detroit public schools data review and action planning: schoolwide behavior spring 2009

Detroit Public Schools Data Review and Action Planning:Schoolwide Behavior

Spring 2009

www.cenmi.org/miblsi

Linked to Winter Systems Review

• During the Winter systems review, you were asked to look at…

– Team Implementation Checklist

– SWIS “Big Five” Reports

Purpose of this section

• Review the function of Building leadership Team

• Review the Systems/Process data

• Review Student outcome data

• Use the data for action planning

Systems Perspective• Organization do not

“behave” …individuals behave

• “Organization is group of individuals who behave together to achieve a common goal”

• “Systems are needed to support collective use of best practices by individuals in an organization” (Horner, 2001)

Schools as SystemsGoal to create communities that for all its members have common

• Vision• Language, & • Experience

Biglan, 1995; Horner, 2002

Adopt systems perspective at a Building Level

Building Leadership TeamBuilding Leadership TeamActive Management and CoordinationActive Management and Coordination

FundingFunding VisibilityVisibility

Training Coaching Evaluation

School Staff Implementing Practices with Fidelity to Support Students

Planning and Implementation

adapted from Center on Positive Behavioral Interventions and Supports, (2004) School-wide Positive Behavior Support: Implementers’ Blueprint and Self-Assessment. University of Oregon.

Resources

PoliticalPoliticalSupportSupport

What a Leadership Team does…

• Communicates common vision for schoolwide supports

• Works collaboratively to establish building capacity to support all students

• Commits resources to establish procedures for support

• Develops methods for evaluating progress towards measureable outcomes

• Action planning based on data

Should get easier for your school over time

• Handbook• Describes core features• Expectations and teaching matrix (rules for settings)• Teaching plans and teaching schedule• Acknowledgement system• Continuum of consequences for problem behavior

• Building Leadership Team• Regular meeting schedule and process• Regular schedule for annual planning and training

• Annual Calendar of Activities• On-going support for staff

Use the MiBLSi website as reference


Use the MiBLSi website as reference


At bottom of webpage

Your Leadership TeamYour Leadership Team• Does your team understand the leadership Does your team understand the leadership

function in managing and coordinating function in managing and coordinating implementation?implementation?

• What have been your leadership team What have been your leadership team accomplishments this year?accomplishments this year?

• On a scale of 1 (low) to 5 (high), how well is your On a scale of 1 (low) to 5 (high), how well is your team doing with this leadership responsibility? team doing with this leadership responsibility?

Team TimeTeam Time

What are the Systems Measures• Team Implementation Checklist

– Evaluates status of Tier I Positive Behavior Supports

– Submitted online at www.pbssurveys.org

• Self-Assessment Survey– Evaluates status of Schoolwide, Nonclassroom,

Classroom and Individual Student Supports

– Submitted online at www.pbssurveys.org

What is the Self-Assessment Survey?

• Self-assessment survey to assess the extent to which Positive Behavior Support practices and systems are in place within a school– School-wide (15 items)– Non-classroom (Specific Setting) (9 items)– Classroom (11 items)– Individual Student (8 items)

Who Completes the Self-Assessment Survey?

• Initially, the entire staff in a school completes the Survey.

• In subsequent years and as an on-going assessment and planning tool, the Survey can be completed in several ways:

– All staff at a staff meeting.

– Individuals from a representative group.

– Team member-led focus group.

Self-Assessment Survey:

Individual Summary Charts

• Charts are provided for each system (school-wide, nonclassroom, classroom, and individual)

• Current status Charts

– Percentage of respondents who answered "In Place", "Partially In Place", and "Not In Place"

• Improvement Priority Charts

– Percentage of respondents who answered "High", "Medium", and "Low”

Example of PBS Self Assessment Survey Individual Summaries Chart

Self-Assessment Survey:Analysis of Schoolwide System ChartShows a chart with bars for components of the schoolwide system

– Expectations defined (question 1)– Expectations taught (question 2)– Reward system (question 3)– Violations system (question 4-8) – Monitoring (question 10-12)– Management (question 9, 14-16)– District support (question 17-18)

Self-Assessment Survey:Analysis of Schoolwide System Chart

Example of

PBS Self Assessment Survey

Individual Item Score

Schoolwide Component

White = In Place

Yellow = Partial In Place

Red = Not In Place

Using the Self-Assessment Survey Information for Decision Making

• Is a system in place?– “in place” > 66%

• Is there a need to focus on a system?– Current status of “in place” is < 66% and– Priority for improvement is “High” for > 50%

• Which system should receive focus first?– Always establish schoolwide as first priority

• Which features of the system need attention?• Combine survey outcomes with information on office

referrals, attendance, suspensions, vandalism, perceptions of staff/faculty

Self-Assessment Survey Summary School A

Which system(s) require further attention? Why?

Self-Assessment Survey Summary School B

Which system(s) require further attention? Why?

