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Working with Data. Mankato Coaches’ Meeting December 1, 2011 Marshall Coaches’ Meeting December 6, 2011. “Never ask for data that are not being used to make decisions.”. Rob Horner, Co-Director National Center on SW-PBIS 2011. Overview. Why use data? What are the classes of data?

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working with data

Working with Data

Mankato Coaches’ Meeting

December 1, 2011

Marshall Coaches’ Meeting

December 6, 2011

never ask for data that are not being used to make decisions

“Never ask for data that are not being used to make decisions.”

Rob Horner, Co-Director

National Center on SW-PBIS

2011

overview
Overview
  • Why use data?
  • What are the classes of data?
  • What are data-based procedures?
using data
Using Data
  • Data take the emotion out of our experiences
  • Data let us know if our system and practices are effective
  • Data remind us to celebrate our successes
  • Graphs help people see the big picture
  • Concept & logic of problem solving
  • Defining the problem
  • Setting goals
  • Using data is fun!
you have to do something about these tardies everybody is tardy
“You have to do something about these tardies!!!!”“Everybody is tardy!!!”
slide7

Graphs help people see the big picture

  • It takes the emotion out of our experiences
slide8

PBIS in a Nutshell:

Where Do Data Fit in?

Outcomes

Social Competence &

Academic Achievement

Data

Practices

Systems

Supporting

Student Behavior

Supporting

Staff Behavior

Supporting

Decision

Making

two simple questions
Two simple questions
  • Did we do what we said we would do?
  • Did it make a difference?
in the beginning
In the beginning…

There were…..

stages of SW-PBIS implementation

And measures of….

effort, fidelity, outcomes

You have….

TIC, SAS, ODR, and SET…

stages of implementation
Stages of Implementation

Exploration/Adoption

Installation

Initial Implementation

Development Commitment

Elaboration

Establish Leadership Teams, Set Up Data Systems

Continuous Regeneration

Provide Significant Support to Implementers

Embedding within Standard Practice

Improvements: Increase Efficiency and Effectiveness

Where are you?

classes of data
Classes of Data
  • Effort data (Are we working the plan?)
    • Team Implementation Checklist (TIC)
    • Self-Assessment Survey (SAS)
  • Outcome data (Is it having an effect?)
    • “Big 5” Graphs
    • Triangle %
  • Fidelity data (Are we following the plan?)
    • School Evaluation Tool (SET)
    • Benchmarks of Quality (BoQ)
slide13
Now

You have….

TIC, SAS, SET, and ODR..

in the beginning1
In the beginning
  • Establish evaluation infrastructure
    • (data tools that are readily accessible)
  • Establish routines
    • Learning how to ask the questions
    • How, when and what data to gather
  • Practice
improving decision making
Improving Decision-Making

From

Problem

Solution

To

Action

Planning

Solution

Problem

Problem

Solving

main ideas
Main Ideas
  • Decisions are more likely to be effective and efficient when they are based on data.
  • The quality of decision-making depends most on the first step (defining the problem to be solved)
      • Define problems with precision and clarity
main ideas1
Main Ideas
  • Data help us ask the right questions…they do not provide the answers: Use data to
    • Identify problems
    • Refine problems
    • Define the questions that lead to solutions
  • Data help place the “problem” in the context rather than in the students.
main ideas2
Main Ideas
  • Build “decision systems” not “data systems”
  • Use data in “decision layers”
    • Is there a problem? (overall rate of ODR)
    • Localize the problem
        • (location, problem behavior, students, time of day)
    • Get specific
  • Don’t drown in the data
  • It’s “OK” to be doing well
  • Be efficient
using data to refine problem statement
Using Data to Refine Problem Statement
  • The statement of a problem is important for team-based problem solving.
      • Everyone must be working on the same problem with the same assumptions.
  • Problems often are framed in a “Primary” form, that creates concern, but that is not useful for problem-solving.
      • Frame primary problems based on initial review of data
      • Use more detailed review of data to build “Solvable Problem Statements.”
precise problem statements what are the data we need for a decision
Precise Problem Statements(What are the data we need for a decision?)
  • Precise problem statements include information about the Big Five questions:
    • What is problem, and how often is it happening
    • Where is it happening
    • Who is engaged in the behavior
    • When the problem is most likely
    • Why the problem is sustaining
examples primary to precise
Examples: Primary to Precise
  • Gang-like behavior is increasing
  • Texting during school is becoming more negative
  • Bullying (verbal and physical aggression) on the playground is increasing during “first recess,” is being done mostly by four 4th grade boys, and seems to be maintained by social praise from the bystander peer group.
  • A large number of students in each grade level (6, 7, 8) are using texting to spread rumors, and harass peers. Texting occurs both during the school day, and after school, and appears to be maintained by attention from others.
primary versus precision statements
Primary Statements

Too many referrals

September has more suspensions than last year

Gang behavior is increasing

The cafeteria is out of control

Student disrespect is out of control

Precision Statements

There are more ODRs for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment.

