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ORGANIZINGANDUSINGDATAFORDECISIONMAKINGATTIERIThevalueofdataemergesonlywhenanalysisprovidesinsightthatdirectsdecisionsforstudents.
—StephenH.White,BeyondtheNumbers,2005
OrganizingandUsingDataforDecisionMakingatTierI
2nd AnnualIdahoPositiveBehaviorNetworkConference“CreatingSafeandEffectiveSchools”
NadiaK.Sampson, PBISApplicationsTrainingTeamCoordinator
BertEliason,PBISApplicationsTrainingTeam
Tertiary—intensive, individualized5% of student population
Secondary—targeted, small group15% of student population
Universal—primary prevention provided to all students, effective for approximately 80%
ContinuumofDecisionMaking
Allspecialized interventionsaremoreeffectiveandmoredurablewithuniversal,school-widebehavioralexpectationsasafoundation.
Student-CenteredDecisionMaking
EssentialQuestion:Isthestudentsuccessfulatthislevelofsupport?
Studentsarenotlabeledasgreen,yellow,orred;studentsaresupportedwiththeappropriate levelofsupports forsuccess.
Asintensityofsupportincreases, sodoesthefrequencyandintensityofprogressmonitoring.
Math
Reading
Social-Emotional
Writing
Outcome:Enhancedsocial
competence&academicachievement
DataDecisionMakingSupports
SystemsStaffBehaviorSupports
PracticesStudentBehaviorSupports
ResearchonPBISSustainability• Schoolsreportadministrativesupport,staffbuy-in,fidelity,anddatatobeenablers ofPBISimplementation.
• Commonbarriers toPBISsustainabilityareresources,turn-over,fidelity,andstaffbuy-in.
ThefrequencythatdataarepresentedtoallschoolstaffisthesinglefactormostrelatedtohighPBISsustainability.
McIntosh,K.,Kim,J.R.,Pinkelman,S.,Rasplica,C.,Berg,T.&Strickland-Cohen,M.K.(underreview).McIntosh,K.,Predy,L.,Upreti,G.,Hume,A.E.&Mathews,S.(2014).
Fidelity Outcomes
Typesofdata
AdultBehaviorsLeadtoStudentChange
Fidelity Outcomes
• AmajorfeatureofSWPBISisthecommitmenttoongoingassessmentofimplementationfidelity.
MonitoringImplementationFidelity
Overview
• PBISAssessment providessurveys forPBIS
teamstotakeastheyexaminetheirlevelof
SWPBISimplementationfidelity andlookfor
waystoimprovesystemsandpracticesto
benefitstudents,theirfamilies,andtheoverall
schoolculture.
PBISAssessment• Surveysarecompletedonlinewithreportsimmediately availableassoonasasurveyissubmitted.
• PBISAssessmentisfree andrequiresonlythatsomeoneinthedistrictattendawebinartolearnhowtocoordinatethesurveys.
AvailableAssessmentsAnnualAssessment Tool ProgressMonitoringTool
AllTiers TieredFidelity Inventory(TFI)
Tier1(Universal/Primary)
• TieredFidelity Inventory(TFI)• BenchmarksofQuality(BoQ)• Self-AssessmentSurvey(SAS)• EarlyChildhoodBenchmarks
ofQuality(ECBoQ)
• TeamImplementationChecklist(TIC)
Tier2(Targeted/Secondary)&Tier 3(Intensive/Tertiary)
• TieredFidelity Inventory(TFI)• BenchmarksforAdvanced
Tiers(BAT)
• MonitoringAdvancedTiersTool(MATT)
OutcomeTool:SchoolSafety Survey(SSS)&SchoolClimateSurveys*
*Tobereleased
ConnectingFidelity&OutcomesLucky Sustaining
Positiveoutcomes, lowunderstandingofhowtheywereachieved
Replicationofsuccessisunlikely
Positiveoutcomes,highunderstandingofhowtheywereachieved
Replicationofsuccesslikely
LosingGround LearningUndesired outcomes, lowunderstandingofhowtheywereachieved
Replicationoffailurelikely
Undesired outcomes,highunderstandingofhowtheywereachieved
Replication ofmistakesunlikely
Fidelity
Outcomes
WhyDoWeNeedData?Goal
Makeschoolsmoreeffectivelearningenvironments
StrategyRepeatedlygivepeopletherightinformation,attherighttime,intherightformat,whichisthesinglemosteffectivewaytoimprovedecisionmakingandachievevaluedoutcomes
WhyBehavior?Socialbehaviorcontinuestobethesinglemostcommonreasonwhystudentsareexcludedfromschoolsorinstruction.
PerformanceGap&CauseAnalysis
Information
Resources
IncentivesMotives
CapacityKnowledge
PerformanceGap=Thedifferencebetweenwhereanorganizationisandwheretheywanttobe.
