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January Data Day: 1.0 Introduction

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January Data Day: 1.0 Introduction WINTER 2013 – PowerPoint PPT presentation

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Title: January Data Day: 1.0 Introduction


1
January Data Day 1.0 Introduction
  • WINTER 2013

2
Opening Activity
  • Talk to your neighbor about successes and
    challenges you experienced when using PBIS
    evaluation tools or analyzing student behavior
    data.
  • Take a moment to share your thoughts with your
    leadership team
  • Write Successes and Challenges on post-it notes
    and place on chart paper on the wall
  • Share ah has with larger group and introduce
    your team

3
Agenda
  • 1.0 Introduction
  • 2.0 Leadership Team
  • 3.0 Systems Review
  • 4.0 Student Outcome Data
  • 5.0 Building Internal Capacity

4
Purpose
  • School leadership teams use this time to plan
    PBIS improvements and student outcomes based on a
    review of data.
  • Leadership teams will develop internal capacity
    for continuous problem-solving and planning.

5
Objectives
  • By the end of the training, leadership teams will
    have
  • Assessed their Leadership Team strengths and
    challenges
  • Used the Team Initiated Problem Solving (TIPS)
    model
  • Used BoQ, BAT and Big 5 behavior data to
    identify areas of need and develop action steps
    for universal and targeted supports
  • Developed a plan for continuous data review and
    problem solving.

6
Our Goal
  • Minimize talk, maximize team time!

7
Logistics
  • Were all set. No help needed.
  • We need help, but can continue with our work.
  • HELP! We cant continue with our work.
  • USB Includes
  • PowerPoint
  • Workbook


www.pbisvermont.org
8
Differentiate based on your experience
Foundations Think about how you plan to
accomplish the work.
Full Implementation Think about how to make it
easy, better, more effective.
Sustainability Think about how to continue the
practice and ensure sustainability.
9
2.0 Leadership Team
  • WINTER 2013

10
Leadership Team
  • Share with your neighbor a team experience that
    you enjoyed. What were some of the teams
    characteristics?
  • As a team, summarize these attributes and record.

11
Effective meetings extend before and after the
actual meeting time.
12
Critical to success is the administrators
active role in supporting the school-based team
process. Tim Lewis
THANK YOU Administrators!
Complete Administrator Self-Assessment for
continuous improvement!
13
Team Time
  • As a leadership team
  • Complete the Leadership Team Meeting
    Self-Assessment tool
  • Review and update the Team Profile and Meeting
    Schedule, if needed.
  • Youll be invited to share with the large group
    the following
  • One strength of your leadership team based on
    your self-assessment.
  • One action step that your team identified after
    reviewing your system supports.

14
3.0 Systems Review
  • WINTER 2013

15
The Importance of Systems Review
What is the role/function of your Leadership Team
to promote and ensure the implementation of PBIS?
How does data help you in these efforts?
16
Organizing SWIS Data for Decision-making
  • Universal Screening Tool
  • Proportion of students with
  • 0-1 Office Discipline Referrals (ODRs)
  • 2-5 ODRs
  • 6 ODRs
  • Progress Monitoring Tool
  • Compare data across time
  • Prevent previous problem patterns
  • Define Problems with precision that lead to
    solvable problems

17
Universal Behavior Data School-wide Data
Quick Big 5 blends all of the Big 5 Reports
together into a single report.
18
Targeted Behavior Data Individual Targeted
Practices Data for CICO
19
Using the Referrals by Student report as a
Universal Screening Tool
20
Using data to determine what system to focus on
21
Where to find this information? SWIS End of
Year Report Custom Report Custom Graph Big
5 Graph
22
Team Time
  • As a leadership team
  • Complete the ODR Data Focus Worksheet to
    determine area in need of improvement.

