Transcript Slide 1

The Big Picture:
“Getting it Going” and
“Keeping it Going”
Susan Barrett
Implementer Partner,
OSEP Center on PBIS
Problem Statement
“We give schools strategies & systems for
developing positive, effective, achieving, &
caring school & classroom environments,
but implementation is not accurate,
consistent, or durable. Schools need more
than training.”
Sustainability + Scaling
Organizational capacity for &
documentation of accurate (90%) &
expandable implementation of evidencebased practice across desired context
(e.g., district, classroom, school-wide, nonclassroom)
over time w/ local resources & systems
for continuous regeneration.
Education
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65 million kids
6 million teachers and staff
100,000 schools
3,143 counties
60 states & U.S. jurisdictions
Expansion
7,800 Schools !!!
Maryland
600 schools
Illinois
744 schools
Colorado
405 schools
Florida
250 schools
New York
322 schools
Michigan
248 schools
New Hampshire 141schools
Virginia
Missouri
210 schools
300 schools
North Carolina
Ohio
548 schools
221 schools
West Virginia 215 schools
Louisiana
Oregon
285 schools
398 schools
Start with the end in mind…
• What will it take to have 100,000
replications that produce increasingly
effective outcomes for 100 years?
– Fixsen
Creating Implementation
Capacity
• Start with too many overqualified people
• “Generation 1” practitioners become:
– Generation 2 interviewers, trainers, coaches,
evaluators
– Generation 3 administrators, directors, and
leaders
– Generation 4 state and federal officials
(Fixsen, 2008)
Educational Initiatives
• Guiding Principles (Coyne, 2008)
– Promoting evidence based practices
– Supporting change at the systems level
(feasible, consistent and relevant to local
needs)
– Developing local capacity to sustain effective
practices over time
SWPBS Implementers’ Blueprint Elements
Visibility
Funding
Political
Support
Leadership Team
Training
Coaching
Evaluation
Local School Teams/Demonstrations
Memo
To: School Administrators
From: District Administrators
In keeping with the new state initiative, this fall
we will be implementing an exciting new district
initiative of SNI in place of LYI. All in-service
days previously scheduled for LYI will be
rescheduled as staff development for SNI. The
$500 for release time and materials for LYI will
be discontinued and provided instead for SNI.
By the way, you will need to create local SNI
teams that meet weekly. The former members of
your LYI team would be perfect for this new
team. Your new SNI binders will be coming next
week. Have a great year!!!
14 Initiatives
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School Counseling Services
Second Step
FBA/BIP’s
School Health
Social Skills
Bully proofing
Anger Management
Student Intervention Plans
Behavioral Contracting
Character Education
504 Plans/IEP
CICO
Responsive Classroom
Expanded School Mental Health
Competing or Coordinated
• Need for a framework, the anchor, for all
school improvement efforts
• Common language, Common logic
INTENSIVE
TARGETED
UNIVERSAL
School counseling services
Second Step
FBAs/BIPs
School health services
Student Intervention Plans School wide PBIS Health Education Voluntary State Curriculum
Section 504 Plans and/or IEPs Check-in/Check-out
Alternative programs
Expanded School Mental Health Initiatives and Interagency Partnerships
Social skills, bully proofing, and/or anger management groups
Behavioral contracting
Character Education
Responsive counseling School mental health services Bullying Prevention
INTENSIVE
TARGETED
UNIVERSAL
School counseling services
Student Intervention Plans
Section 504 Plans and/or IEPs
Second Step
School wide PBIS
FBAs/BIPs
School health services
Health Education Voluntary State Curriculum
Check-in/Check-out
Alternative programs
Expanded School Mental Health Initiatives and Interagency Partnerships
Social skills, bully proofing, and/or anger management groups
Behavioral contracting
Responsive counseling
Character Education
School mental health services
Bullying Prevention
Empower Educators
• We need to be better consumers!
• Say “No”, unless . . .
Show evidence of need
Office referrals are increasing every
day!!!
“Minor disrespect and disruption are
increasing over time and are most likely
during the last 15 minutes of our block
periods when students are engaged in
independent seatwork. This pattern is
most common in 7th and 8th grades,
involves many students, and appears to
be maintained by peer attention.”
The playground is out of control !!!!
The students won’t listen to anyone
and are fighting all of the time!!!
“Major & minor referrals have increased by
50% during lunch time on the playground.
The referrals are mostly 4th and 5th
graders, and disrespect and aggressive
behavior are the highest problem
behaviors. Peer attention is the
motivation.”
