Integrating Academic and Behavior Data: Systems and Strategies for Teams

Transcription

1 Integrating Academic and Behavior Data: Systems and Strategies for Teams Jennifer Rollenhagen & Susannah Everett May 2018 miblsi.org

2 Purpose Students are more successful when behavior and learning are addressed together. This session will review strategies for integrating and aligning data sources to support team decision making and enhance student outcomes. 2

3 Session Outcomes Explain why behavior and academic data systems should be integrated Understand the different types of measures within an integrated data system Utilize shared resources on integrated data systems to create or improve your own district/school data system 3

4 1.0 Integrating Academic and Behavior Systems 4

5 Integrated, Not Parallel 5

6 Research Shows Integrating Academic and Behavior Supports Connection between low academic skills and problem behavior Difficulty in one area (reading and behavior) can predict future problems in other areas 6

7 What are the Common Elements? Share a three-tier, prevention focused model Use of teams for decision making Collect universal data to assess need Use progress monitoring to assess growth Implement effective interventions Use data for action planning 7

8 Systems Change 8

9 Two Key Benefits: 1. Efficiency Integrating a Data System Ideas and principles behind data collection and use for decision making are identical 2. Effectiveness Data in both areas leads to better decision making Provides a broader, whole-child perspective Narrows down the problem McIntosh & Goodman,

10 5 Main Purposes to use Integrated Data 1. Assess fidelity of implementation Are we doing what we said we d do? 2. Screening Who needs additional support? 3. Diagnostic assessment What specific supports are needed? 4. Progress monitoring Are the supports changing student trajectories to the positive 5. Overall student outcomes Are students doing better overall? McIntosh & Goodman,

11 Fidelity of Implementation Measures Behavior Academic SWPBIS Tiered Fidelity Inventory School-wide Evaluation Tool School-wide Benchmarks of Quality PBIS Self Assessment Survey Reading Tiered Fidelity Inventory; Elementary and Secondary Level Planning and Evaluation Tool for Effective School-wide Reading Programs - Revised 11

12 Behavior Screening Measures Academic Office Discipline Referrals Behavior Universal Screening Student Risk Screening Scale Internalizing & Externalizing Systematic Screening for Behavior Disorders Curriculum Based Measures Dynamic Indicators of Basic Early Literacy Skills Content Area Reading Indicators Aimsweb 12

13 Behavior Diagnostic Measures Academic Functional Behavior Assessment Identify function of unwanted behavior (avoid/obtain) Functional Academic Assessment Identify nature of the academic problem ( can t do / won t do ) DIBELS Deep 13

14 Progress Monitoring Measures Behavior Academic Office Discipline Referrals Curriculum Based Measures Dynamic Indicators of Basic Early Literacy Skills Content Area Reading Indicators Aimsweb 14

15 Overall Student Outcomes Behavior Academic Office Discipline Referrals (monthly or annual review) Attendance Suspensions School Climate Surveys Curriculum Based Measures Course Proficiency GPA State Assessments 15

16 Activity 1 Review the MIBLSI MTSS Academic and Behavior Measures document Place a star next to the measures your school or district is already using to collect data 16

17 How do We Start to Integrate our Data Systems? Take an audit of which measures are being used to collect data in your school Identify which of the main purposes each measure is used to collect data for (i.e., fidelity, screening) Identify which measures are redundant and where there are gaps 17

18 Activity 2 Review the MIBLSI District Assessment Audit document Identify which team (i.e., School Leadership Team) will complete the audit and when the audit will be completed 18

19 Michigan: MTSS Assessment System Putting It All Together 19

20 Michigan s Integrated and Learning Support Initiative (MIBLSI) Funded by the Michigan Department of Education, Office of Special Education and through various grants from the U.S. Department of Education Intensive technical assistance program for the successful use of an integrated behavior and reading MTSS model 20

21 Defining MIBLSI MIBLSI is intensive technical assistance because it encompasses: A four-year professional learning series in three main areas: (1) PBIS; (2) School-Wide Reading Model; (3) School-Wide Content Area Reading Model Professional learning is for targeted audiences (district team, school leadership teams, grade-level teams, school coaches, school staff) across the four years Use of specific assessments and data systems related to the three main areas of support On-site coaching for district teams and for the initial set-up and use of the assessments and data systems 21

