1 / 50

Data-Based Decision-Making at the Tertiary Tier

Data-Based Decision-Making at the Tertiary Tier. Illinois PBIS Network Kimberli Breen, Kelly Hyde Diane McDonald,. Objectives. Using meaningful data for decision-making for youth in need of tertiary level supports

ursa-bright
Download Presentation

Data-Based Decision-Making at the Tertiary Tier

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. Data-Based Decision-Making at the Tertiary Tier Illinois PBIS Network Kimberli Breen, Kelly Hyde Diane McDonald,

  2. Objectives • Using meaningful data for decision-making for youth in need of tertiary level supports • demonstrate the use of integrated data-based decision-making into individualized planning for students with tertiary level needs. • Case study examples will show how Illinois' "SIMEO" tools have guided teams in creating effective plans for students in need of Tier 2 and Tier 3 supports • how this data can be used for district- and state-level planning.

  3. Tertiary Level PBIS 1. Systems • Team based problem solving (District, Building @ 3 tiers) • Data-based decision making system (SIMEO) • Sustainability focus (redefining roles, district data review, etc. ) 2. Data • Data used for engagement and action planning with team • Data tools are strengths/needs based • Multiple perspectives and settings captured in data • Show small increments of change at team meetings 3. Practices • Youth having access to all levels of SWPBS • FBA/BIP is essential skill set for implementers • Engagement and team development are critical elements • Team facilitation is essential skill set (for complex FBA/BIP & wrap) • Wraparound process/elements create ownership/context for effective interventions including FBA/BIP • Assess/monitor fidelity with families

  4. Systems Examples • Using meaningful data for decision-making for youth in need of tertiary level supports • Secondary/Tertiary Tracking Tool • Systems-response tool • OOHS

  5. Data-Based Decision-Making At the Tertiary Tier • Can individual student intervention teams use data-based decision-making to prioritize needs, design strategies, & monitor progress of the child/family team? (complex FBA/BIP, wraparound) • more efficient teams, meetings, and plans? • less reactive (emotion-based) actions? • more strategic actions? • more effective outcomes? • longer-term commitment to maintain success?

  6. Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems Assessment Intervention Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model Tier 2/Secondary Tier 3/ Tertiary Small Group Interventions(CICO, SAIG, etc) ODRs, Attendance, Tardies, Grades, DIBELS, etc. Group Interventions with Individualized Focus(CnC, etc) Daily Progress Report (DPR) (Behavior and Academic Goals) Simple Individual Interventions (Brief FBA/BIP, Schedule/ Curriculum Changes, etc) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Multiple-Domain FBA/BIP SIMEO Tools: HSC-T, RD-T, EI-T Wraparound Illinois PBIS Network, Revised Sept., 2008 Adapted from T. Scott, 2004

  7. Steps for Conducting a FBA-BIP Process • Define the Challenge/Identify Goals • Gather Information (data) • Generate a hypothesis statement (determine function) • Build a “Competing Behavior Pathway” to identify possible elements of a Behavior Intervention Plan • Design & Evaluate a Behavioral Intervention Plan • Plan for effective implementation of the Behavior Intervention Plan. • Monitor regularly and modify based on observed progress. Source: Sugai, G., Lewis-Palmer, T., & Hagan-Burke S. (2000)

  8. Implementing Wraparound: Key Elements Needed for Success • Engaging students, families & teachers • Team development & team ownership • Ensuring student/family/teacher voice • Getting to real (big) needs • Effective interventions • Serious use of strengths • Natural supports • Focus on needs vs. services • Monitoring progress & sustaining • System support buy-in

  9. Four Phases of Wraparound Implementation • Team Development - Get people ready to be a team - Complete strengths/needs chats (baseline data) • Initial Plan Development - Hold initial planning meetings (integrate data) - Develop a team “culture” (use data to establish voice) • Plan Implementation & Refinement - Hold team meetings to review plans (ongoing data collection and use) - Modify, adapt & adjust team plan (based on data) • Plan Completion & Transition - Define good enough (Data-based decision-making) - “Unwrap”

  10. Case Study Examples How have Illinois' "SIMEO" tools been used to guide teams in creating effective plans for students in need of Tier 2 and Tier 3 supports?

  11. Data-Based Decision-Making Moving from Secondary to Tertiary“BRUCE”

  12. ‘Bruce” • 5th grade • Difficulty socially interacting with peers at school and in the community • Entered the 2007/08 school year with a Behavior Intervention Plan from the previous school year • DCFS involvement

  13. Secondary/Tier 2 Supports • In November, after receiving an office referral, ‘Bruce’ began Check-In/Check-Out. • By January, data (SWIS & BEP) showed that student was not responding to CICO • Team modified his Check-In/Check-Out to a Check and Connect • School social worker initiated a simple Functional Behavior Assessment which guided the team to identify ‘days with P.E.’ as very difficult days.