DATA is your friend
• 3 Parts
– Coherent office referral procedures
– Computer Application
– Decision Making
Using Data • Does your Data give you an accurate
picture? Reliable? What is your confidence
level? Do you share with all staff?
• General Data Decision Rules
• Are you able to make precision statements?
Do you present to faculty to get buy in?
• How do you know when to move “up the
triangle”?
Improving Decision-Making
From
Solution
Problem
Problem
To
Problem
Solving
Information
Solution
Key features of data systems
that work.
• The data are accurate and valid
• The data are very easy to collect (1% of staff
time)
• Data are presented in picture (graph) format
• Data are used for decision-making
• The data must be available when decisions need to be
made (weekly?)
• Difference between data needs at a school building
versus data needs for a district
• The people who collect the data must see the
information used for decision-making.
Why Collect Discipline
Information?
• Decision making
• Professional Accountability
• Decisions made with data (information)
are more likely to be (a) implemented and
(b) effective
What data to collect for
decision-making?
• USE WHAT YOU HAVE
– Office Discipline Referrals/Detentions
• Measure of overall environment. Referrals are affected
by (a) student behavior, (b) staff behavior, (c)
administrative context
• An under-estimate of what is really happening
• Office Referrals per Day per Month
– Attendance
– Suspensions/Expulsions
– Vandalism
Office Discipline Referral
Processes/Form
29
• Coherent system in place to collect office
discipline referral data
– Faculty and staff agree on categories
– Faculty and staff agree on process
– Office Discipline Referral Form includes needed
information
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Name, date, time
Staff
Problem Behavior, maintaining function
Location
When Should Data be
Collected?
• Continuously
• Data collection should be an embedded part of
the school cycle not something “extra”
• Data should be summarized prior to meetings
of decision-makers (e.g., weekly)
• Data will be inaccurate and irrelevant unless
the people who collect and summarize it see
the data used for decision-making.
Organizing Data for “active
decision-making”
• Counts are good, but not always useful
• To compare across months use “average office
discipline referrals per day per month”
Total Ref versus Ref/Day/Mo
NV High School
January 10
70
R e fe rra ls
60
50
40
30
20
10
0
Aug Sept
Oct
Nov Dec
Jan
Feb Mar
School Month
Apr
May Jun
Change
Report Options
3.49
2.75
2.5
2.7
1.8
1.4
0
.00
Using Data for On-Going
Problem Solving
• Start with the decisions not the data
• Use data in “decision layers” (Gilbert, 1978)
– Is there a problem? (overall rate of ODR)
– Localize the problem
– (location, problem behavior, students, time of day)
– Get specific
• Don’t drown in the data
• It’s “OK” to be doing well
• Be efficient
Is there a problem?
• Office Referrals per Day per Month
• Attendance
• Faculty Reports
SWIS Data Summary
06-07
SWIS summary 06-07 (Majors Only)
1974 schools; 1,025,422 students; 948,874 ODRs
Grade
Range
Number of
Schools
K-6
1288
Mean
Mean
Enrollment ODRs per
per school 100 per
school day
446
.34 (sd=.37)
(1 / 300 / day)
6-9
377
658
.98 (sd=1.36)
(1/ 100 / day)
9-12
124
1009
.93 (sd=.83)
(1/ 107 / day)
K-(8-12)
183
419
.86
(sd=1.14)
(1/ 120 / day
Interpreting Office Referral Data:
Is there a problem?
• Absolute level (depending on size of school)
– Middle, High Schools (> 1 per day per 100)
– Elementary Schools (> 1 per day per 300)
• Trends
– Peaks before breaks?
– Gradual increasing trend across year?
• Compare levels to last year
– Improvement?
Office Referrals per Day per Month
N= 495
Last Year and This Year
A v e R e fe r r a l s p e r D a y
Middle
School
20
15
10
5
0
Sept
Oct
Nov Dec
Jan
Feb
Mar
School Months
Apr
May
Jun
What systems are problematic?
• Referrals by problem behavior?
– What problem behaviors are most common?
• Referrals by location?
– Are there specific problem locations?
• Referrals by student?
– Are there many students receiving referrals or only
a small number of students with many referrals?
• Referrals by time of day?
– Are there specific times when problems occur?
