Team to promote and ensure the implementation of PBIS? How does data help you in these efforts?

  18. Organizing SWIS Data for Decision-making • Universal Screening Tool • Proportion of students with • 0-1 Office Discipline Referrals (ODRs) • 2-5 ODRs • 6+ ODRs • Progress Monitoring Tool • Compare data across time • Prevent previous problem patterns • Define Problems with precision that lead to solvable problems

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

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

  21. Using the Referrals by Student report as a Universal Screening Tool

  22. Using data to determine what system to focus on…

  23. Where to find this information? SWIS: *School Summary *Drill Down *”Big 7” Graph

  24. Team Time As a leadership team: • Complete the ODRData Focus Worksheet to determine area in need of improvement.

  25. Using the SET, BoQ and/or BAT • SET and/or BoQ-Universal Systems • BAT – Targeted/Intensive Systems

  26. School-wide Evaluation Tool (SET)

  27. Benchmarks of Quality (BoQ):

  28. Benchmarks for Advanced Tiers (BAT)

  29. Team Time As a leadership team: • Review or complete the SET, BoQ and/or BAT to prioritize and develop action steps.

  30. 4.0 Student Outcome Data DECEMBER 2013

  31. 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)

  32. 1. Do we have a problem (identify)? Look for gaps and trends in your data

  33. Identifying Problems/Issues

  34. What trend do you notice?

  35. What trend do you notice?

  36. Which location might need attention?

  37. 2. What is the precise nature of our problem(define, clarify, confirm/disconfirm inferences)?  What is the data we need for a decision?

  38. Examples: Primary to Precise Precise Problem Statements include information about the what, when, where, who, when and why • inappropriate behavior is increasing • Inappropriate language and disruptive behavior is increasing in the cafeteria during “first lunch period,” is being done mostly by four 6th grade boys, and seems to be maintained by social praise from the bystander peer group.

  39. 3. 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.

  40. 4. What are the actual elements of our plan……?

  41. ….including logistics:

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

  43. Team Time • Using your Data: • Based on area in need of improvement answer the following questions: • Do we have a problem? • What is the precise nature of our problem? • Why does the problem exist & what can we do about it? • What are the actual elements of our plan? • Is our plan being implemented & is it working? • Complete Action Plan and Evaluation section of the TIPS Meeting Minute Form

  44. 5.0 Building Internal Capacity for Data-based Decision-Making DECEMBER 2013

  45. Why? State Level Trainers, Implementation Coaches and Technical Assistance Providers Supervisory Union /District Leadership Team and Coordinator(s) School Leadership Team Building Staff, Students and Families

  46. So That...

  47. When? Who?

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