  14. Behavioral Pathway Antecedent Less structured activities that involve competition Setting Event Days with Gym Problem Behavior Negative comments about activity and to peers leading to physical contact Consequence Sent out of P.E. class Function To escape setting

  15. Brief Function-based Interventions • Antecedent Strategies • Behavior Lessons for all students about using respectful language with self and others and how to be to be a good sport • . More frequent activities with less focus on competition (parachute, 4-square, etc...) • Pre-correct • Teaching Strategies • Teach social skills (getting along with others, friendship, problem solving, sportsmanship) • Teach how to approach gym teacher to ask for a drink of water to leave setting. • Teach student how to re-enter and continue with activity • Consequence Supports • Acknowledging/rewarding student when uses new skills (asking for a drink of water to leave, using respectful language with peers, being a good sport, etc..) • Setting Event Supports • Add check-in before gym

  16. Better Access to Universal Systems • Secondary supports provided student with opportunities to use new skills and be acknowledged/rewarded at high frequency • Student was able to ‘earn’ his way into the monthly incentive program in April and May.

  17. Tertiary/Tier 3 Support • Wraparound process lead to identified community interests and LAN funding to support these • Student attended summer camp and is involved in football

  18. Data-based Progress • By May, ‘Bruce’s’ reading skills improved by 19% (only gain since October) • Bruce had no additional office referrals after January. • Decreased risk of failure in home, school, and community placements

  19. Referral Disposition Tool

  20. KH • demonstrate the use of integrated data-based decision-making into individualized planning for students with tertiary level needs. • Virtuous of tracking system, how to set up/create system (critical features), IL system

  21. Using Individual Student Data to Drive Decision Making:-An Introduction to Data Collection Systems 11/7/2014 Individual Student Evaluation 21

  22. Using Individual Student Data to Drive Decision Making:Technical Features Data collection and data entry…hmmm…..maybe if they add a few more hours to the day!! PBS TO DO List- *Attend Team Meetings for Tommy and Jane *Train school on individual wrap planning *Return E-Mail, phone calls, etc. 11/7/2014 Individual Student Evaluation 22

  23. “If you do not know where you are going….any road will get you there!” -Unknown 11/7/2014 Individual Student Evaluation 23

  24. Using Individual Student Data to Drive Decision Making:Technical Features Using clearly defined outcomes and data-based decision making provides PBS Teams with a pathway to student success! 11/7/2014 Individual Student Evaluation 24

  25. Supports what we know to be true about a student Sometimes tells us what we did not know about a student Helps to support need for team involvement Helps to support need for family involvement Help to support need for resource allocation Helps us to our celebrate success Helps us to know when change is necessary and imminent Data at Team Meetings…… 11/7/2014 Individual Student Evaluation 25

  26. Technical Features: Historical Overview 2002 Power Point/Excel Graphing of Individual Student Data using graphing templates 2003 SIMEO IIndividual Student Online Database System with Graphing 2009-2010 SIMEO II Adding secondary and tertiary tracking features for classroom, school and District 11/7/2014 Individual Student Evaluation 26

  27. SIMEO Database (Systematic Information Management of Education Outcomes) -online data collection and graphing database system for individual student receiving intensive level planning and supports Technical Features: Database Development 11/7/2014 Individual Student Evaluation 27

  28. SIMEO Database Features Automated password protected storage of multiple points of data across multiple types of tools in one convenient location; Access to this data through a virtual connection 24 hours a day, 7 days a week; Access to a reporting feature that allows the end user to view all data entered for an individual student, across all instruments entered, by data entry date; Technical Features: Database Development 11/7/2014 Individual Student Evaluation 28

  29. SIMEO Database Features -Access to a graphing wizard that allows for the development of graphs of relevant data variables from all tools. Graphs are available in either bar or line graph format and can be customized to select all data between two points in time for up to 4 variables per graphs, for either a single student, or across all students within their case file; -Ability to cut/paste graph in to word file document; -Ability to print graph directly from graph wizard. Technical Features: Database Development 11/7/2014 Individual Student Evaluation 29

  30. Using Data to Drive Decision MakingIndividual Student Evaluation -Five (5) Individual Student Assessment Tools -Online database data collection (SIMEO-09) -Online individual student graphing of over 140 different variables related to student/family functioning, behavior and satisfaction 11/7/2014 Individual Student Evaluation 30

