Upload
joan-black
View
215
Download
0
Tags:
Embed Size (px)
Citation preview
Enduring Understanding:
Know how to you use data to plan for interventions – at the beginning of the year and on-going
2 Views!!!Student LevelSystems Level
Essential Questions
• How can teams convert data to a plan of action based on fidelity and outcomes?
• How can team make decisions with data beyond discipline?
Preparing with Data
1. Gathering and Action Planning2. Organizing and Implementing3. Screening4. Linked to Outcomes5. Celebrating and Social Marketing6. Continuous Improvement and Planning
Career Builder
Gathering and Action Planning
• Discipline Data Review Problem Behavior, Time, Location, frequency, grade, ethnicity, teacher• Surveys and Focus Groups• Engagement• Attendance• Credit Accrual, GPA, PSSA/Keystone Exams
Top 3 Minor Infractions by Grade Level Per 100 Students
0
0.5
1
1.5
2
2.5
3
3.5
Fresh Soph Juniors Seniors
Grade Level
# o
f R
efe
rra
ls P
er
10
0 S
tud
en
ts
1-4 Classroom Disruption
1-3 Dress code
1-6 Tardy to class
1-4 Classroom Disruption
1-3 Dress code
1-6 Tardy to class
1-3 Dress code
1-4 Classroom Disruption
1-6 Tardy to class
1-3 Dress code
1-4 Classroom Disruption
1-2 Leaving Class
Top 3 Reasons for Major Referrals Per Every 100 Students
0
0.2
0.4
0.6
0.8
1
1.2
1.4
1.6
1.8
Fresh Soph Juniors Seniors
Grade Level
# o
f R
efe
rra
ls P
er
10
0 S
tud
en
ts
2-6 Profanity
2-5 Failing to Abide Rules
2-8 Defy Authority
2-6 Profanity
2-5 Failing to Abide Rules
2-8 Defy Authority2-6 Profanity
2-5 Failing to Abide Rules
2-8 Defy Authority
2-6 Profanity
2-5 Failing to Abide Rules
2-8 Defy Authority
MDS3 School Climate SurveySAFETY•Physical Safety - I feel safe at this school.•Bullying - During the current school year have you been bullied? •Social-Emotional Wellbeing - It is OK to hit someone if they hit me first.•Substance Use - During the past 30 days, how many days did you have 1 drink of alcohol?ENGAGEMENT•Relationships and Connectedness - I feel like I belong.•School Participation and Academic Emphasis - I like this school.•Parental Involvement - This school tries to involve parents or guardians.•Culture of Inclusion and Equity - Teachers believe that all students can do well if they try.ENVIRONMENT•Order and Discipline - Disruptions by other students can get in the way of my learning.•Physical Environment - The school has a bright and pleasant appearance.•Supportive Services - This school has programs to deal with violence and conflict among students.
Results from MDS3 Spring 2013 (31 intervention schools, N = 14,150)
Safety• 81.0% feel safe at school• 22.4% reported being bullied during the school year• 41.0% reported that other students try to stop bullying • 21.5% often or very often feel sad• 81.6% reported that substance use is a problem at their schoolEngagement• 66.5% feel they belong at school• 80.2% feel their teachers encourage them to work hard• 45.0% feel their parents are informed when they do well• 60.9% feel students of all races are treated equallyEnvironment• 73.7% report that disruptions in the classroom get in the way of their
learning• 47.3% report the school building is clean and well-maintained• 68.4% report that students who need help with their problems are able
to get it at school
“I feel like I belong”
20,619 students6,804 disagree or strongly disagree with this statement
Focus Groups
• What does a referral mean to you? How do you feel when you get a referral?– Don’t care – they be like you’re getting a referral
and I’m like your point is…|– Feel like the teachers write half the truth and half
lies– If I get one, I get one – it depends if it’s for
something dumb like not sitting in your seat.
