integrating multi-level data to improve pbs & school functioning: the big picture pbs conference...
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Integrating Multi-Level Data to Improve PBS & School Functioning:
THE BIG PICTURE
PBS Conference – Baton Rouge, LAJuly 10, 2009
Session 27A 10:45Session 27B 2:00
Karen B. Leaumont, M.Ed.Valerie W. Perez, M.Ed.
The University of New OrleansPupil Assistance Model (PAM) Team
Objectives• Academic and Behavior Intervention Team
(ABIT)• Academic Screening
– Curriculum-Based Measurement – High Stakes Testing
• Behavioral Screening– Systematic Screening for Behavior Disorders
(SSBD)– PBS School Evaluation Tool (SET)– Office Discipline Referrals (ODRs)
• School Resource Mapping• RtI Readiness Assessment
GUMBOGUMBOELEMENTARYELEMENTARY
Academic & Behavior Academic & Behavior Intervention TeamIntervention Team
(ABIT)(ABIT)
ABIT- Academic and Behavior Intervention Team
• Problem-solving team• Functions to oversee and guide assessment and
interventions on each level of the PAM model which combines Response to Intervention and Positive Behavior Support (RTI/PBS)
ABIT• Composed of a consolidated team of school-
based personnel (i.e., administrators, regular ed. teachers, special ed. teachers, counselors, school psychologists, PBS folks, technology personnel) who provide assistance to students who are experiencing academic and/or behavioral difficulties in school.
• There is a consolidated problem-solving team on the school and district-wide levels.
Academic/Behavior Intervention Team
• ABIT meets once a week
• Uses time to meet with parents, train teachers on interventions, collect data, and make data-based decisions
HIGH-STAKESHIGH-STAKESTESTINGTESTING
CURRICULUM-BASEDCURRICULUM-BASEDMEASURESMEASURES
GUMBOGUMBOELEMENTARYELEMENTARY
Academic & Behavior Academic & Behavior Intervention TeamIntervention Team
(ABIT)(ABIT)
What components of data do we use?
Curriculum Based Measures
• Reading probes - 1 minute timed passages
• Math probes- The University of New Orleans has developed Math benchmark probes that are aligned to Louisiana state standards (i.e., Grade Level Equivalents (GLEs))
PAM Classwide Ranking Sheet
BEHAVIORALBEHAVIORALSCREEINGSCREEING
(Systematic ScreeningFor Behavior Disorders)
(SSBD)
HIGH-STAKESHIGH-STAKESTESTINGTESTING
CURRICULUM-BASEDCURRICULUM-BASEDMEASURESMEASURES
GUMBOGUMBOELEMENTARYELEMENTARY
Academic & Behavior Academic & Behavior Intervention TeamIntervention Team
(ABIT)(ABIT)
Systematic Screening for Behavior Disorders (SSBD) TRACKING SHEET
School: GUMBO ElementarySUMMARY by CRITICAL EVENTS
INDEX Date: 11/14/07
Teacher Grade Student(M or F) Gender Race
Critical Events Form Ext. or Int.
(E or I)
Critical Events Index
Adaptive Behavior
Score
Maladaptive
Behavior Score
Check if Student is "At-Risk"
Davis 4 Jane F B E 15 24 40 +
Simpson 2 Lance M B E 9 22 36 +
Charles 4 David M B E 8 32 41 +
Smith 2 Brian M B E 7 31 32 +
Bernard 5 Bethany F B E 7 39 44 +
Thompson 3 Jeffrey M B E 4 30 41 +
Bernard 5 Lisa F B E 4 41 34 +
Reavis 1 Julio M H E 3 28 35 +
Carter 1 Davonte M B E 2 31 36 +
Smith 2 Javon M B I 7 44 12 +
Davis 4 Nell F H I 6 26 16 +
Bernard 5 Rufus M B I 6 23 32 +
14 14
SSBD School Summary Report 2007-2008 School Year
School: GUMBO ELEMENTARY
*Total Screened Population: 400"At-Risk" Students
# of students in population
(minus SpEd.)
% of students in population
(minus SpEd.)
% of "At-Risk"
students in population
(minus SpEd.)
