Analyzing Data, Progress Monitoring Outcomes and Action Planning Make a Difference -Central Junior High School, Evergreen Park District 124

Analyzing Data, Progress Monitoring Outcomes and Action Planning Make a Difference -Central Junior High School, Evergreen Park District 124Presented by:Daniel Ballard & Denise Flavin1Where is Evergreen Park?

Evergreen Park is a village in Cook County. The suburb is surrounded by the city of Chicago on three sides. The population was 19,852 at the time of the 2010 census.There are four elementary schools and one junior high scho0l in the district. There are also three private schools in the area.All of our students feed into Evergreen Park High School. Evergreen Park High School is separate district from the grammar schools/junior high school.

2Demographics-Central Junior High

Low Income=35% Limited English Proficient=2.0%Universal Team MeetingsThe Universal Team meets once a month.Our main focus during each meeting is reviewing data and determining current areas of need.We also review the data with the staff at least once a month and get input from our grade level teams on how they feel the interventions are working.4Universal TeamOur Universal Team is made up of eight members. It is a good representation of the entire staff. Our team includes: 1 Administrator2 Eighth grade teachers2 Seventh grade teachers1 Social Worker1 Quarters/Physical Education Teacher1 Parent5Universal ExpectationsCentral Junior High School begins each school year by teaching students Cool Tools and expectations by having them attend stations at key places throughout the school grounds:Before school line up/After school dismissalEntering the buildingHallwaysCafeteriaRestroom/Locker Room/GymLibrary/Office/NurseRefreshers are done in a classroom setting after each break.6Teaching Expectations

Cool Tools/Behavior Lessons Make a DifferenceCool ToolsRevise and refresh your Cool Tools often. Check the SWIS data to identify specific areas where referrals are being written.Be a detective! Be specific! Determine subgroups of referrals. Example: If disrespect is a major area of concern, find out what kind of disrespect is happeningis it inappropriate language, refusal to work, etc. Addressing a specific problem behavior will give more effective results. Write Cool Tools accordingly.

8LIONS QUEST

Universal BehaviorThe 3 Rs : Be Ready, Be Respectful, Be ResponsibleStudents are rewarded with panther bucks10 students win raffles each weekReward consist of fruit snacks, homework passesTop advisories are awarded social time with friendsStudents who have difficulties receive re-teachingParent contact is madeTeam times are given to re-teach expectationsPeace boxes are in all classes for anonymous reporting

10Starting The School Year Right!

CJHS Block Party

Using Data to Write Our Action PlanAt the end of each school year, we meet as a team to discuss and write an action plan for the next school year. We review the results of the SAS and BoQ to determine what areas we need to work on for the following year.We also look at our SWIS data because it definitely tells a story!We use all of these data points to create a master plan that is specifically geared toward our schools needs.PBIS Data for Action PlanningWhere Should a Team Begin?Where do we find the data?

What do we do with the data?

What does it mean to our school?

Rememberdata works for individual teachers too.14Using Data to Help Us Figure Out the Puzzle.Evaluating SWIS data is a great way to determine where there is a need for PBIS in your school. (But PBIS offers much more!)Once your team has reviewed the monthly SWIS data here are some other questions we ask ourselves all the time:Is there a disconnect between our school goals and what we are experiencing in school each day?Does the staff have what they need to identify and address problem behaviors?What PBIS tools should I be using?15Phases of Implementation (PoI)Use this tool to determine where your school REALLY is in the PBIS process.Be honest in your assessment. What do you currently do that could be improved?This is a great tool to use to keep the PBIS system working optimally in your schoolIt can provide a to-do list in areas that may be improved.Be sure to evaluate each item within the three phases.16Self Assessment SurveyThe Self Assessment Survey is a great way to receive feedback from staff. Feedback is beneficial for the Universal Team.This is an honest appraisal of what each staff member sees in action each day at school.This helps the teams to see what areas of PBIS need to be retaught or revisited. Data is shared at staff meetings, questions are answered, and revisions are made.This is an ongoing process and needs to be revisited often.

