Presentation on theme: "It Keeps getting better!"— Presentation transcript:
1It Keeps getting better! Using School-wide Data for Continuous Quality ImprovementKelsey R. Morris, EdD—University of OregonNadia K. Sampson, MA—University of OregonSession C13
2Session Overview Goal Value of data-based decision making Nexus of data-based decision making and SWPBISCycle of continuous quality improvementStudent OutcomesImplementation FidelityGoalCraft precise problem statementsCraft solution-based action plansEngage in continuous quality improvement
3Maximizing Your Session Participation Where are you in your implementation of the concepts presented?Exploration & AdoptionInstallationInitial ImplementationFull ImplementationWhat do you hope to learn?What new learning do you take away from the session?What will you do with your new learning?
4Data Collection & Analysis Data are “the numerical results of measuring some quantifiable aspect of behavior” (Mayer, Sulzer-Azaroff, & Wallace, 2012, p. 130).Data collection involves:Observation of a behaviorNotation of the behavior characteristics and contextData analysis involves:Converting numerical results into graphsUsing graphed results for instructional decision making
5Value and Utility of Data Valued OutcomesRepeatedly giving people the right information, at the right time, in the right format is the single most effective way to improve decision making and achieve valued outcomes (Gilbert, 1978).DataPracticesSystemsIn SWPBIS, the overall goal is to make educational facilities more effective learning environments.
6Performance Gap & Cause Analysis Current RealityValued OutcomesEnvironment/System1—InformationClear expectationsTimely, specific feedback2—ResourcesMaterials, toolsTimeProcesses3—IncentivesFinancial & non-financial encouragementIndividual Persons6—KnowledgeRequisite knowledge and skill base5—CapacityAbility to learn and do4—MotivesDesire to work and excelGilbert’s Behavior Engineering Model (BEM) provides a way to systematically identify barriers to organizational and individual performance.Gilbert’s Behavior Engineering Model (BEM) is an efficient method for troubleshooting performance and discovering the most important opportunities for improvement.Cause analysis does not tell us what to do to correct problems, but does give a framework to discover the cause of problems.
7Data-based Decision Making Effective teams use data to document progress and outcomes, guide decisions, and inform stakeholders (Boudett, City, & Murnane, 2006; Burke, 2010; Deno, 2005; Hill 2010; Newton, Algozzine, Algozzine, Horner, & Todd, 2011; Newton, Horner, Algozzine, Todd, & Algozzine, 2009; Pidgeon & Gregory, 2004; Renfro & Grieshaber, 2009)A critical predictor of sustained implementation of SWPBIS (Coffey & Horner, 2012; McIntosh et al., 2013)Fidelity and student outcome data are essential (Fixsen, Blase, Metz, & Van Dyke, 2013)Continues to be a struggle for schools (Dunn, Airola, Lo, & Garrison, 2013; Schildkamp, Ehren, & Lai, 2012; Telzrow, McNamara, & Hollinger, 2000)Advances in computer technology could provide efficient means for data management (Wayman, 2005)
8Components of SWPBIS Defined Behavior Expectations Teaching of Behavior ExpectationsAcknowledgment SystemsConsequence SystemsEvaluation
9Evaluation of Effectiveness Essential QuestionIs the student successful with this level of support?Intensity is a two-way street.Improved student outcomes are the result of continually monitoring and modifying (as needed) instruction, interventions, and supports.Goal:Increase prosocial behavior and enhance quality of lifeThe information we gain from data collection and analysis enables us to develop and evaluate effectiveness of interventions and modify them if necessary.Ultimately, our goal in collecting data is to increase prosocial behavior and enhance the focus person’s quality of life.
11Adult Behaviors Cause Student Change OutcomesFidelity
12School-wide Behavior Data Critical QuestionsHow often are problem behaviors occurring?When are problem behaviors frequently occurring?Where are problem behaviors frequently occurring?What problem behaviors are frequently occurring?Who is frequently engaging in problem behaviors?
13School-wide Behavior Data September = rate of 3.50 average referrals/day/monthOctober = rate of 4.53 average referrals/day/monthSpikes at 9:45 AM and 1:00 PM – 2:30 PMTop 3 non-classroom locations = bathroom, playground, & hallway
14School-wide Behavior Data Tuesday and Wednesday are the school days with the highest frequency.Top 3 Problem Behaviors = inappropriate language, defiance, disruption5th & 8th grades have the highest frequency25 students have more than 1 referral
15Problem Solving with Precision The statement of a problem is important for team-based problem solving.Everyone must be working on the same problem with the same assumptions.Problems are often framed in the “primary” form.Raises awarenessNot useful for problem solvingPrecise problem statements result from a detailed data review and are solvable.
16Problem Solving with Precision Primary StatementsPrecision StatementThere are too many referralsGang behavior is increasingThe cafeteria is out of controlStudent disrespect is a big problemThere are more ODRs for aggression on the playground than last month. 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.
17Problem Solving with Precision There are more ODRs for aggression on the playground than last month. 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?Where?When?Who?Why?AggressionPlayground1st RecessLarge number of studentsTo get new playground equipment
18Data Analysis for Precision LocationProblem BehaviorTime of DayPersons InvolvedMotivationPrecise Problem Statement
20Solution Development & Action Planning Essential ElementsExplanation1. PreventionHow can we avoid the problem context?Who? What? When? Where?2. TeachingHow can we define, teach, and monitor what we want?Teach appropriate behavior, use problem behavior as the non-example3. RecognitionHow can we build in systematic acknowledgment/rewards for positive behavior?4. ExtinctionHow can we prevent the problem behavior from continuing to pay off? (tied to motivation/function of behavior)5. ConsequencesWhat are efficient, consistent consequences for problem behavior?6. EvaluationHow will we collect and use data to evaluate our fidelity and outcomes?
21Solution Development & Action Planning Remember to include the precise problem statement as well as a statement of the goal.
24SWIS was installed for data collection and analysis Evaluation—SWIS was installed for data collection and analysis
25Riverbend Action Planning TFI “subgroup” completed the TFI and developed goals and action items for subcommitteesSubcommittees for:1.3 & 1.4 Behavioral Expectations & Teaching Expectations1.6 Discipline Policies1.9 Feedback & Acknowledgement1.11 Student/Family/Community InvolvementTFI “subgroup” members led subcommittee workCommunicationRecruiting workersSetting meetings
26Riverbend Action Planning Behavioral ExpectationsEstablished school-wide behavior matrixDrafted lesson plansDesigned and ordered signageDiscipline PoliciesEstablished a response to problem behavior flowchartEstablished a student-friendly flowchartDeveloped training on referral form completion and problem behavior definitionsFeedback & AcknowledgementEstablished a system for how an individual’s acknowledgement benefits the group (e.g., Party in a Bucket)Created signage to advertise the acknowledgement systemEstablished language to be used by all staff when delivering acknowledgementStudent/Family/Community InvolvementEstablished calendars that can be distributed to all families; each month of the calendar highlights a different PBIS componentDeveloped a survey to garner community feedbackSubcommittees prepared minute rollout trainings for all staff
30SWIS was installed for data collection and analysis Evaluation—SWIS was installed for data collection and analysis
31Hamlin Action Planning PBIS Team used TFI results to identify items of importance1.3 & 1.4 Behavioral Expectations & Teaching Expectations1.6 Discipline Policies (e.g., flowchart)1.9 Feedback & Acknowledgement (e.g., menu of reinforcers)PBIS Team worked on items during team meetingsSolicited feedback from whole facultyRevised as neededCreated lesson plans to teach all staff the aspects of school- wide PBIS during in-service week