-Topics: What’s New? Website tour 8-8:30 am SWIS Tour 8:45-9:15 …pbismn.org/RIPs/north/documents/spring2014/NR_SMarch20_2014... · Long Term Problems ! Among all Americans, 36.2

We l c ome

-Welcome to the Data Web Conference (8:00am-3:30pm) -Topics: What’s New? Website tour 8-8:30 am MN Information 8:30-8:45 am SWIS Tour 8:45-9:15 am PBIS Assessment Tools & Data Presentation 9:15-10:15 am Break/Work Time (15 minutes) Outcome Data 2 sessions:10:30-11:30/LUNCH/resume12:30-1:30pm Break/Work Time 15 minutes Data for Staff Development, Interpretation, Planning, etc1:45-3:30 pm -Please mute your mic/phone, if necessary -We appreciate your professionalism and patience during with any technological glitches. -Please schedule your SET Evaluation with Amanda Petersen at Wilder Research, asap. SET Evaluation deadline is April 30, 214. -Please update your school contact information (e-mail/phone for your Principal, PBIS District Coach, PBIS Coach, SET Evaluator and SWIS Facilitator as needed) by contacting both Amanda and Barbara, listed below: Amanda Petersen: [email protected] Barbara Lindell: [email protected]

Using Data to Action Plan

-You should have your data. (ODR, TIC, SAS, SET or BoQ) -You should be prepared to answer questions in the chat pod. -You will need writing paper and writing utensil. Preferably, you will have an Action Plan so that your team can plan and develop PBIS Agendas.

Problem •  Approximately 20% of our school age population

experiences emotional and behavioral problems to the extent that they may qualify for some level of mental health services according to the U.S. Surgeon General.

•  One in four pediatric visits are related to behavior. •  When children in schools have unaddressed social,

emotional, and behavioral problems, they are unlikely to perform well academically and may contribute to a loss of instructional time for other students in classrooms.

•  But early identification of risk, and simple prevention programming, can remediate problems before risk becomes Serious Emotional Disability (SED).

•  Children who progress to the point of disabling condition experience the worst school and post school outcomes of any group of children with school performance 2-3 grade levels below their peers and a 46% drop out rate.

Long Term Problems �  Among all Americans, 36.2 million people paid for mental

health services totaling $57.5 billion in 2006 (average per person cost was $1,591).

�  Biggest unmet needs, 1 in 2 will suffer, 1 in 17 currently have a serious mental illness.

�  Health systems in state and federal governments are working to rectify the issue but medicate coverage is a contentious issue.

�  About 1 in 6 of adults living just above poverty line, have mental health problems and less than 12% get adequate care.

�  In 2011 - 100 billion in lost productivity (National Alliance of Mental Illness)

�  Suicide is top 15 cause of death

Sources: NIMH, 2011 and Scientific American, March 2012

Prevention and Intervention should match the problem

� Guide teams in the use of multiple data collection systems (TIC, SAS, SET, ODR, achievement,)

� Assist teams to collect other data as needed

(e.g., mini surveys, positive v. negative ratio counts, “caught you being good” by grade level, …)

� Teach & support teams in using data to guide the decision-making [& assess effectiveness of interventions]

Shared by M-RIP Cohort 8 Coach Mtg. Jan. 8, 2013

DATA: Role of the Coach (& Team)

M-RIP Cohort 8 Coach Mtg Oct 25 2012

(1)  Are we implementing school-wide PBIS?

(2)  If we are, is it making a difference for

students?

Ø Team Implementation Checklist (TIC 3.1) Ø School-wide Evaluation Tool (SET) Ø Benchmarks of Quality (BoQ) Ø Office Discipline Referral Data (ODR)

Two Simple-Overarching Questions

� Team Implementation Checklist – TIC (effort)

�  Self-Assessment Survey – SAS (effort)

�  School-wide Evaluation Tool – SET (fidelity) ◦  Some schools qualify for the BoQ �  Do you know which Evaluation Tool your school will be

using?

� Office Discipline Referrals – ODR (outcome)

Data Sources – This Year

We Don’t Want Teams to DRIP


Data are not informa,on; transla,ng fact into new understandings means rela,ng data to something you know and can visualize. Helps us ask ques,ons. Typically this requires comparison.

Data Rich but Informa,on Poor

Precise Problem Statements (What are the data we need for a decision?)

� Precise problem statements include information about the “Big 5 Plus 1” 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

Primary versus Precision Statements

�  Primary Statements ◦  Too many referrals ◦  September has more

suspensions than last year ◦  Gang behavior is

increasing ◦  The cafeteria is out of

control ◦  Student disrespect is

out of control

�  Precision Statements ◦  There are more ODRs

for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to accessing the new playground equipment.

Primary or Precise Statement?

� Using your Red or Green cards, please vote on the next statements.