  31. Using Data to Drive Decision Making Individual Student Evaluation: What’s in the tool box? 3 Required Tools*: Referral Disposition Tool (RD-T) Educational Information Tool (EI-T) Home, School Community Tool (HSC-T) 2 Optional Tools Family Satisfaction Tool (FS-T) Youth Satisfaction Tool (YS-T) *WIT Tool to be added to required tools after completion of pilot 11/7/2014 Individual Student Evaluation 31

  32. ISTAC Individual Student EvaluationWhat is in the tool box? Referral Disposition Tool (RD-T)-Required Designed to collect demographic and outcomes data Filled out by Wrap Facilitator and Family/Team where applicable Required at baseline and every time data are collected If no demographic changes noted from previous quarter, only need to collect new data on questions that change over time SIMEO Database has capacity to graph four questions: Frequency of ODRs, Frequency of In-School Suspensions, Frequency of Out-of-School Suspensions Change in Risk assessment: home, school, community 11/7/2014 Individual Student Evaluation 32

  33. Referral Disposition Tool (RD-T)Example of School Discipline Data Bar Graph Los Poblanos Middle School Student ASRDate Range: Jan 2008 to April 2008 January 2008 April 2008 11/7/2014 Individual Student Evaluation 33

  34. ISTAC Individual Student EvaluationWhat is in the tool box? Educational Information Tool (EI-T)-Required Designed to collect education related indicators and school behavior data To be filled out by teacher or team of teachers working directly with the student Required at baseline and every time data are collected Database has capacity to graph questions in Section I and II 11/7/2014 Individual Student Evaluation 34

  35. Educational Information Tool (EI-T)Example of School Behavior Data Line Graph Los Poblanos Middle School Student ASRDate Range: Jan 2008 to June 2008 January 2008 April 2008 June 2008 11/7/2014 Individual Student Evaluation 35

  36. ISTAC Individual Student EvaluationWhat is in the tool box? Home, School, Community Tool (HSC-T) Designed to collect strengths and needs based data on student in 5 domains of functioning across home, school and community environments Definitions list for domain areas exists and may need to be re-worked To be filled out by Team/Family/Student Required at baseline and every time data are collected, unless collecting Big Behavior Tool 37 Questions Database has capacity to graph questions 4 through 37 All environments must be filled out in order for tool to be viewed as complete 11/7/2014 Individual Student Evaluation 36

  37. Home, School, Community Tool (HSC-T)Example of Behavior Domain Data-Bar Graph Los Poblanos Middle School Student ASRDate Range: Jan 2008 to June 2008 11/7/2014 Individual Student Evaluation 37

  38. On-site training On-line training Training to criteria Using Individual Student Data to Drive Decision Making:Technical Features: Training and Implementation 11/7/2014 Individual Student Evaluation 38

  39. Wraparound& Data-Based Decision-making“Billy” • 5th Grade Student • Reason for Wraparound • Grades declining • Aggressive toward peers and self

  40. “Billy”

  41. “Billy”Child & Family Team • Billy • Mother and Stepfather • 5th grade teacher • Check and Connect (CnC) Coach • 3rd grade teacher/mentor • Principal • School Psychologist • Social Worker/Facilitator • Middle School Social Worker (for transition planning)

  42. “Billy” The Big Need Needs to feel like he belongs at home and school

  43. “Billy”Getting to STRENGTHS using dataHome-School-Community Tool

  44. “Billy”Getting to NEEDS using dataHome-School-Community Tool

  45. “Billy” • Supports put into place as a result of the wrap-around • “Wraparound Action Plan” • 3rd grade teacher arranged math help and mentoring. • Laminated pass to come to the social workers office to cool down. • Received social work support to address emotional/behavioral concerns • Joined a Rainbows group to address family loss issues • Library helper two times a week • Parents sought psychiatric treatment to address possible depression concerns which led to medication and weekly counseling • Billy began attending youth group activities at church • Parents signed him up for spring baseball league • Billy given an opportunity to tour the middle school at end of academic year and opportunity to meet the social worker and principal

  46. “Billy”Getting to INTERVENTIONS using DataHome-School-Community Tool

  47. “Billy”

  48. Summary • how this data can be used for district- and state-level planning. (kim…DLT, systems-response tool, OOHS)

  49. Changes in Students Placed in Special Education – Hermansen Elementary School Valley View School District 365U

  50. Tertiary Demonstration Implementation Improves at All Levels of PBIS N=18 schools

More Related