# of Students Nominated on SSBD: 110 RACE # %
% of Students Nominated on SSBD 27.5% Black: 29 72.5% 238 59.5% 7.3%
# of Students "At-Risk" on SSBD: 40 Hispanic: 2 5.0% 47 11.8% 0.5%
% of Students "At-Risk" on SSBD: 10.0% White: 9 22.5% 74 18.5% 2.3%
"*" Total Student Population = all regular education students in grades 1-5 (or 6 if applicable), and students identified as Speech Only and Gifted or Talented
Asian: 0 0.0% 39 9.8% 0.0%
Other: 0 0.0% 2 0.5% 0.0%
40 100.0% 400 100.0% 10.0%
"At-Risk" StudentsCEI # %
Externalizing: 21 52.5% "At-Risk" Students# of "At-
Risk" students in each grade
% of "At-Risk"
total
Total # of students by
grade (minus SpEd.)
% of "At-Risk"
students in entire grade
# of students
nominated by grade (minus SpEd.)
% of students
nominated in entire gradeInternalizing: 19 47.5% GRADE Externalizing Internalizing
40 100.0% 1st: 7 8 15 37.5% 115 13.0% 36 31.3%
2nd: 4 2 6 15.0% 72 8.3% 18 25.0%
"At-Risk" Students 3rd: 5 2 7 17.5% 67 10.45% 18 26.9%
GENDER # % 4th: 3 5 8 20.0% 95 8.42% 26 27.4%
Males: 28 70.0% 5th: 2 2 4 10.0% 51 7.8% 12 23.5%
Females: 12 30.0% 21 19 40 100.0% 400 10.0% 110 27.5%
40 100.0% 100.0% 52.5% 25.0%
refers to students "At-Risk" on SSBD
refers to students nominated on SSBD
refers to regular/entire student population
SSBD Results
• Item Analysis – developed at UNO
• Address training needs for PBS
• Identify concerns by:– Grade– Gender– Dimension– School
UNO-PAM/RTI, Copyright-2008UNO-PAM/RTI, Copyright-2008
School: GUMBO Elementary SSBD Item Analysis
Date of Admin: 11/14/07 Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
TotalsCRITICAL EVENTS INDEXEXT INT EXT INT EXT INT EXT INT EXT INT
M F M F M F M F M F M F M F M F M F M F1 Steals 5 1 1 2 1 1 2 132 Sets fires 1 13 Vomits after eating 04 Tantrums 3 1 2 2 1 4 1 3 1 1 2 215 Physically assaults adults 06 Painful Shyness 1 5 4 3 1 1 4 5 3 277 Large weight loss/gain 08 Depression 1 4 3 1 1 1 1 1 2 1 1 1 2 5 1 1 279 Aggressive to others 3 3 1 4 1 3 1 7 2 2 2710 Damages property 5 2 1 3 1 3 1 1 1 2 2011 Obsessive-compulsive 1 1 6 2 1 1 2 1 1512 Nightmares/sleep problems 1 1 213 Inapprop. sexual behaviors 1 1 214 Self-abusive 1 2 2 1 1 715 Injure w/ weapons/objects 016 Suddenly cries in normal sit. 5 3 1 1 1 4 1 1 1 1 1 3 2317 Headache/somatic thoughts 1 1 1 2 1 3 1 1 1 1218 Suicidal/death thoughts 1 1 119 Thought disorders 1 3 2 1 1 1 2 1 1 3 3 1 2020 Ignores teacher warnings 8 4 2 7 1 5 2 7 1 1 6 3 4721 Lewd or obscene gestures 2 1 1 422 Evidence of physical abuse 1 123 Evidence of drug use 024 Reports sexual abuse 025 Obscene language 3 1 3 1 826 Cruelty to animals 027 Teased/neglected by peers 1 1 1 1 1 1 1 1 4 1 1 1 1528 Restricted activity levels 029 Enuretic (bladder control) 1 130 Encopretic (bowel control) 1 131 Sexually molests others 032 Auditory/visual halluc. 033 Severe lack of interest 3 2 1 2 834 Other 4 1 1 3 1 2 1235 Other 1 1 3 1 6
36 Total 41 14 35 17 21 8 11 2 39 11 8 10 25 10 17 17 20 0 16 0 322
Top SSBD Critical Events
1. Ignores teacher warnings
2. Aggressive to others
2. Depression
2. Painful shyness
5. Suddenly cries in normal situations
6. Tantrums
PBS SCHOOL-WIDEPBS SCHOOL-WIDEEVALUATION TOOLEVALUATION TOOL
(SET)(SET)
BEHAVIORALBEHAVIORALSCREEINGSCREEING
(Systematic ScreeningFor Behavior Disorders)