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Multi-Tiered Action Plan (MAP) Tier/TopicEvidence/Data that Identifies NeedNext StepsActionActionWho?When?Tier 1-Distinctions between office v. classroom managed problem behaviors are clear.PoI-Item is checked, but SAS # 6 Results-42% In Place; 39% High PriorityOur T-Chart will be reviewed at the beginning of the school year and every 3 months another copy will be emailed to each staff member with a reminder to re-read the list of Office Managed vs. Teacher Managed behaviorsUniversal TeamEvery three monthsBenchmark of Quality/MAPUsing the BoQ allows us to create an action plan for what our school needs, and the steps that need to be taken to get us there. (The BoQ is completed by each member of the Tier 1 committee.)Each year our Multi-Tiered Action Plan (MAP) is determined by using the BoQ results from the current year AND from the previous year.Any topic on the MAP that hasnt been completed and implemented is added to the next years action plan, if it is still relevant.21

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23Multi-Tiered Action PlanTier/TopicEvidence/Data that Identifies NeedNext StepsActionWho?When?Universal/Faculty CommitmentBoQ Score-1/2Faculty are involved in establishing and reviewing goals. BoQ Score-1/2Faculty feedback is obtained throughout the year.Universal Team will create goals for the new school year, but will not finalize the goals until they are discussed with the entire staff during the May Staff Meeting.

PBIS is a standing item at all Staff meetings. Staff will be asked for their feedback through surveys right after a new lesson plan, celebration or intervention has been put into place.Universal Team

UniversalTeamMay

OngoingUniversal Lesson Plans for Teaching Expectations/RulesBoQ Score-0/2Faculty/staff and students are involved in development & delivery of behavioral curriculum.Three team members will form a workgroup to discuss how to better involve both staff and students in creating and delivering lesson plans throughout the school year. Once they have created a plan they will discuss it with the team and once it is finalized they will share it with the staff.3 Team Members Beginning of the new school year and throughout the year as neededSWIS A Great Data SourceData will be found by using the SWIS system.Quick Big 5Referrals per dayReferrals by problem behavior get specific!Referrals by locationReferrals by timeReferrals by student25Comparison Data 2011-12 to 2012-2013

26RememberTier I/Universal is meant to cover the needs of the entire school. This also includes needs of the teachers.All tools should be used in conjunction with each other. No single tool can alert you to all of the needs in your school.Use all of these tools to give you the data needed to refresh and revise anything that is no longer working.How do you know if its working? SWIS data.

27Is What We are Doing Working?

28Tier IIWhen Students Need Additional InterventionsTier II TeamOur Tier II Team is made up of eight members.The members include:2 Seventh Grade Teachers2 Eighth Grade Teachers2 Social Workers1 Quarters/Music Teacher1 Special Education Teacher30Team MeetingsThe team meets once a month to review data.Swis DataCICO DataBoost Your Grades DataQuiet Study Hall DataExtended Quiet Study Hall DataProgress on SIAG groups 31Behavior Needs IdentificationSWIS is reviewed weekly by the Tier II team members to identify students who need Tier II Behavior Interventions.Students who receive three detentions per quarter for disruption, defiance, disrespect, or physical aggression will receive Tier II Behavior Interventions.Students who receive an in school or out of school suspension for disruption, defiance, disrespect, or physical aggression are automatically identified for Tier II Behavior Interventions. Students with an in school or out of school suspension for other behavior issues will be considered for Tier II Behavior Interventions on a case-by-case basis.32

Behavior Interventions

Step1: Check-in/Check-out (CICO)When a student is going to begin CICO, an e-mail will be sent out to notify the staff.Students on CICO will receive a CICO sheet from their advisory teacher every morning, and are expected to take it to each of their teachers throughout the day.Students need to receive 80% of their points each day in order to meet their goal for the day.33Behavior Intervention Action PlanningBaseline data is collected on the specific behaviorProblem solving meetings are held every three to four weeks to review progress.Interventions are adjusted when progress is not being madeContinue to partner with families in creating interventions Continue to collect data and monitor progressTeach student replacement behaviors