◦  Primary=Type ‘no’ into the chat pod ◦ Precise=Type ‘yes’ into the chat pod

Precise or Primary Statement?

Our school has some features of SW-PBIS in place including administrator support, more than 80% of total staff support, and an established team. We need to review these commitments, establish regular meeting times, review our current TIC and SAS, conduct a resource review and begin to identify our 3-5 expectations.

Our school isn’t following SW-PBIS, although we have some good practices in place.

Precise or Primary Statement?

� Children are using inappropriate language with a high frequency in the presence of both adults and other children. This is creating a sense of disrespect and incivility in the school.

� ODRs during December are higher than

in any other month.

Precise or Primary Statement? �  James D. is hitting others in the cafeteria during

lunch, and his hitting is maintained by peer attention.

�  Boys are engaging in sexual harassment.

�  Three 5th grade boys are name calling and touching girls inappropriately during recess in an apparent attempt to obtain attention.

Be a Happy Grad

Way

to

go!


Navigation

•  Navigate all data sets – triangulate data •  What data set do you current have? •  What should your next steps be?

•  If you cannot locate all data sets, please assign one person within your district to manage all data sets and to complete the PBIS Assessment Coordinator form.


PBIS Assessment Coordinator Information Form

Page 1 of 2

Instructions: Applicants should complete this form and submit it to the appropriate Regional Implementation Project contact. Metro-RIP: Char Ryan [email protected]

South-RIP: Linda Watson [email protected] North-RIP: Barbara Lindell [email protected]

Local Coordinator Name:

Occupation/Job Title:

Employer/Organization:

Employer/ Organization website:

Employer Address:

Employer Phone:

Employer Fax:

City and State:

Home/Mobile Phone:

Zip:

Local Coordinator Mailing Address: (If different than employer)

Work Phone: (If different than employer)

Work ext.:

City and State:

Fax: (If different than employer)

Zip:

Email1:

Preferred password2: *If you are a SWIS Facilitator leave this blank

1 Email: Local Coordinator must have an email address. This will be used as your login name. 2 Preferred password: Passwords must be between 8-15 characters, contain at least 1 Uppercase letter and at least 1 numeric character. The password can have special characters.

PBIS Assessment Coordinator Information Form

Page 2 of 2

Districts for which you will be serving as PBIS Assessment Coordinator. (Note: if you will be working with all the schools within the district, only list the district name)

Schools in the district you will be conducting surveys for (initially)

Approved by N-RIP

Yes No

M-RIP Yes No

S-RIP Yes No

Navigation

Know 3 types of reports – All tools

◦ Total score - Are we improving? (evaluation question)

◦ Subscale score What is working & where do we focus next?

◦  Item report – Action planning information


TIC Subscale Example 1


Team Implementation Checklist 3.1

TIC “Items”


Team Implementation Checklist 3.1

Interpreting Example 1 TIC Data 1. What subscale is highest, 2nd highest?

--What are the content areas in that subscale? --What descriptive statement could you make?

2. What subscale is the lowest?

-- What are the content areas in that subscale? --What descriptive statement could you make?

3. Consider the context. What year is this school? (What if this is year 1, year 2, year 5 data?) 4. What data might you expect for a new school?

Using the TIC Example 1 � What can we say about the previous

school example?

� Propose 1 goal for this school.

� Type the goal you developed for this school (example 1) in the chat pod

OR Open your mic to tell us the goal your team developed.


TIC Example 2

Activity: TIC Action Planning

1. Based on YOUR TIC data this year, we have _________________________________. 2. What is one goal YOU can write for your team based upon the data from your team? _________________________________. 3. If applicable answer the following question: Compared to last year, your TIC data show _________________________________.

Let’s Look at the SAS Self-Assessment Survey

Self-Assessment Survey [SAS] Staff Feedback

Activity: Action Planning

According to staff surveys (SAS) this year, what is working and what is YOUR next area of focus? 1) _____________________________ 2) _____________________________ Begin to triangulate your data!

SET Example


Activity: Which answer best fits?

According to the SET done by an outside evaluator, your school shows an overall implementation average of:

a) less than 50%

b) 0 %

c) more than 50%

d) 80% or more

Triangulate Date Activity: Short answer

Based on YOUR SCHOOL’S scores from the TIC, SAS and SET, your school needs to do the following: (2-3 sentences describing some next steps for this spring and next year)

(The areas identified today will be areas in

which your PBIS Team will need to discuss at your next monthly PBIS Team meeting.)

One thing I learned today with regard to interpreting data…


DATA Question

Documents

-Topics: What’s New? Website tour 8-8:30 am SWIS Tour 8:45-9:15 …pbismn.org/RIPs/north/documents/spring2014/NR_SMarch20_2014... · Long Term Problems ! Among all Americans, 36.2