23
Using the BoQ and/or BAT
  • BoQ-Universal Systems
  • BAT Targeted/Intensive Systems

24
Benchmarks of Quality (BoQ)
Purpose Assess leadership teams perceptions of PBIS implementation at the Universal Level
Format Survey (Electronic Scoring Form)
Completed by Leadership Team, School Coordinator and SU/District Coordinator
When? Annually, in the Spring and Fall (optional)
25
Benchmarks for Advanced Tiers (BAT)
Purpose Assess leadership teams perceptions of PBIS implementation at the Targeted and Intensive Level
Format Survey (Electronic Scoring Form)
Completed by Leadership Team, School Coordinator and SU/District Coordinator
When? Annually, in the Spring (optional)
26
Team Time
  • As a leadership team
  • Review or complete the BoQ and/or BAT to
    prioritize and develop action steps.

27
4.0 Student Outcome Data
  • WINTER 2013

28
TIPS Problem-Solving Mantra
REMEMBER to use..
Innovation neutral Use for Reading, Behavior,
Math, School Improvement
  •  
  • Do we have a problem?(identify)
  • What is the precise nature of our problem?
    (define, clarify, confirm/disconfirm inferences) 
  • Why does the problem exist, what can we do
    about it? (hypothesis solution)
  • What are the actual elements of our plan? (Action
    Plan)
  • Is our plan being implemented, is it working?
    (evaluate revise plan)

29
1. Do we have a problem (identify)?
  • Look for gaps and trends in your data

30
Identifying Problems/Issues
31
What trend do you notice?
32
What trend do you notice?
33
Which location might need attention?
34
2. What is the precise nature of our problem
(define, clarify, confirm/disconfirm
inferences)? 
Question SWIS Table/Graph
What problem behaviors are occurring? Referrals by problem behavior
When are problem behaviors occurring? Referrals by time
Where are problem behaviors occurring? Referrals by location
Who is engaging in problem behaviors? Referrals by student
Why do problem behaviors keep happening? Referrals by motivation
What is the data we need for a decision?
35
Examples Primary to Precise
Precise Problem Statements include information
about the what, when, where, who, when and why
  • inappropriate behavior is increasing
  • Inappropriate language and disruptive behavior is
    increasing in the cafeteria during first lunch
    period, is being done mostly by four 6th grade
    boys, and seems to be maintained by social
    praise from the bystander peer group.

36
3. Why does the problem exist, what can we do
about it? (hypothesis solution)
  • Problem Statement The sixth graders are
    disruptive use inappropriate language in the
    cafeteria between 1130 AM and 1200 PM
  • Hypothesis We believe they are trying to get
    attention from their peers.

37
4. What are the actual elements of our plan?
Prevention Teach behavioral expectations in cafeteria Maintain current lunch schedule, but shift classes to balance numbers.
Teaching Teach behavioral expectations in cafeteria Maintain current lunch schedule, but shift classes to balance numbers.
Reward Establish Friday Five Extra 5 min of lunch on Friday for five good days.
Extinction Encourage all students to work for Friday Five make reward for problem behavior less likely
Corrective Consequence Active supervision, and continued early consequence (ODR)
Data Collection Maintain ODR record and supervisor weekly report
38
.including logistics
39
5. Is our plan being implemented is it working?
(evaluate revise plan)
40
Team Time
  • Using your Data
  • Based on area in need of improvement answer the
    following questions
  • Do we have a problem?
  • What is the precise nature of our problem?
  • Why does the problem exist what can we do
    about it?
  • What are the actual elements of our plan?
  • Is our plan being implemented is it working?
  • Complete Action Plan and Evaluation section of
    the TIPS Meeting Minute Form

41
5.0 Building Internal Capacity for Data-based
Decision-Making
  • WINTER 2013

42
Why?
43
So That...
44
When? Who?
45
How?
46
Learn More
  • Facilitating VTPBiS Data Days Webinar for School
    and SU/District Coordinators
  • May 22nd, 900 1100 https//www3.gotomeeting.c
    om/register/817778638
  • May 22nd, 100 300 https//www3.gotomeeting.co
    m/register/878945694

47
Team Time
  • As a leadership team,
  • Identify 1-2 people to participate in the May
    Data Day Webinar
  • Schedule a date and time for your Spring Data Day

48
Large Group Discussion
  • Review the successes and challenges on the chart
    paper on the wall
  • What were common themes among responses?
  • How has this Data Day helped to address the
    challenges?
  • Please share one ah-ha that your team had, as a
    result of looking at data.

49
Thank you!
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