(SSBD)
HIGH-STAKESHIGH-STAKESTESTINGTESTING
CURRICULUM-BASEDCURRICULUM-BASEDMEASURESMEASURES
GUMBOGUMBOELEMENTARYELEMENTARY
Academic & Behavior Academic & Behavior Intervention TeamIntervention Team
(ABIT)(ABIT)
PBS School-wide Evaluation Tool (SET)
• Provides overall mean score and subscale scores for critical features of PBS
80% on Mean Score+
80% on “Expectations Taught” Subscale =DEMONSTRATION SITE
orPBS is being implemented on a universal
level at that school
Gumbo Elementary School SET Scores 2008100.0% 100.0% 100.0% 100.0% 100.0%
93.8%100.0% 99.1%
0%
20%
40%
60%
80%
100%
A: ExpectationsDefined
B: ExpectationsTaught
C: Reward System
D: ViolationsSystem
E: Monitoring
F: Management
G: District Support
Mean Score
% of
Featu
res im
pleme
nted
PBS SCHOOL-WIDEPBS SCHOOL-WIDEEVALUATION TOOLEVALUATION TOOL
(SET)(SET)
OFFICE DISCIPLINEOFFICE DISCIPLINEREFERRALSREFERRALS
(ODRs)(ODRs)
BEHAVIORALBEHAVIORALSCREEINGSCREEING
(Systematic ScreeningFor Behavior Disorders)
(SSBD)
HIGH-STAKESHIGH-STAKESTESTINGTESTING
CURRICULUM-BASEDCURRICULUM-BASEDMEASURESMEASURES
GUMBOGUMBOELEMENTARYELEMENTARY
Academic & Behavior Academic & Behavior Intervention TeamIntervention Team
(ABIT)(ABIT)
Percent Enrollment & Percent of Students by Ethnicity
Number of Students with Referrals by Ethnicity
Race Ethnicity
# of Students
% of School
Enrollment
Race Ethnicity
# of Referrals
% of Total Referrals
# Students with Referrals
% Students
with Referrals
American Indian or Alaskan Native
2 0.3 American Indian or Alaskan Native
Asian or Pacific Islander
58 8.67 Asian or Pacific Islander
1 5.26 1 5.88
Black, not Hispanic
406 60.69 Black, not Hispanic
12 63.16 11 64.71
Hispanic 106 15.84 Hispanic 3 15.79 3 17.65
White, not Hispanic
97 14.5 White, not Hispanic
3 15.79 2 11.76
Total 669 100 Total 19 100 17 100
Infinite Campus Data Summary
GUMBO Elementary September 2008-2009 Population 755
Referrals by Grade Referrals by Setting
Grade Count Setting Count
01 1 Regular Ed 18
02 2 Special Ed 7
03 9 Speech Only 3
04 11 Total 28
05 5
Infinite Campus Data Summary
GUMBO Elementary September 2008-2009 Population 755
Average # of Referrals per
Day
Peak Times of Day for Disciplinary
Actions
Locations with highest # of Referrals
1st 0.93 Sep 1st 11:15am 3 1st Classroom - 2nd Floor 11
2nd 03:15pm 2 2nd Cafeteria 2
3rd 09:00am 1 3rd Classroom 2
4th 09:30am 1 4th Blacktop 2
5th Hall 2
Infinite Campus Data Summary
GUMBO Elementary September 2008-2009 Population 755
# of In School Suspensions and Out-of-
School Suspensions
Months with highest # of Referrals
In-School Suspension
7 1st Sep 28
Suspension (OS)
17
Infinite Campus Data Summary
GUMBO Elementary September 2008-2009 Population 755
Most Frequently Reported Behavior Problems
1st 16 Fighting Students And/Or Faculty 10
2nd 02 Disrespect For authority 3
3rd 06 Bodily Injury To Students 3
4th 10 Disturbs Class/Habitual Violations of School Rules 3
5th 01 Willful disobedience 2
6th 06 Bodily Injury To Students - Minor 2
7th 16 Fighting Students And/Or Faculty - Minor 2
8th 20 Stealing 2
9th 15 Throws Object to Injure Others 1
Infinite Campus Data Summary
GUMBO Elementary September 2008-2009 Population 755
Students with highest # of Major Referrals
Name Race# of
Referrals GradeSpecial
Ed.