Learning Preferences• I like to have new concepts
modeled• Enjoy working in groups• I often get the “big” picture
and have to work to note the details
Accommodations that Work• Extended time• Help from my friends• Working with people with
different learning styles
I Want You to Know• I don’t like timelines• I work hard• I play hard
Interests• Animals• Cooking• Outdoors
Name: John McNaughtAddress: Rabbits Foot RdHinton, VA DOB: 01-07-75
You’re InvitedDate: 08-04-09 Time: 10:00 am
Site Visits
• Partially funded by William T. Grant Foundation (PI:Bradshaw)
– 25 classrooms per school (≈1500 per time point)– 30+ non-classroom locations
• Using handheld devices to collect data• Instruments
– Assessing School Settings: Interactions of Students & Teachers (ASSIST): Rusby et al. (2001); Cash & Debnam
• Praise, opportunities to respond, punishing statements, transitions, supervision, positive interactions, engagement, aggressive behavior etc.
• Both event based and global ratings– School Assessment for Environmental Typology (SAfETy):
Bradshaw, Lindstrom Johnson, Milam, & Furr-Holden• Features of the school environment that encourage access control,
surveillance, territoriality, physical maintenance, and behavioral management (e.g., disorder, substance use, broken windows)
2. Organizing and Tracking for Fidelity
• Benchmarks of Quality• School wide Evaluation Tool• Team Implementation Checklist
SET/ISSET
• The School Wide Evaluation Tool (SET) and Individual Student Systems Evaluation Tool (ISSET) document the types of programs schools are using to support student behavior and learning– Covers a range of programs
• The SET/ISSET includes brief interviews with an administrator, the student support team leader, random staff and students, observations, and a review of specific school documents
Fidelity Data: SET
Expectations Defined
Behavioral Expectations
Taught
On-Going Reward Sys-
tem
System for Responding
to Behavioral Violations
Monitoring and Decision
Making
Management District Support
Total SET score
0
20
40
60
80
100
81.076.9
63.2
94.191.8
86.682.8 82.4
Year 3
Imp
lem
enta
tion
%
Fidelity Data: ISSET
Foundations School-wide In-terventions
Targeted In-terventions
Intensive Indi-vidualized Inter-
ventions
Total I-SSET score
0.0
20.0
40.0
60.0
80.0
100.0
77.0
63.7
81.2
92.2
78.5
Year 3
Imp
lem
enta
tion
%
3. Screening
Using the Referrals by Student report as a Universal Screening Tool
24
26
Definitions of Problem Behaviors
• All problem behaviors are covered and none of the definitions overlap
• Consistent definitions make data collection much more accurate and reliable
• The addition of minor problem behaviors assists in the summary of minor infractions
• Agree on behavioral definitions• Brainstorm classroom vs. office managed behaviors• Agree on behaviors to list on office referral
Nuts and Bolts
T- Chart
Staff Managed or Minor Problem Behaviors
• Eating, drinking, chewing gum• Disruption• Horseplay• Defiance to another student• Pushing or shoving• Lying/cheating• Public Display of Affection• Writing on School Property• Disrespect, minor to another
student or another student’s belongings
Office Managed orMajor Problem Behaviors
• Defiance/Disrespect/Non-Compliant
• Abusive or inappropriate Language
• Fighting or Physical Aggression• Disruption• Theft/Forgery• Property Damage/Vandalism• Use or Possession of
Drugs/Alcohol
Develop a Process Flow Chart• Create a flow chart to guide student behavior
management
• Keep it as simple as possible
• Keep it as clear as possible
Observe Problem Behavior
Warning/Conference with Student
Use Classroom Consequence
Complete Minor Incident Report
Does student have 3 MIR slips
for the same behavior in the same quarter
•Preparedness•Calling Out•Classroom Disruption•Refusal to Follow a Reasonable Request (Insubordination)•Failure to Serve a Detention•Put Downs•Refusing to Work•Inappropriate Tone/Attitude•Electronic Devices•Inappropriate Comments•Food or Drink
•Weapons•Fighting or Aggressive Physical Contact•Chronic Minor Infractions•Aggressive Language•Threats•Harassment of Student or Teacher•Truancy/Cut Class•Smoking•Vandalism•Alcohol•Drugs•Gambling•Dress Code•Cheating•Not w/ Class During Emergency•Leaving School Grounds•Foul Language at Student/Staff
Write referral to office
Administrator determines
consequence
Administrator follows through
on consequence
Administrator provides teacher
feedback
Write the student a
REFERRAL to the main office
•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning
•Once written, file a copy with administrator
•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)
SIDE BAR on Minor Inc ident Repor t s
•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning
•Once written, file a copy with administrator
•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)
SIDE BAR on Minor Inc ident Repor t s
Is behavior office
managed?
