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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

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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
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.
tertiary level pbis
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
systems examples
Systems Examples
  • Using meaningful data for decision-making for youth in need of tertiary level supports
    • Secondary/Tertiary Tracking Tool
    • Systems-response tool
    • OOHS
slide5

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?
positive behavior interventions supports a response to intervention rti model

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

steps for conducting a fba bip process
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)

slide8

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
four phases of wraparound implementation
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”

case study examples
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?

bruce
‘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
secondary tier 2 supports
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.
behavioral pathway
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

brief function based interventions
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
better access to universal systems
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.
tertiary tier 3 support
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
data based progress
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
slide20
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
slide21

Using Individual Student Data to Drive Decision Making:-An Introduction to Data Collection Systems

4/1/2014

Individual Student Evaluation

21

slide22

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.

4/1/2014

Individual Student Evaluation

22

slide23

“If you do not know where you are going….any road will get you there!” -Unknown

4/1/2014

Individual Student Evaluation

23

slide24

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!

4/1/2014

Individual Student Evaluation

24

data at team meetings
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……

4/1/2014

Individual Student Evaluation

25

technical features historical overview
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

4/1/2014

Individual Student Evaluation

26

technical features database development
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

4/1/2014

Individual Student Evaluation

27

technical features database development28
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

4/1/2014

Individual Student Evaluation

28

technical features database development29
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

4/1/2014

Individual Student Evaluation

29

using data to drive decision making individual student evaluation
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

4/1/2014

Individual Student Evaluation

30

using data to drive decision making individual student evaluation what s in the tool box
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

4/1/2014

Individual Student Evaluation

31

istac individual student evaluation what is in the tool box
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

4/1/2014

Individual Student Evaluation

32

referral disposition tool rd t example of school discipline data bar graph
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

4/1/2014

Individual Student Evaluation

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istac individual student evaluation what is in the tool box34
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

4/1/2014

Individual Student Evaluation

34

educational information tool ei t example of school behavior data line graph
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

4/1/2014

Individual Student Evaluation

35

istac individual student evaluation what is in the tool box36
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

4/1/2014

Individual Student Evaluation

36

home school community tool hsc t example of behavior domain data bar graph
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

4/1/2014

Individual Student Evaluation

37

slide38
On-site training

On-line training

Training to criteria

Using Individual Student Data to Drive Decision Making:Technical Features: Training and Implementation

4/1/2014

Individual Student Evaluation

38

slide39

Wraparound& Data-Based Decision-making“Billy”

  • 5th Grade Student
  • Reason for Wraparound
  • Grades declining
  • Aggressive toward peers and self
slide41

“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)
slide42

“Billy”

The Big Need

Needs to feel like he belongs at

home and school

billy getting to strengths using data home school community tool
“Billy”Getting to STRENGTHS using dataHome-School-Community Tool
slide45

“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
billy getting to interventions using data home school community tool
“Billy”Getting to INTERVENTIONS using DataHome-School-Community Tool
summary
Summary
  • how this data can be used for district- and state-level planning. (kim…DLT, systems-response tool, OOHS)
slide49
Changes in Students Placed in Special Education – Hermansen Elementary School Valley View School District 365U