Team TimeTeam Time

Please take a moment to complete the appropriate section of the Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be doneFollow-Up Activity Worksheet to document the work yet to be done

• Use the results from Self-Assessment Survey to Use the results from Self-Assessment Survey to complete the worksheet complete the worksheet

• If you do not have your data, what is your plan If you do not have your data, what is your plan to complete the self-assessment surveyto complete the self-assessment survey

Why conduct Self-Assessment Survey in

addition to Checklists?• Checklists are conducted by team, all/most staff complete

survey• Look for areas of convergence/agreement across tools

– Increases confidence of data• Look for areas of divergence across tools

– Decrease confidence of data?– Possible reasons for disparity…

• Lack of understanding of questions• Staff not fully aware of work of Building Leadership Team• Support component not fully “In Place”

Differences between the Team Implementation Checklist and the Self-Assessment Survey

EBS Team Implementation Checklist

EBS Self-Assessment Survey

Purpose?

Evaluate on-going progress towards schoolwide PBS

Evaluate extent that all systems (schoolwide, nonclassroom, classroom, individual) are in place

When administered?

Quarterly Annually

Who completes?MiBLSi school team, completed as a team

All school staff (or representative sample) completed individually

Time involved?10-15 minutes 30-45 minutes

Team TimeTeam TimeReview results from…Review results from…

•Team ChecklistTeam Checklist

•Self-Assessment SurveySelf-Assessment Survey

•Status of your winter action planStatus of your winter action plan

Place three main ideas that you have identified from Place three main ideas that you have identified from your data.your data.

•Write bulleted items on chart paperWrite bulleted items on chart paper


Team TimeTeam TimeBased on your information identify action Based on your information identify action items to develop a planitems to develop a plan

•What celebrations can you share with your What celebrations can you share with your school community before this year is over?school community before this year is over?

•What is your plan to strengthen your schools’ What is your plan to strengthen your schools’ behavior support for the next school Year? behavior support for the next school Year?


Reviewing Student MeasuresAnswer the “Big Five” questions1. How often are problem behavior events occurring?2. Where are they happening?3. What types of problem behaviors?4. When are the problems occurring?5. Who is contributing?

Using SWIS “Big Five” reports1. Major Discipline Referrals per Day per Month2. Major Discipline Referrals by Location3. Major Discipline Referrals by Problem Behavior4. Major Discipline Referrals by Time5. Major Discipline Referrals by Student

Problem Identification using Major Discipline Referral (ODR)(look at Major Discipline Referral per Day per Month on next slide)

1. Is there a problem with the absolute standard?

4784.78 .344.78 1.63 ✔

PROBLEM- ODRs per day higher than national avg.

Langley Elementary School: 478 Students, Grades K-5

100

Langley Elementary SchoolReferrals per Day per Month

4784.78 .344.78 1.63 ✔

Problem Identification (look at Major Discipline Referral per Day per Month on next slide)

1. Is there a problem with the absolute standard?2. Are there trends or patterns?

PROBLEM- ODRs per day higher than national avg.TREND- 4 consecutive mos. of increasing trend

Langley Elementary School: 478 Students, Grades K-5

Langley Elementary

PROBLEM- ODRs per day higher than national avg.TREND- 4 consecutive mos. of increasing trend

Happening mostly on the playground

Tardiness a problemDisrespect also a problem

Happening during morning and lunch recess periods

About 3% of students with 2 or more ODRs, 12 students with 5 or more ODRs, 5 students with >30 ODRs

Using Data to Build Solutions• Prevention: How can we avoid the problem context?

– Who, When, Where– Schedule change, curriculum change, etc

• Teaching: How can we define, teach, and monitor what we want?– Teach appropriate behavior– Use problem behavior as negative example

• Recognition: How can we build in systematic reward for desired behavior?

• Extinction: How can we prevent problem behavior from being rewarded?

• Consequences: What are efficient, consistent consequences for problem behavior?

• How will we collect and use data to evaluate (a) implementation fidelity, and (b) impact on student outcomes?

Team TimeTeam Time


Data analysis of your student outcomesData analysis of your student outcomesEvaluate your SWIS behavior data (use- Evaluate your SWIS behavior data (use- Behavior Behavior Data Review Worksheet: Using SWIS “Big Five” Data Review Worksheet: Using SWIS “Big Five” Reports)Reports)

Team TimeTeam TimeRevisit your action plan… Revisit your action plan… •Would you make any changes to what Would you make any changes to what you wrote on the action plan based on you wrote on the action plan based on the SWIS data?the SWIS data?•What might you add?What might you add?


• Pair up with another schoolPair up with another school

• Report out on your plans to… Report out on your plans to…

1.1. Celebrate this year’s successesCelebrate this year’s successes

2.2. Plan for next year’s improved Plan for next year’s improved implementationimplementation

Team TimeTeam Time


Preparing for the Next School Year

Starting the year…Starting the year…• Take a few minutes to review the checklist Take a few minutes to review the checklist

for starting the year right…for starting the year right…

• When will your school use this form to When will your school use this form to assist in setting up the school year for assist in setting up the school year for success.success.

Team TimeTeam Time


Team Pair ShareTeam Pair ShareAs a team prepare:As a team prepare:

1.1. The results that you will celebrate with all The results that you will celebrate with all staffstaff

2.2. Two critical next steps for your school Two critical next steps for your school considering your reading needsconsidering your reading needs

3.3. Ask questions of the other teamAsk questions of the other team

Share with your “partner” teamShare with your “partner” team

Team TimeTeam Time

detroit public schools data review and action planning: schoolwide behavior spring 2009

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