22 Two Levels: Assessment System Levels 1. District: outlines general parameters for data that are collected, analyzed and used across schools (what and how) 2. School: given the general parameters established by the districts, schools identify the particulars for when data will be collected, analyzed, and used by staff 22

23 Benefits of an Assessment System Ensures a common metric is used across the district to make important decisions Increases the confidence that the data are accurate Ensures data are accessible when needed for data-based problem solving at multiple levels: District- level, school-level, grade-level, class-level, individual student-level 23

24 Assessment System Components Names of assessments that are used for decision making (e.g., fidelity, universal screening and progress monitoring across grade levels) Mechanism for how: Assessment materials will be ordered and disseminated Data will be collected (e.g., assessment team with classroom teachers) People collecting and entering the assessment data will receive initial and on-going professional learning in administration and scoring of assessments 24

25 Assessment System Components (cont.) Timeline for: Data collection Data analysis at the school, grade and individual student levels Deadlines for data entry and report generation Names of district data coordinators 25

26 MTSS Assessment System Document Assessment and evaluation are critical components of an effective MTSS System MIBLSI created a template for districts and schools to document critical information: Assessments being used based on MTSS training Scope & Sequence Data collection dates Data Coordination: Individuals involved with assessment and evaluation Assessment Roles, Collection and Analysis Decisions 26

27 Activity 3 Access the MIBLSI District MTSS Assessment System document Follow along as we move through the next slides 27

28 Year 1 District Assessment Schedule Measure Aug Sept Oct Nov Dec Jan Feb Mar Apr May June DCA 8/1-9/30 8/1-9/30 1/1-2/28 1/1-2/28 District Installation Checklist x x x x x x x x x PBIS Installation Checklist (Cohort 1 schools only) x x x x SWPBIS TFI (Cohort 1 schools only) b/n PBIS Days 2 & 3 (Tier 1) b/n PBIS Days 2 & 3 (Tier 1) Year 1 MTSS District Assessment Schedule table in handout 28

29 Year 2 District Assessment Schedule District Capacity Assessment District Installation Checklist PBIS Installation Checklist Reading Installation Checklist Discipline Referrals Reading Universal Screener - Elementary Early Warning Indicators - Secondary SWPBIS TFI Reading TFI Year 2 MTSS District Assessment Schedule table in handout 29

30 Year 3 District Assessment Schedule District Capacity Assessment District Installation Checklist PBIS Installation Checklist Reading Installation Checklist Discipline Referrals Student Risk Screening Scale Reading Universal Screener - Elementary Early Warning Indicators - Secondary SWPBIS TFI Reading TFI Year 3 MTSS District Assessment Schedule table in handout 30

31 Year 4 District Assessment Schedule District Capacity Assessment District Installation Checklist Discipline Referrals Student Risk Screening Scale Reading Universal Screener - Elementary Early Warning Indicators - Secondary SWPBIS TFI Reading TFI Year 4 MTSS District Assessment Schedule table in handout *This is the final year in training Scope & Sequence 31

32 Data Coordinators MIBLSI Database (MIDATA) PBIS Assessment Coordinator SWIS Facilitator DIBELS Next Mentor R-TFI Facilitator EWS Coordinator SRSS Coordinator DIBELS Mentor with Survey Endorsement DIBELS Mentor with Pathways of Progress Endorsement DIBELS Mentor with Deep PA & WRD Endorsement DIBELS Mentor with Deep CFOL Endorsement Data Coordinator table in handout 32

