Detroit Public Schools Data Review and Action Planning: Schoolwide Behavior Spring

Linked to Winter Systems Review During the Winter systems review, you were asked to look at… –Team Implementation Checklist –SWIS “Big Five” Reports

Purpose of this section Review the function of Building leadership Team Review the Systems/Process data Review Student outcome data Use the data for action planning

Systems Perspective Organization do not “behave” …individuals behave “Organization is group of individuals who behave together to achieve a common goal” “Systems are needed to support collective use of best practices by individuals in an organization” (Horner, 2001) Schools as Systems Goal to create communities that for all its members have common Vision Language, & Experience Biglan, 1995; Horner, 2002 Adopt systems perspective at a Building Level

Building Leadership Team Active Management and Coordination Building Leadership Team Active Management and Coordination FundingFunding VisibilityVisibility Training Coaching Evaluation School Staff Implementing Practices with Fidelity to Support Students Planning and Implementation adapted from Center on Positive Behavioral Interventions and Supports, (2004) School-wide Positive Behavior Support: Implementers’ Blueprint and Self-Assessment. University of Oregon. Resources PoliticalSupportPoliticalSupport

What a Leadership Team does… Communicates common vision for schoolwide supports Works collaboratively to establish building capacity to support all students Commits resources to establish procedures for support Develops methods for evaluating progress towards measureable outcomes Action planning based on data

Should get easier for your school over time Handbook Describes core features Expectations and teaching matrix (rules for settings) Teaching plans and teaching schedule Acknowledgement system Continuum of consequences for problem behavior Building Leadership Team Regular meeting schedule and process Regular schedule for annual planning and training Annual Calendar of Activities On-going support for staff

Use the MiBLSi website as reference

Use the MiBLSi website as reference At bottom of webpage

Your Leadership Team Does your team understand the leadership function in managing and coordinating implementation?Does your team understand the leadership function in managing and coordinating implementation? What have been your leadership team accomplishments this year?What have been your leadership team accomplishments this year? On a scale of 1 (low) to 5 (high), how well is your team doing with this leadership responsibility?On a scale of 1 (low) to 5 (high), how well is your team doing with this leadership responsibility? Team Time

What are the Systems Measures Team Implementation Checklist –Evaluates status of Tier I Positive Behavior Supports –Submitted online at Self-Assessment Survey –Evaluates status of Schoolwide, Nonclassroom, Classroom and Individual Student Supports –Submitted online at

What is the Self-Assessment Survey? Self-assessment survey to assess the extent to which Positive Behavior Support practices and systems are in place within a school –School-wide (15 items) –Non-classroom (Specific Setting) (9 items) –Classroom (11 items) –Individual Student (8 items)

Who Completes the Self- Assessment Survey? Initially, the entire staff in a school completes the Survey. In subsequent years and as an on-going assessment and planning tool, the Survey can be completed in several ways: –All staff at a staff meeting. –Individuals from a representative group. –Team member-led focus group.

Self-Assessment Survey: Individual Summary Charts Charts are provided for each system (school- wide, nonclassroom, classroom, and individual) Current status Charts –Percentage of respondents who answered "In Place", "Partially In Place", and "Not In Place" Improvement Priority Charts –Percentage of respondents who answered "High", "Medium", and "Low”

Example of PBS Self Assessment Survey Individual Summaries Chart

Self-Assessment Survey: Analysis of Schoolwide System Chart Shows a chart with bars for components of the schoolwide system –Expectations defined (question 1) –Expectations taught (question 2) –Reward system (question 3) –Violations system (question 4-8) –Monitoring (question 10-12) –Management (question 9, 14-16) –District support (question 17-18)

Self-Assessment Survey: Analysis of Schoolwide System Chart

Example of PBS Self Assessment Survey Individual Item Score Schoolwide Component White = In Place Yellow = Partial In Place Red = Not In Place

Using the Self-Assessment Survey Information for Decision Making Is a system in place? –“in place” > 66% Is there a need to focus on a system? –Current status of “in place” is < 66% and –Priority for improvement is “High” for > 50% Which system should receive focus first? –Always establish schoolwide as first priority Which features of the system need attention? Combine survey outcomes with information on office referrals, attendance, suspensions, vandalism, perceptions of staff/faculty

Self- Assessment Survey Summary School A Which system(s) require further attention? Why?