34Academic InterventionTeachers conference with students in an attempt to find the problem.Teacher contacts parents for academic support.Teacher discuss students during team plan to find out if students are having difficulties across the board and attempt a variety of interventions.Use of planner, signature by parents, organizational supportTeachers assign team time to provide additional supportIf they continue to be unsuccessful, team requests Tier II support through social worker or Tier II team member.Academic Needs IdentificationThe PBIS Tier II team checks the grades of each student at mid-quarter and report card time.Student with any combination of three Ds or Fs are identified for Tier II Interventions.Individual teachers are asked to monitor and support students with one D or F. Students with two Ds or Fs should be supported by the team with team time. Students with three Ds or Fs are placed into Tier II Interventions, along with continued support from the team with Team Time.36Academic InterventionsStep 1: Boost Your Grades (BYG)Each Wednesday in team plan, the team needs to fill out a weekly BYG grade sheet for each student on BYG and discuss any concerns.Every Thursday, students will meet with the team Tier 2 representative to go over and discuss the completed grade sheet. Students are responsible for bringing their grade sheets home and getting them signed by a parent/guardian. The student should return their signed grade sheet in to their Advisory teacher.37Boost Your Grade Sheet

Academic Interventions Step 2: Quiet Study Hall (QSH)Students with a combination of three Ds or Fs following their four weeks on BYG will then move on to Quiet Study Hall.Students will participate in QSH three days a week: Tuesday, Wednesday, and Thursday.Student work folders are located in the teacher work room. Folders should be filled with missing work for each student and refilled/emptied of completed work by the team teachers on a weekly basis.

39Academic InterventionsStep 3: Extended Quiet Study Hall (EQSH)Students with a combination of three Ds or Fs following their four weeks in QSH will then move on to Extended Quiet Study Hall.EQSH follows the same procedures as QSH but will take place five days a week, Monday through Friday, as well as one hour after school on Friday.Students can work towards being excused from the Friday after school session if they have no work left in their EQSH folders.

40Tier II Data 2011-2012Total Population : 430 students8th grade: 219 total students - (Team 1) 111 (Team 2) 1087th grade: 211 total students - (Team 3) 101 (Team 4) 110

Tier II Participation8th grade: 46 students participating (21%) 7th grade: 45 students participating (21%)10 students unofficially participate in Tier II interventions.In 2010-2011 school year, there were fifty-eight 7th grade students that participated in Tier II interventions. In the 2011-2012 school year , thirty-three of those fifty-eight students did not participate in Tier II interventions as 8th grade students (33/58= 57%).

412011-2012 Demographics2011-2012 Participation in Tier II/II Interventions:91 total students participated in Tier II/III interventionsMales - 78 students (86 % of Tier II/III population)Females - 13 students (14% of Tier II/III population)Regular Ed - 59 students (65% of Tier II/III population)IEP/504 - 32 students (35% of Tier II/III population)African Americans - 51 students (56% of Tier II/III population)Caucasians - 29 students (32% of Tier II/III population)Hispanics - 7 students (8% of Tier II/III population)Bi-racial - 4 students(4% of Tier II/III population)42Survey ResultsOur PBIS Team believes it is important to gather information on how our teachers, parents and students feel about the interventions being provided. Parents, students, and staff are asked to take a survey about the Tier II/III interventions provided. We review the survey results as a team and make decisions to improve our program the following year.Our team needs to problem solve on how to increase parental involvement in the survey. We only received five surveys back for the 2011-2012 school-year.The team would like to try an online survey to see if that option would increase parental feedback about the interventions.

43Celebrating Students Success

ClosingQuestionsCommentsSuggestionsThank you Lets continue to do all we can to help students achieve their full potential!