PerformanceGap&CauseAnalysis1.Information
2.Resources
3.Incentives4.Motives
5.Capacity6.Knowledge
Environment/System
1—Information• Clearexpectations• Timely,specific
feedback
2—Resources• Materials, tools• Time• Processes
3—Incentives• Financial &
non-financialencouragement
Individual/Person
6—Knowledge• Requisite knowledge
andskillbase
5—Capacity• Abilitytolearn
anddo
4—Motives• Desiretowork
andexcel
Data-BasedDecisionMaking
Decisionsaremorelikelytobeeffective andefficient whentheyarebasedupondata.
Thequalityofdecisionmakingdependsmostonthefirststep– definingproblemstobesolved.
oPrecise(who,what,where,when,howoften,why)
oClear(generalagreementacrossteam)
ImprovingDecisionMaking
PreciseProblemStatement
SetGoals&ProblemSolve
Solution ActionPlanning
PrimaryProblemStatement Solution
ContinuousQualityImprovementIdentifycurrentstatusandproblemswithprecision
Establishgoal(s)
Developsolution(s)Implement
solution(s)withintegrity
Monitoroutcomes&comparetogoal(s)
Reassessandrevisesolution(s)asneeded
ProblemSolvingwithPrecision• Thestatementofaproblemisimportantforteam-basedproblemsolving.• Everyonemustbeworkingonthesameproblemwiththesameassumptions.
• Problemsareoftenframedinthe“primary”form.• Raisesawareness• Notusefulforproblemsolving
• Preciseproblemstatementsresultfromadetaileddatareviewandaresolvable.
ProblemSolvingwithPrecision
PrimaryStatementsy Therearetoomany
referrals
y Gangbehaviorisincreasing
y Thecafeteriaisoutofcontrol
y Studentdisrespectisabigproblem
PrecisionStatementy TherearemoreODRsfor
aggressionontheplaygroundthanlastmonth.Thesearemostlikelytooccurduringfirstrecess,withalargenumberofstudents,andtheaggressionisrelatedtogettingaccesstothenewplaygroundequipment.
BUILDINGDECISIONSYSTEMSMoreThanADataSystem
BuildingDecisionSystems
Guideschoolstobuildcomprehensive“decisionsystems”notjust“datasystems.”
DataSystem DecisionSystemTechnology thathousesdataoDistrictstudentinformationsystem(SIS)
oExcelspreadsheetoSWISapplication
Agreements onthecollectionanduseofdata(includingadatasystem)
RoutinesandprocedurestoembedSWISapplicationdataintodecisionmaking
BuildingDecisionSystems
Analyzingdatainlayersto“drilldown”• Whatisourcurrentreality?• Isthereaproblem?(redflag)
Note:It’soktobedoingwell!• Puttheproblemintocontext (getspecific).
what,where,when,who,howoften,why• Beefficient;don’tdrowninthedata.
DataDecision-MakingSupports
SystemsStaffBehaviorSupports
PracticesStudentBehaviorSupports
Outcomes=
Enhancedsocial
competence&academicachievement
WhatisSWIS?TheSchool-WideInformationSystem(SWIS)isaweb-baseddecisionsystemusedtoimprovebehaviorsupportineducationbyprovidingstaffwithaccurate,timely,andpractical informationformakingdecisionsabouttheschoolenvironment/climate.
BigIdeasMakebetterdecisionsbasedondata• Respondconsistentlytoproblembehavior• Regularlymonitorpatternsofproblembehavioracrosstheschool
• Identifycontexts(e.g.,locations,gradelevels,schedules)wheremoresupportisneeded
• Understandwhyproblembehaviorscontinue(i.e.,perceivedmotivationorfunctionofthebehavior)
• Reducereferraldisproportionalitybyrace,ethnicity,disability,gender,andothercharacteristics
School-wideBehaviorData• CriticalQuestions• Howoftenareproblembehaviorsoccurring?
• When areproblembehaviorsfrequentlyoccurring?
• Where areproblembehaviorsfrequentlyoccurring?
• What problembehaviorsarefrequentlyoccurring?
• Who isfrequentlyengaginginproblembehaviors?
School-wideBehaviorDataSeptember =rateof3.50averagereferrals/day/monthOctober=rateof4.53averagereferrals/day/month
Spikesat9:45AMand1:00PM– 2:30PM
Top3non-classroomlocations =bathroom,playground,&hallway
TuesdayandWednesdayaretheschooldayswiththehighestfrequency.
Top3ProblemBehaviors=inappropriatelanguage,defiance,disruption
5th &8th gradeshavethehighest frequency
25students havemorethan1referral
School-wideBehaviorData
UsingSWISDatatoSolveProblems
Problem
Thefirststepinanyproblem-solving
processisidentifyingthe
problem.
DataAnalysisforPrecision
Location
ProblemBehavior
TimeofDay
PersonsInvolved
Motivation
PreciseProblemStatement
Problemidentificationinvolvesidentifyingthecontext!
