Presentation on theme: "Measuring Performance within School Climate Transformation Grants"— Presentation transcript:
1Measuring Performance within School Climate Transformation Grants Rob HornerOSEP TA-Center on PBIS
2GoalDefine resources for measuring performance within SCTG grants that may improve efficiency, consistency and effectiveness of evaluation efforts.Provide a brief summary of schools using PBIS in the U.S.
3Why a Framework for Multi-tiered Behavior Support? The fundamental purpose of a Multi-tiered Behavior Framework is to make schools more effective and equitable learning environments.PredictablePositiveConsistentSafe
4All the parts Logic Model Intervention Strategies/Programs Why the strategies workLogic ModelMulti-tieredIntervention Strategies/ProgramsBuild Capacity to Scale and SustainImplementation ProcessAre we doing the strategy/programFidelity of ImplementationStudent/ Family OutcomesValued outcomes/ Academic, Behavior, Social Emotional
5Four ways the OSEP TA-Center may be helpful Aligning multiple initiatives begins by defining common fidelity and outcome measuresCoordination and CommunicationWebinars and information disseminationIntervention ContentTier ITier IITier IIIMeasuring Fidelity of Multi-tiered Behavior SupportMeasuring Student Outcomes
6Resources Grantees are held accountable for what they submitted. But some consistency across projects may help all evaluation effortsResources that may be helpful:Evaluation Blueprint (www.pbis.org)Evaluation Annual Reports (www.pbis.org)State and District Capacity AssessmentsMulti-tiered Fidelity Assessment (Tier I, Tier II, Tier III)Multi-tiered student discipline data systemsSWIS, CICO-SWIS, ISIS-SWIS
8Performance Indicators: SEA The number of training and technical assistance events provided by the SEA School Climate Transformation Grant Program to assist LEAs in implementing a multi-tiered behavioral framework.The number and percentage of LEAs provided training or technical assistance by the SEA School Climate Transformation Grant Program that report an improvement in knowledge and understanding of the implementation of a multi-tiered behavioral framework.The number and percentage of schools in LEAs provided training or technical assistance by the SEA School Climate Transformation Grant Program that implement a multi-tiered behavioral framework.
9Performance Indicators: LEA Number and percentage of schools that report an annual decrease in office disciplinary referrals.Number and percentage of schools that report an annual improvement in the attendance rate.Number and percentage of schools that report an annual decrease in suspensions and expulsions, including those related to possession or use of drugs or alcohol.Number and percentage of schools annually that are implementing the multi-tiered behavioral framework with fidelity.
10Performance Measure Considerations Use a Formal Evaluation ModelMeasure Fidelity at All Three TiersConsider Measuring Improved State/ District CapacityMeasure student outcomes within a formal “decision system”
11Multi-Tiered Behavior Support Evaluation Model: Evaluation Blueprint/Multi-Tiered Behavior Support
12Context Who is participating How selected Initial Assessment Process for support plan development
13Input Type and amount of technical assistance Training Coaching Systems for Performance FeedbackDevelopment of evaluation capacityDevelopment of Leadership Team Capacity
14FidelityAre schools using Tier I practices and systems of behavior support?Are schools using Tier II practices and systems of behavior support?Are schools using Tier III practices and systems of behavior support?
15Impact State: Capacity of State Has the state established the capacity to (a) improve district capacity, (b) implement evidence-based, multi-tiered behavior support in schools, (c) monitor the fidelity of school-level implementation and (d) benefits for children and families?District/Region: Capacity of LEA or RegionHas the district/region established the capacity to (a) implement evidence-based, multi-tiered behavior support in schools, and (b) monitor the fidelity of implementation in schools and (c) benefits for children and families?Schools: Fidelity of Imp and Impact on StudentsIs multi-tiered behavior support being implemented with fidelity in target schools?Is there an effect of multi-tiered behavior support on student behavior as measured by office discipline referral (ODR) patterns?Is there an effect of multi-tiered behavior support on student attendance?Is there an effect of multi-tiered behavior support on student suspension and expulsion?Is there an effect of multi-tiered behavior support on student bullying and violence?Is there an effect of multi-tiered behavior support on juvenile arrests?Is there an effect of multi-tiered behavior support on student academic performance?
16Are Schools Implementing Multi-tiered Systems of Behavior Support?
17Possible Measures of Multi-Tiered Behavior Support Fidelity Measures (www.pbis.org)Tiered Fidelity Inventory (TFI) Tier IIIIndividual Student System Evaluation Tool (ISSET)Benchmark of Advanced Tiers (BAT)Measure of Advanced Tiers Tool ( MATT)Tiered Fidelity Inventory (TFI) Tier IITiered Fidelity Inventory (TFI) Tier ISchool-wide Evaluation Tool (SET)Team Implementation Checklist (TIC)Benchmarks of Quality (BoQ)Regardless of the Intervention approach used, TA-Center Fidelity measures are available and appropriate
18TFI- Technical Adequacy (McIntosh, Massar et al. 2014) Available from OSEP TA-CenterNo CostAssessors Training PowerPoint availableAssessors Training Video in developmentTFI- Technical Adequacy(McIntosh, Massar et al. 2014)Content Validity (.95; .93; .91)Usability (12 of 14 > 80%) (15 min per Tier)Inter-rater Agreement (.95; .96; .89)Test-retest reliability (.98; .99; .99)Factor Analysis (in process)
24State/Region Capacity Does a state have the capacity to implement multi-tiered systems of behavior support?Is Technical Assistance improving the capacity of a state/region to implement multi-tiered systems of behavior support?
25Possible Measures of SEA/LEA Capacity www.sisep.org State Capacity Assessment (SCA)Assessment of extent to which state department has capacity to implement evidence-based practices at scales of social significance?No Cost, from OSEP’s SISEP TA-CenterScores: Total, Sub-scale, ItemUsed for initial assessment, action planning, progress monitoringDistrict Capacity Assessment (DCA)Assessment of extent to which a school district (or region) has capacity to implement evidence-based practices as scales of social significance?No Cost, from OSEP’s SISEP TA-CenterImplementers Training Video
26SCA/ DCA Format (Team with Coach/ Assessor) Item Data Sources Scoring Criteria Score
39Measures of Student Benefit Office Discipline ReferralsTier I = SWISTier II = CICO-SWISTier III = ISIS-SWISSchool ClimateUnder developmentSchool Safety SurveyRisk Factor/ Protective Factor
40Performance Monitoring Summary Consider including measures of MTBSF fidelity at all three tiers.Many Tier I optionsSeveral Tier II optionsOne new measure that does all three (Tiered Fidelity Inventory (TFI)Consider assessing SEA/ LEA “Capacity to implement evidence-based interventions”State Capacity AssessmentDistrict Capacity AssessmentOutcome measuresOffice discipline referrals (SWIS, CICO-SWIS, ISIS-SWIS)… laterSchool ClimateSchool Safety SurveyExcellent Examples of State and District Reports at