ClassroomManaged
Office Managed
No Yes
Define Behavior Expectations
Model Appropriate Behavior
Observe Problem Behavior
Decide: Is the behavior office managed?
Write referral to the office
Use the following teacher consequences: (Must be documented prior to writing office referral for Teacher Managed Behaviors.) Parent contact is a MUST!
1st Offense: Student/Teacher Conference (Warning)
2nd Offense: Teacher determined consequence (i.e. lunch or after-school detention, seat change, loss of privilege)
3rd Offense: Teacher determined consequence + Parent Contact
4th Offense: Office Referral
Teacher Managed Behaviors Office Managed Behaviors
•Language•Minor Insubordination•Lateness•Calling Out•Minor Throwing•Non-Performance or Refusing to Work•Preparedness•Minor Dishonesty•Disrespect•Disruption•Inappropriate Tone or Attitude•Dress Code Violation (send to the office)•Food or Drink•Gum•Running in the Halls/Horseplay
•Chronic Minor Infractions (x3)•Failure to Comply with Teacher Consequences•Cell Phone(confiscate)•Fighting or Aggressive Physical Contact•Profanity Towards Teacher•Major Insubordination•Weapons•Harassment•Bullying•Academic Dishonesty•Skipping Class•Drugs/Alcohol•Smoking•Vandalism•Theft• Threats•Gambling•PDA
Administrator Restates Behavior Expectation with Student
Administrator Issues Appropriate Consequence
Administrator Contacts Parents
Administrator Provides Teacher Feedback
+
+
+
NO YES
Per Marking Period
Total Office Discipline Referrals (ODR) per Month
LOOKS LIKE OCTOBER WAS A BUSY MONTH
Avg. # ODR/Day/Month
Consider # of SCHOOL DAYS in the month.
0
500
1000
1500
2000
2500
3000
94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06
Tota
l ODR
s
Academic Years
FRMS Total Office Discipline Referrals
SUSTAINED IMPACTPre
Post
How long would it take to answer the BIG 5 SW discipline questions in your school?
1. Who exhibited the problem behavior ?
2. What did they do?3. Where did they do it?4. When did they do it? 5. Is this a common error?
# Referrals by Student
# Referals by Problem Behavior
# Referrals by Location
Combined Data Using Vlookup in Excel
http://www.act.org/explore/norms/spring8.html
See YouTube examples: http://www.youtube.com/watch?v=wH6jPVHnc9Q
Recognize and RespondWhen do we kick it up a notch?Would you notice when something was up?Family and Community Connections360 View: Multiple Data Points as Natural Screeners- LOW Threshold!!