Self- Assessment Survey Summary School B Which system(s) require further attention? Why?

Team Time Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Use the results from Self-Assessment Survey to complete the worksheetUse the results from Self-Assessment Survey to complete the worksheet If you do not have your data, what is your plan to complete the self-assessment surveyIf you do not have your data, what is your plan to complete the self-assessment survey

Why conduct Self-Assessment Survey in addition to Checklists? Checklists are conducted by team, all/most staff complete survey Look for areas of convergence/agreement across tools –Increases confidence of data Look for areas of divergence across tools –Decrease confidence of data? –Possible reasons for disparity… Lack of understanding of questions Staff not fully aware of work of Building Leadership Team Support component not fully “In Place”

Differences between the Team Implementation Checklist and the Self-Assessment Survey EBS Team Implementation Checklist EBS Self-Assessment Survey Purpose? Evaluate on-going progress towards schoolwide PBS Evaluate extent that all systems (schoolwide, nonclassroom, classroom, individual) are in place When administered? QuarterlyAnnually Who completes? MiBLSi school team, completed as a team All school staff (or representative sample) completed individually Time involved? minutes30-45 minutes

Team Time Review results from… Team ChecklistTeam Checklist Self-Assessment SurveySelf-Assessment Survey Status of your winter action planStatus of your winter action plan Place three main ideas that you have identified from your data. Write bulleted items on chart paperWrite bulleted items on chart paper Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done

Team Time Based on your information identify action items to develop a plan What celebrations can you share with your school community before this year is over?What celebrations can you share with your school community before this year is over? What is your plan to strengthen your schools’ behavior support for the next school Year?What is your plan to strengthen your schools’ behavior support for the next school Year? Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done

Reviewing Student Measures Answer the “Big Five” questions 1.How often are problem behavior events occurring? 2.Where are they happening? 3.What types of problem behaviors? 4.When are the problems occurring? 5.Who is contributing? Using SWIS “Big Five” reports 1.Major Discipline Referrals per Day per Month 2.Major Discipline Referrals by Location 3.Major Discipline Referrals by Problem Behavior 4.Major Discipline Referrals by Time 5.Major Discipline Referrals by Student

Problem Identification using Major Discipline Referral (ODR) (look at Major Discipline Referral per Day per Month on next slide) 1.Is there a problem with the absolute standard? ✔ PROBLEM- ODRs per day higher than national avg. Langley Elementary School: 478 Students, Grades K-5 100

Langley Elementary School Referrals per Day per Month

✔ Problem Identification (look at Major Discipline Referral per Day per Month on next slide) 1.Is there a problem with the absolute standard? 2.Are there trends or patterns? PROBLEM- ODRs per day higher than national avg. TREND- 4 consecutive mos. of increasing trend Langley Elementary School: 478 Students, Grades K-5

Langley Elementary

PROBLEM- ODRs per day higher than national avg. TREND- 4 consecutive mos. of increasing trend Happening mostly on the playground Tardiness a problem Disrespect also a problem Happening during morning and lunch recess periods About 3% of students with 2 or more ODRs, 12 students with 5 or more ODRs, 5 students with >30 ODRs

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?

Team Time Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Data analysis of your student outcomes Evaluate your SWIS behavior data (use- Behavior Data Review Worksheet: Using SWIS “Big Five” Reports)

Team Time Revisit your action plan… Would you make any changes to what you wrote on the action plan based on the SWIS data?Would you make any changes to what you wrote on the action plan based on the SWIS data? What might you add?What might you add? Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done

Pair up with another schoolPair up with another school Report out on your plans to…Report out on your plans to… 1.Celebrate this year’s successes 2.Plan for next year’s improved implementation Team Time Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done

Preparing for the Next School Year

Starting the year… Take a few minutes to review the checklist for starting the year right…Take a few minutes to review the checklist for starting the year right… When will your school use this form to assist in setting up the school year for success.When will your school use this form to assist in setting up the school year for success. Team Time Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done

Team Pair Share As a team prepare: 1.The results that you will celebrate with all staff 2.Two critical next steps for your school considering your reading needs 3.Ask questions of the other team Share with your “partner” team Team Time