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Data and Evaluation Tools

Data and Evaluation Tools. 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?)

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Data and Evaluation Tools

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  1. Data and Evaluation Tools

  2. 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)

  3. Effort Data • Team Implementation Checklist (TIC) • Self-Assessment Survey (SAS)

  4. Team Implementation Checklist How is our PBIS team functioning?

  5. Self-Assessment Survey (SAS) • Is used annually to assess the effective behavior support systems in a school. The survey examines the status and need for improvement of four behavior support systems: • School-wide discipline systems • Non-classroom management systems (e.g., cafeteria, hallway, playground), • Classroom management systems • Systems for individual students engaging in chronic problem behaviors

  6. Eight Steps Planning Guide • 1 - Establish Team Membership • 2 – Develop Behavior Purpose Statement • 3 – Identify Positive SW Expectations • 4 – Develop Lesson Plan for Teaching SW Positive Expectations • 5 – Develop Lesson Plans for Teaching Positive CW Expectations • 6 – Develop Continuum of Procedures for Encouraging SW Expectations • 7 – Develop Continuum of Procedures for Discouraging Rule Violations • 8 – Develop Procedures for Data-Based Decision-Making & Monitoring

  7. School-Wide Evaluation Tool (SET) The SET is a research-validated instrument that is designed to assess and evaluate the critical features of school-wide effective behavior support across an academic school year.

  8. Information Gathered Can Be Used To: • Assess features that are in place • Determine annual goals • Evaluate on-going efforts • Design and revise procedures • Compare year to year efforts in the area of PBIS

  9. SET Evaluates Questions Across 7 Areas: • Expectations defined • Behavioral expectations taught • Acknowledgement procedures • Correction procedures • Monitoring and evaluation • Management • District-level support

  10. School-wide Evaluation Tool (SET)How to get ready… • Schedule a 2-3 hour block of time for evaluator • Request that administrators inform staff and students that a SET evaluator will be on site and randomly asking staff and students questions (1-2 minutes per person maximum) • Schedule the administrator interview at the beginning of the visit (approximately 20-30 minutes) • Assure that 3 PBIS team members can be interviewed as part of the 10 staff interviews • Assure that students (15) are randomly available for interviews (2 questions)

  11. Assemble the Following Documents for the SET… • School discipline handbook (discipline procedures) • Office Discipline Referral Form/positive behavior acknowledgment systems (SWIS or other) • Behavioral incident summaries or reports (e.g., office referrals, suspensions, expulsions) • School improvement plan goals indicating behavior as a goal • Annual Action Plan with timelines for meeting SW-PBIS goals (PBIS Team) • Staff agreements on 3-5 PBIS expectations • Teaching matrix, copies of lesson plans for teaching behavioral expectations If the document has not yet been developed, just let the evaluator know.

  12. SET Evaluators • Choose a staff member (part of application) • Will need training (2-3 hour webinar & 3 hour reliability check • Conduct SET (2-3 hours onsite, travel, report • SET: Fall & Spring

  13. SWIS – School Wide Information System • Web-based information system for gathering, entering, summarizing, reporting and using office discipline referral information • Teams use this discipline data to drive the PBIS process in their buildings

  14. SWIS – School Wide Information System • Generally teams look at 5 main graphs to help them make data-based decisions for their building: 1) Average referrals per day/per month 2) Referrals by problem behavior 3) Referrals by location 4) Referrals by time 5) Referrals by student

  15. SWIS Readiness All Schools will be set up with SWIS by Dec 31st, 2012!

  16. Licensing and Account Setup Contact Information: Bob Braun SW/WC Cooperative Director of Teaching and Learning (507) 537-2240 bob.braun@swsc.org • Steps 2 and 3 • Completing the School Information Form • Completing the License Agreement • Submitting the Forms • Invoice Process

  17. Forms to Complete and Submit School Information Form License Agreement

  18. School Contact Information Demo SD 11/29/2007 01-2345-678900 Oregon Anyplace Elementary School 1852 Portland Way Somewhere Oregon 97452 Somewhere Oregon 97452 PO Box 3456 234-9874 555 234-6987 555 Optional Information NCES # Mailing Address (if it’s the same as the physical address) Fax Number

  19. Grade Levels SWIS gives pictures of School-Wide information. All checked grade levels will be included in the Big 5 Reports.