– Attendance– Office Referral– Suspension– Instructional Time– Tardy– HW Completion– GPA– Credit Accrual
• Youth has 2 Major ODRs• Youth has 1 Suspension• Youth experiences more than ? minutes out of instruction • Youth misses more than ? days unexcused absences• Youth drops GPA by more than ??• Youth – benchmark testing- McIntosh • Youth- incomplete class work/homework• Attendance (look at predictors for drop-out and school completion)• Admin Referral• Teacher/Staff Referral• Family Referral• Other:
Decision Rules for Access to Advanced Tiers (and decision rules for prevention-if we can predict the trajectories , then we can prevent it
from happening)
Early Warning Indicators Course Performance inCore Subjects GPA
Credits FCAT Attendance
Office Discipline Referrals
AdditionalFactors
On-Track Indicators
On-Track
Meeting all graduation requirements Cs or better in all areas
2.5 or more Meeting credit graduation requirement for grad plan year
Level 3 or above or concordant scores within the same school year
4% or less absences per quarter or semester
3 or less Level I and/or minor referrals
DisengagementNo extra curricular involvementSubstance AbuseHigh MobilityMental health issuesFree/Reduced lunchFoster/group homeTransient/HomelessParent unemployment Student employmentChanges in behavior/ appearance More recent traumatic eventMissed guidance appointmentsNo show for yearbook picture
At-Risk forOff Track
Lacking 1 graduation requirement
2.0 to 2.49 Behind 1 Credits
Level 2 on FCAT
5% or more absences per quarter or semester
4 or less Level I and/or minor referralsLevel II ODRs per semester
Off-Track
Lacking 2 graduation requirementsFailing 1-3 classes
Less than 2.0 Behind 3 credits Not passed both sections of 10th grade FCAT or retakesNo concordant scores
10% absences per quarter or semester
5 or more Level I and/or Level II ODRs per semester
Highly Off-Track
Lacking 2 or more graduation requirementsCurrently failing 3 or more classes
Less than or equal to 1.5
Behind 4 or more credits
Not passed 10th grade FCAT or retakesNo concordant scores
15% or more absences per quarter or semester
5 or more Level II ODRs for fighting/ profanity/ disruption per semester
ExtremelyOff-Track
Meeting no graduation requirements2-3 Years Behind
Less than or equal to 1.0
Not meeting cohort graduation plan
Not passed 10th grade FCAT or retakesNo concordant scores
20% or more absences per quarter or semester
Established pattern of severe behavior Level II & III ODRs
Name Grade Level
GPA last year
Behavior Referrals
Core Grades
Attendance Credits
Jana 9 2.2 4 ref 1 D 1 F 82% On TrackBlake 11 1.3 0 3F 88% -3Toby 10 2.8 16 ref 1 S 2D 1 F 84% -2Carlos 10 .7 22 S 3 S 4 F 62% -4Yvonne 9 2.7 2 ref 2 D 1 F 86% -1Lin 11 2.3 0 1 F 90% -2Maria 12 1.9 16 ref 2 S 4 D 1 F 74% -4Doug 9 3.1 2 ref 1 F 81% On TrackTyrone 9 2.9 10 ref 2 D 89% On TrackSam 10 2.4 13 ref 2D 1 F 87% -2Paul 9 3.4 1 ref 1 D 86% On TrackTia 9 3.7 0 2 C 60% On Track
Activity: Student List
Who gets access to an intervention that integrates academic/behavioral support ? Choose 6 students.
Focus Areas
1. Freshmen Support2. On Time Graduation
State Leadership Team Organized by 2 Focus Areas
PBIS OTGR Intervention Team:What are this student’s obstacles to
making it to graduation?What is the plan to help him succeed?
• 18 Years Old• Failing Algebra at Semester• Absent 20% of school days
so far• Needs English HSA• Homeless-living w/friend
BIRD HS - OTGR Data DashboardStudent Name MENTOR % Ab
SOL's Needed SPED ESOL WIA Notes Failing 1st Nine Weeks