UsingSWISDatatoSolveProblems
Knowingthecontextofaproblemhelpsidentifyrelevantsolutions!
Eachteamwillhaveauniqueprocessfordrillingdown
UsingSWISDatatoSolveProblems
Systemvs.SmallGroup/Individual
System-LevelProblemy Thecontextissupporting
theproblem
y Atleast10studentsareinvolved
y Atleast10referrals
y Atleast2staffmembersagree
SmallGroup/Individual Problem
y Wehaveaspecificgrouporstudentthatneedsmoreinstructionorsupport
y Thecontextissupportingmoststudents,sosystemsandpracticesareeffective
It’sokaytobedoingwellandmovetoanotherredflag!
Summary…Problem-Identification• Problemidentificationinvolvesidentifyingcurrentredflagsandtheircontext.
• Preciseproblemidentificationensuresthatproblemsarecurrentandrelevant!
• Knowingthecontextofaproblemhelpsidentifyrelevantsolutions.
• Eachdataanalystandteamwillhaveauniqueprocessfordrillingdown.
Precise(Solvable)ProblemStatementsQuestion Description
q What Whatproblembehavior isoccurring?
q Where Aretherelocationswheretheproblem ismorelikely tooccur?
q Who Howmanystudentsandwhichsub-groupsaremorelikely toengageintheproblem?
q When Aretheretimesofdayordaysofweekwhen theproblem ismorelikely tooccur?
q Why Inthecontextabove,arestudentstryingtoaccessoravoidsomething? Isitaboutattention,tasks/activities, orresources(items)?
ProblemSolvingwithPrecision• TherearemoreODRsforaggressionontheplaygroundthanlastmonth.Thesearemostlikelytooccurduringfirstrecess,withalargenumberofstudents,andtheaggressionisrelatedtogettingaccesstothenewplaygroundequipment.
What? Where? When? Who? Why?
Aggression Playground 1st Recess Largenumberofstudents
To getnewplaygroundequipment
• Notalldatasourceswillhaveefficienttoolsfordrillingdown.
• IsthereanexporttoolthatallowsustopulldataoutandthenaggregateinExceloranotherspreadsheettool?
• Dowehavesomeonewiththeexpertise(e.g.,Excel)andtimetohelpus?
• Whatotherwayscanwetakethe“DrillDown”conceptandfocusconversationsandquestionmoreefficiently?
WhatIfIDon’tHaveaWaytoDrillDown?
GoalSetting&SolutionDevelopmentEssential Elements Explanation
1.PreventionHowcanwe avoidtheproblemcontext?• Who?What?When?Where?
2.TeachingHowcanwe define,teach,andmonitorwhatwewant?• Teachappropriatebehavior,useproblembehaviorasthe
non-example
3.RecognitionHowcanwebuildinsystematic acknowledgment/rewards forpositive behavior?
4.ExtinctionHowcanwepreventtheproblembehaviorfromcontinuingtopayoff?(tiedtomotivation/function ofbehavior)
5.ConsequencesWhatareefficient,consistent consequences forproblembehavior?
6.EvaluationHowwill wecollect andusedatatoevaluate ourfidelityandoutcomes?
SolutionDevelopment&ActionPlanning
Remember toincludethepreciseproblemstatement
aswellasastatement ofthe
goal.
ConnectingOutcomes&Fidelity
Lucky Sustaining
Positiveoutcomes, lowunderstanding ofhowtheywereachieved
Replicationofsuccess isunlikely
Positiveoutcomes,highunderstanding ofhowtheywereachieved
Replicationofsuccess likely
LosingGround Learning
Undesired outcomes, lowunderstanding ofhowtheywereachieved
Replicationoffailurelikely
Undesired outcomes,highunderstanding ofhowtheywereachieved
Replication ofmistakesunlikely
Outcomes
Fidelity
DEMONSTRATION
PBISAppsDemonstrationPBISApps.orgResources• Navigation(Applications,Resources, Supports,DemoAccounts)
PBISAssessment• Overview• Demo(coordination, survey set-up,reports)
SWIS• Overview• SWISDemo(DataEntry,Reports,DrillDown)• CICO-SWISDemo(Enrollment, DataEntry,Reports)• ISIS-SWISDemo(StudentFileSet-Up,DataEntry,Reports)
Formoreinformation…• Visitwww.pbisapps.org formoreinformationaboutanyofthePBISapplicationsorrelatedresources.o PBISAssessment
o SWISSuite(SWIS,CICO-SWIS,ISIS-SWIS)
o PBISEvaluation
•• NadiaSampson:[email protected]• BertEliason:[email protected]• JessicaDaily:[email protected]• KatieConley:[email protected]
• PBISApplicationsContact• www.pbisapps• [email protected]• [email protected]
ContactInformation