Primary versus Precision Statements
primary versus precision statements1
Primary Statements

Too many referrals

September has more suspensions than last year

Gang behavior is increasing

The cafeteria is out of control

Student disrespect is out of control

Precision Statements

There are more ODRs for aggressionon the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment.

Primary versus Precision Statements
precise or primary statement
Precise or Primary Statement?
  • Children are using inappropriate language with a high frequency in the presence of both adults and other children. This is creating a sense of disrespect and incivility in the school.
  • ODRs during December are higher than in any other month.

Primary

Primary

precise or primary statement1
Precise or Primary Statement?

Our school isn’t following SW-PBIS, although we have some good practices in place.

Our school has some features of SW-PBIS in place including administrator support, more than 80% of total staff support, and an established team. We need to review these commitments, establish regular meeting times, review our current TIC and SAS, conduct a resource review and begin to identify our 3-5 expectations.

precise or primary statement2
Precise or Primary Statement?
  • James D. is hitting others in the cafeteria during lunch, and his hitting is maintained by peer attention.
  • Boys are engaging in sexual harassment.
  • Three 5th grade boys are name calling and touching girls inappropriately during recess in an apparent attempt to obtain attention.

Precise

Primary

Precise

precise or primary statement3
Precise or Primary Statement?

Minor disrespect and disruption are increasing over time, and are most likely during the last 15 minutes of our block periods when students are engaged in independent seat work. This pattern is most common in 7th and 8th grades, involves many students, and appears to be maintained by escape from work (but may also be maintained by peer attention… we are not sure).

Precise

create a picture story tic
Create a picture & story-TIC
  • Use data to create a story and give a picture
story
Story
  • Is this school implementing SWPBIS?
  • What progress did this school make with implementation of SWPBIS
  • What goals/tasks might be in their action plan?
  • How would you coach the team?
  • How would you share this story with the whole school?
individual summaries
Individual Summaries

Self-assessment system

  • School-wide
  • Non-classroom
  • Classroom
  • Individual
story1
Story
  • Where is this school with SWPBIS implementation?
  • How do staff perceptions compare to the PBIS Leadership team?
  • How would you coach the team?
  • What things might be in their action plan?
  • How would you share this with whole school?
fidelity data set results
Fidelity Data:SET Results

Your primary target is 80% Average

Your secondary target is 80/80

80% teaching

80% average

identifying problems issues using odr data
Identifying problems/issues using ODR data
  • What data to monitor
    • ODR per day per month
    • OSS, ISS, Attendance, Teacher report
    • Team Checklist/ SET (are we doing what we planned to do?)
  • What question to answer
    • Do we have a problem?
  • What questions to ask of Level, Trend, Peaks
    • How do our data compare with last year?
    • How do our data compare with national/regional norms?
    • How do our data compare with our preferred/expected status?
  • If a problem is identified, then ask
    • What are the data we need to make a good decision?
the big 5
The “Big 5”
  • Most questions can be answered using the “big 5” reports
  • The “big 5” help you define the problem for your context.
    • Average referrals per day per month
    • Problem behaviors
    • Location
    • Student
    • Time
slide50

Problem

The Big 5

ODR Per

(day, student, location, time, behavior)

slide51

Problem

The Big 5

Admin. Decision

Motivation

Grade Level

Others Involved

Gender

Ethnicity

IEP

Time Range

Date Range

Using ODR Data to Solve Problems:

slide52

Problem

The Big 5

Admin. Decision

Motivation

Grade Level

Others Involved

Gender

Ethnicity

IEP

Time Range

Date Range

slide53

Problem

The Big 5

Admin. Decision

Motivation

Grade Level

Others Involved

Gender

Ethnicity

IEP

Time Range

Date Range

other data

Other data

Suspensions (OSS, ISS)

Expulsions

Attendance

Teacher/staff sick leave

Academic

Other…..