  20. and Login Information SWIS Users An email address is required for all listed SWIS users. Temporary Passwords Who should have access to: Full-Access passwords? Read-Only passwords? jwho@demo.net Jimmy Who sly1ben sbean@demo.net Sally Bean bly1kid Billy Kidd bkidd@demo.net wly1wal Wally Wallace wwallace@demo.net mly1mad Molly Madson Kelly Keller kkeller@demo.net mmadson@demo.net kly1kel

  21. SWIS Users – Read-Only Passwords • Is the Read-Only password necessary? • Who uses the Read-Only password? • District Personnel • School Psychologist • School Administrators • Other Facilitators • How do you set this up?

  22. SWIS Users – Read-Only Passwords kly1kel • School psychologist • Needs read-only access to many schools in the district • Not a school employee • Is a district employee Let us know employer information in an attached note with the school information form and license agreement Kelly Keller kkeller@demo.net

  23. SWIS Facilitator Information & Signature Johnny D. Facilitator jdfacilitator@demo.net 234-6987 555 Johnny Facilitator 11/29/2007 12/20/2007 By signing this form, you affirm this school meets all 10 SWIS readiness requirements and is ready to receive SWIS training. Without your contact information and signature, the account cannot be setup.

  24. Signatures on the License Agreement Demo District • The License AgreementThe person assigned the responsibility of signing legally binding documents will sign the SWIS license agreement. In most schools this is the: • Administrator • Dean • Vice Principal • Superintendent • The Optional Data Sharing Agreement • Schools opting to participate in sharing their SWIS data with state and district evaluators for research purposes will sign this agreement. This piece is not required in order to use SWIS. Sheila Nickel 1254 Dollar Street Jimmy Who 4/28/08 Somewhere, OR 97452 Jimmy Who snickel@demo.net Anywhere ES PO Box 3456 Somewhere, OR 97452 Jimmy Who 4/28/08 Jimmy Who Administrator

  25. What happens next? A notification email will be sent to you as soon as the account is activated. Allow 2 weeks for activation School Info Form Submit the School Information Form and License Agreement: Mail to: Educational and Community Supports 1235 University of Oregon Eugene, OR 97405-1235 Attn: SWIS Accts Manager Fax to: (541) 346-2471 Email to: accounts@swis.org License Agreement Invoice is sent to the payer indicated on the license agreement. Letter is sent to the school welcoming them to SWIS.

  26. Fundamentals of Data Driven Decision-Making

  27. Team Initiated Problem Solving (TIPS) & Data Based Decision Making Objectives: • Define an approach for using data in the development of decisions • Establish standards for building “precise problem statements” • Define data sources needed for effective decision making • Define a process and outline for defining solutions. -Horner, Todd, Newton, Algozzine & Algozzine, 2007

  28. Data Based Decision Making • Is there a problem? • Define problem with precision. -What areas/systems are involved? -Are there many students or a few involved? -What types of problem behaviors are occurring? -When are the behaviors most likely to occur? -Why is the problem occurring? • What solutions might work? -What is the most effective use of our resources to solve this problem?

  29. Precision Problem Statements(What are the data we need for a decision?) • Precise problem statements include information about the five core “W” 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

  30. The Big 5 • Generally teams look at 5 main graphs to help them make data-based decisions for their building: • 1) Average referrals per day/per month • 2) Referrals by problem behavior • 3) Referrals by location • 4) Referrals by time • 5) Referrals by student

  31. Precise or Primary Statement? • The playground is out of control. The students won’t listen to anyone and are fighting all the time. • Major & minor referrals have increased by 50% during lunch time on the playground. The referrals are mostly 4thand 5thgraders, and disrespect and aggressive behavior are the highest problem behaviors. Peer attention is the motivation. • Kids are noisy in the hallway going to reading • Many second graders coming from reading are too loud from room 13 to room 22 and their noise is maintained by peer attention. We also have very little adult supervision available

  32. 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?

  33. Action Planning • Determine Solutions • Determine who will do what tasks and the timeline for completion. -Use meeting agenda with format for problem solving steps to prompt team.

  34. Cohort 7 - Important Dates2012-13 • Summer Institute – June 19th – 20th • Coaches Training • Cohort 7 Training Dates – All training is in Mankato • August 8th • November 7th • March 20th

  35. Questions? Contact Information: • Bob Braun Director of Teaching and Learning bob.braun@swsc.org

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