Tardy
Forge/Theft
Dress Code
Tobacco
Alcohol
Combustibl
Bomb
Arson
Weapons
Other
Unknown
Drugs
Tech
Iapp
Out bounds
Gang
Minor
M-Prpty
M-Other
M-Dress
M-Tech
M-Tardy
M-Unknown
Inapp lan
Lying
Vandal
M-Disruption
Harass
Prop dam
M-Inapp lan
M-Contact
M-Disrespt
Skip
Disrespt
Agg/Fight
Disruption
Number of Referrals
Defining the Problem
What Problem Behaviors Are
Occurring?
Referrals by Problem Behavior
20
15
10
5
0
Referrals: 52
Clarifying the Problem
When Are Problem Behaviors
Occurring?
Referrals by Time
16
12
10
8
6
4
2
Referrals: 138
5:00 PM
4:00 PM
3:00 PM
2:00 PM
1:00 PM
12:00 PM
11:00 AM
10:00 AM
9:00 AM
8:00 AM
0
7:00 AM
Number of Referrals
14
Referrals: 166
Plygd
Bus
Class
Gym
Hall
Library
Café
Stadium
Off-Campus
Locker rm
Office
Unknown
Other
Special evt
Park lot
Bus Zn
Bathrm
Common
Number of Referrals
Clarifying the Problem
Where Are Problem Behaviors
Occurring?
Referrals by Location
100
80
60
40
20
0
1
2
3
5
10
11
12
13
17
18
20
21
22
23
24
25
34
35
37
38
39
40
42
47
48
49
50
52
54
56
57
60
62
65
72
73
75
78
79
85
86
88
89
93
94
96
97
99
100
95
84
91
98
87
67
26
55
51
36
41
Number of Referrals
Clarifying the Problem
Who Is Engaging in Problem
Behaviors?
Referrals by Student
12
10
8
6
4
2
0
Student No.
Students: 60
Referrals: 96
Data-Based Decision Making
• Is there a problem?
• 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?
• What is the most effective use of
Team Initiated
Problem Solving
(TIPS) Model
Review
Status and
Identify
Problems
Develop and
Refine
Hypotheses
Evaluate and
Revise
Action Plan
Collect
and Use
Data
Develop and
Implement
Action Plan
Discuss and
Select
Solutions
Problem Solving
Foundations
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
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, and
these are most likely
to occur during first
recess, with a large
number of students,
and the aggression is
related to getting
access to the new
playground
equipment.
What are the data you are most likely to
need to move from a Primary to a Precise
statement?
• What problem behaviors are most common?
– ODR per Problem Behavior
• Where are problem behaviors most likely?
– ODR per Location
• When are problem behaviors most likely?
– ODR per time of day
• Who is engaged in problem behavior?
– ODR per student
• Why are problem behaviors sustaining?
– No graph
What other data may you want?
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ODR by staff
ODR by IEP
ODR by grade
ODR by gender by grade
Faculty subjective impressions
Academic performance
Attendance
Information about home status
Decision Making
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Is there a problem?
What areas/systems are involved?
Are there many students or a few involved?
What kinds of problem behaviors are occurring?
When, where and with whom are these
behaviors most likely?
• What is the most effective use of our
resources to address this problem?
Primary to precise
• Primary
– Kids are noisy in the hallway going to reading
• Precise
– 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
Using Data to Build Solutions
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Prevention: How can we avoid the problem context?
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Who, When, Where
Schedule change, curriculum change, etc
Teaching: How can we define, teach, and monitor what we want?
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Teach appropriate behavior
Use problem behavior as negative example
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Recognition: How can we build in systematic reward for desired
behavior?
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Extinction: How can we prevent problem behavior from being
rewarded?
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Consequences: What are efficient, consistent consequences for
problem behavior?
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How will we collect and use data to evaluate (a) implementation
fidelity, and (b) impact on student outcomes?
Evaluation
Questions
School
Improvement
Goals and
Objectives
Marketing and
Dissemination
•Presentations
Newsletters
Annual Reports
Data Base
SWIS
Decision
Making
•Precision
Statements
•Build
Solutions
Educational Initiatives
• Guiding Principles (Coyne, 2008)
– Promoting evidence based practices
– Supporting change at the systems level
(feasible, consistent and relevant to local
needs)
– Developing local capacity to sustain effective
practices over time
Keep it Going!!
• Create Useful Systems of Data Collection
• Establish Community of Practice
– We will be more efficient and effective if we share and
learn together- Local NETWORKs
• Apply three tiered logic to your work
• Showcase and celebrate outcomes!!
– Cost benefit
• Fidelity!!
• Action Plan, process tools like BOQ, staff surveys!!!