A Oneill 5 2 4% 5-Verified CreditsNo Yes No 11th-Needs 2 more classesB Clarke 5 3 16% None No No No Govt-Smith,Physics-AustenC Lythgoe 5 2% None No No YES English 12-OccidentD Graham/Diebel 5 12% Writing Yes NO ? OSSE Joseph 5 4 2% None No No No Drop in fair 4 ClassesF Hoffner 5 0% None No No No Afr Am Lit-Occident, Physics-AustenG Hackett 5 2 7% RLR No No No Eng 12-BovaH Lau 5 11% RLR No No No Eng 12-BovaI Goehle 5 26% None No No No Truancy ProgramEng 12-Howsmon, Art 1-MorseJ Gerlach 5 18% None No No no Drop in fair/Success ?4 ClassesH Mooberry 5 3 22% None No No No Govt-Richmond, Afr Am Lit-OccidentJ Brown, C 5 3 21% None No No No Baby Eng 12K Simon 5 26% None No No No OSSL Kistner 5 3 33% None No No ? Entered 10/24Mktg, Eng 12-Occident, Govt-RichmondM Beymer/Davis/Vega 5 9% None Yes No No Comp Math, Physics-AustenN Luqman 5 4 2 11% Writing No Yes No Govt-Richmond, Alg 2-Ligatti, EO Bova 5 4 3 19% None No No No Eng 11, Eng 12-Bova, CTCP Mudd 5 4 3 44% None No No No Truancy ProgramComp Math, Geom-Schenk, Govt-Stoll, CTCQ Westcott/Reeves 5 4 3 25% RLR No No No SOL Academy5 classesR Nicolas 5 4 5% None No Yes NO Geom-Martin, Eng 12-BovaS Waller, C 5 2 9% Writing No No NoT Brown, B/Kalman 5 4 3 16% None No No No Govt-Smith, MrktU Covington 5 2 5% Needs 3 No NO No SOL AcademyAFDA-WierschemV Hinton 5 2 0% Writing & RLRNo Yes NOW Barker 5 4 5% None No No NO Afr Am Lit-Occident, Govt-SmithX Oshea 5 2 0% Writing & RLRNo No YES SOL AcademyY Brock 5 4 11% None Yes No NO Afr Am Lit-OccidentZ Richmond 5 2 16% Earth Sciene & WritingNO Yes NO Physics-Austen, Govt-RichmondAA Gocha 5 4 2 11% Writing, RLRYes No YES Afr Am Lit-Occident, Govt-HintonBB Hetterich 5 4 5% None No no no 5th Year SeniorComp Math, Eng 11-MannsCC Arcaro 5 4 3 30% None No No No Truancy ProgramEng 12-Occident, Govt-Richmond, Chem-ClarkeDD Louis 5 4 2 11% Writing, RLRNo Yes Yes SOL AcademyPhysics-AustenEE Henderson 5 4 7% Writing & RLRNo No No 504 Health/PE 2-Henderson, Eng 12-Bolton, Eng 11-OsheaFF Bakke 5 4 0% None No No No Eng 12-Howsmon, Govt-HintonGG 1 32% 1-Hist 1-Math,RLRNo No No Earth Sci 2, Eng 12-HowsmonHH White 5 4 7% None no no no Ecology-Layne, Eng 12-Bolton, Us Hist-Hailstock
5=WDYSF Mentor4=Grade Conf. 3=Attendance Conf.2=SOL Plan
1st quarter 2nd quarter 3rd quarter 4th quarter
Charger Expectations
Life Long LearningHonor & Respect
Success&
Life Skills
MathContinue
2nd quarter skills class
Pick up 2nd skills classLiteracy
LeadershipPeer Ambassador
Behavioral SupportSocial/Emotional
Graduate to Leadership
48
Freshman Success
Three times over the following three weeks, ask students (can happen in any class) questions about the graduation requirements – this should happen very quickly and take only 3 5 minutes. ‐Clarify any incorrect information and remind students to check their progress regularly and where to find thegraduation requirements in full (student handbook, school website, etc.) Sample questions may include:
49
Sample Questions
1. How many credits do you have to earn to become a sophomore?
2. How many credits will you earn for [this, Math, History] class if you earn a C or better?
3. What is the minimum grade you can in a class to still earn credit for it?
4. How many credits do you need to graduate?5. What else do you need to do to graduate
besides earn credits for classes?
Link to Outcomes
Celebration and Social Marketing
• Buy and Support • Sustaining and Expanding
• Tardy Project Example
Building the Case for Support
• Linking Coach role to impact
Tracking Support
Organizational/Systems Change OR The Development of Effective, Productive,
Collaborative Systems that create optimal Conditions for Learning
Systems Change Coach
(Facilitator/Communicato
r)
Support to Leadership
Skill Coach for
Practitioners
0
500
1000
1500
2000
2500
3000
89.425 115.67548.65
1206.67
553.449999999999 515.99
2529.86
1.25 29 11.55
354.8775
116.65200.6825
714.01
3.7587
34.65
1064.6325
349.95
602.047499999999
2142.03
Year1
Year2
y2_projected
56
Data Review
• What do you need from District?• Do you have vertical team that provides info
about 8th grade performance information?• What are some natural ways freshmen can
access existing supports?• How can you communicate so support can
happen in all classes?• Can some students get a class ?• Syllabus? Check in, Retest Request?