33 Roles, Collection, and Analysis Decisions Example: SWPBIS TFI Role/Function Enter School Name Enter School Name Enter School Name Enter School Name Enter School Name Individuals with Team Member access to PBIS Assessment Enter names Enter names Enter names Enter names Enter names Facilitates team administration of TFI Enter name of individual(s) Enter date, time, location Enter name of individual(s) Enter date, time, location Enter name of individual(s) Enter date, time, location Enter name of individual(s) Enter date, time, location Enter name of individual(s) Enter date, time, location Gathers data source documentation prior to TFI administration Enter name of individual(s) Enter date prior to team administration Enter name of individual(s) Enter date prior to team administration Enter name of individual(s) Enter date prior to team administration Enter name of individual(s) Enter date prior to team administration Enter name of individual(s) Enter date prior to team administration Conducts Walkthrough (Tier I) Enter name of individual(s) Enter date prior to team administration Enter name of individual(s) Enter date prior to team administration Enter name of individual(s) Enter date prior to team administration Enter name of individual(s) Enter date prior to team administration Enter name of individual(s) Enter date prior to team administration Roles, Collection, and Analysis Decisions table in handout 33

34 Integrated Data Analysis for Problem Solving 34

35 Problem Solving Process With Questions The problem solving process with specific questions associated with each step displayed as a cycle with the center being improved student outcomes. Problem Identification: What is the problem? What is our objective? Problem Analysis: What are the contributing factors? Are these factors validated? Plan Development: What are we going to do about the problem? Plan Implementation & Evaluation: Is our plan working? 35

36 Activity 4 Access the MIBLSI Problem Solving & Data Review - Secondary document Read the document and share with a neighbor which elements of the document your school is already implementing 36

37 Who School-Level Data Review School Leadership Team (SLT) Purpose To Provide SLTs time to focus on problem solving and to act upon student outcome and fidelity data to improve student achievement When Fall (October), Winter (Jan-Feb), Spring (May) 37

38 How Will Teams Analyze the Data? Start with Component #1 in the Analysis of School-wide Data Report Study the tabs on the dashboard prompted by each component in the Analysis of School-wide Data Report Keep the problem-solving process in mind 38

39 Which Data Are Examined at Each Step? Problem Identification: DIBELS Next Composite Score (Elementary) Early Warning Indicators (Secondary) Problem Analysis: Identify reading/engagement skills Discipline Referrals (SWIS Data) Student Risk Screening Scale (SRSS) Implementation of School-wide Reading Model (R-TFI) Implementation of School-wide PBIS Framework (SWPBIS- TFI) 39

40 How Do We Know if We Have Accomplished the Work of Problem Identification and Analysis? Reviewed all of the tabs on the school-level dashboard Identified S.M.A.R.T. objective(s) related to improved student outcomes Reviewed what might be contributing to your current outcomes in terms of specific reading skill areas, behavior outcomes, implementation of School-wide Reading Model, and/or implementation of School-wide PBIS Developed hypothesis statement for each objective that will point to the next steps of planning 40

41 MIDATA School Context Dashboard 41

42 MIDATA School Reading Outcomes 42

43 MIDATA Reading Skills Outcomes 43

44 MIDATA School Engagement Outcomes 44

45 MIDATA Early Warning Indicators Outcomes 45

46 MIDATA School Behavior Outcomes 46

47 Who District Data Review District Implementation Team (DIT) Purpose To examine the district s implementation infrastructure to support the installation and implementation of MTSS with fidelity to improve outcomes for students When Fall and Mid-Year 47

48 What is your DIT Trying to Accomplish? Establish a well-functioning implementation infrastructure that can support the successful installation and use of MTSS More specifically, all schools that are within a traditional K-12 educational setting will adopt and implement the components of an integrated behavior and reading MTSS model to improve outcomes for students 48

49 District Data Review Essential Questions Districts with a well-functioning implementation infrastructure should be asking these questions each time they meet: 1. How many schools are implementing? (e.g., behavior and reading MTSS components) 2. How well are they implementing? 3. What is the impact on student outcomes? 4. What are barriers to implementation and how can these be addressed? 49

50 MIDATA District Behavior Fidelity Dashboard 50

51 MIDATA District Reading Fidelity Dashboard 51

52 MIDATA District School Details Dashboard 52

53 What are Some Other Data Tools? Data Warehouse (i.e., Illuminate DNA) Excel Sheet Google Sheet Microsoft Access 53

54 References Sugai, G. (2009). School-wide positive behavior support and response to intervention. Retrieved January 31, 2009 McIntosh, K., Goodman, S., (2016). Integrated multi-tiered systems of support: Blending RTI and PBIS. New York: The Guilford Press 54