% total major
referrals
1st Jambalaya, Jimmy Black 2 4 Yes 8.33
2nd Gumbo, Gary White 2 4 No 8.33
3rd Shrimp, Sammy White 2 3 No 8.33
4th Crawfish, Carry Black 1 4 Yes 4.17
5th Oyster. Owen Black 1 4 No 4.17
6th Bourbon, Barney Black 1 3 Yes 4.17
7th Canal, Carl Black 1 5 No 4.17
8th Tchoupitoulas, Tommy Black 1 4 No 4.17
9th Cajun, Casey White 1 4 No 4.17
10th Royal, Randy Black 1 5 No 4.17
TOTAL 13 54.18
Infinite Campus Data Summary
GUMBO Elementary September 2008-2009 Population 755
Percent Enrollment & Percent of Students by Ethnicity Number of Students with Referrals by Ethnicity
Race Ethnicity
# of Students
% of School
Enrollment
Race Ethnicity
# of Referrals
% of Total
Referrals
# Students with
Referrals
% Students
with Referrals
American Indian or Alaskan Native
2 0.3 American Indian or Alaskan Native
Asian or Pacific Islander
58 8.62 Asian or Pacific Islander
2 1.33 2 2.38
Black, not Hispanic
408 60.62 Black, not Hispanic
125 83.33 71 84.52
Hispanic 108 16.05 Hispanic 8 5.33 5 5.95
White, not Hispanic
97 14.41 White, not Hispanic
15 10 6 7.14
Total 673 100 Total 150 100 84 100
Infinite Campus Data Summary
GUMBO Elementary Entire Year 2008-2009 Population 673
Referrals by Grade Referrals by Setting
Grade Count Setting Count
01 14 Regular Ed 131
02 8 Special Ed 34
03 52 Speech Only 11
04 66 In Eval 9
05 25 Total 176
24 3
25 8
Infinite Campus Data Summary
GUMBO Elementary Entire Year 2008-2009 Population 673
Average # of Referrals per
Day
Peak Times of Day for
Disciplinary Actions Locations with highest # of Referrals
1st 1.58 Oct 1st 11:00am 7 1st Classroom - 2nd Floor 33
2nd 0.93 Sep 2nd 09:45am 6 2nd Cafeteria 27
3rd 0.77 Jan 3rd 12:30pm 6 3rd Classroom 21
4th 08:30am 5 4th P.E. Areas 9
5th Bathroom - Boys 5
Infinite Campus Data Summary
GUMBO Elementary Entire Year 2008-2009 Population 673
# of In-School Suspensions and Out-of-School Suspensions
Months with highest # of Referrals
In-School Suspension 24 1st Oct 49
Suspension (OS) 91 2nd Sep 28
3rd Jan 24
Infinite Campus Data Summary
GUMBO Elementary Entire Year 2008-2009 Population 673
Most Frequently Reported Behavior Problem
1st 16 Fighting Students And/Or Faculty 58
2nd 01 Willful disobedience 29
3rd 06 Bodily Injury To Students 20
4th 02 Disrespect For authority 13
5th 16 Fighting Students And/Or Faculty - Minor 11
6th10 Disturbs Class/Habitual Violations of School
Rule10
7th 06 Bodily Injury To Students - Minor 7
8th 20 Stealing 5
9th 23 Assault and Battery 5
10th 05 Immoral Practices 3
Infinite Campus Data Summary
GUMBO Elementary Entire Year 2008-2009 Population 673
Students with highest # of Major Referrals
Name Race# of
Referrals GradeSpecial
Ed.
% total major
referrals
1st River, Randy Black 7 4 Yes 4.73
2nd Westbank, Willie Black 6 3 No 4.05
3rd Gumbo, Gary White 5 4 No 3.38
4th Jambalaya, Jimmy Black 4 4 Yes 2.70
5th Carrolton, Casey Black 4 4 No 2.70
6th Shrimp, Sammy White 4 3 No 2.70
7th Emeril, Elijah Black 4 3 Yes 2.70
8th Brennans, Brent Black 3 5 No 2.03
9th Crawfish, Carry Black 3 4 Yes 2.03
10th Boudreaux, Bronson Black 3 5 No 2.03
TOTAL 43 29.05
Infinite Campus Data Summary
GUMBO Elementary Entire Year 2008-2009 Population 673
SCHOOLSCHOOLRESOURCERESOURCEMAPPINGMAPPING
PBS SCHOOL-WIDEPBS SCHOOL-WIDEEVALUATION TOOLEVALUATION TOOL
(SET)(SET)
OFFICE DISCIPLINEOFFICE DISCIPLINEREFERRALSREFERRALS
(ODRs)(ODRs)
BEHAVIORALBEHAVIORALSCREEINGSCREEING
(Systematic ScreeningFor Behavior Disorders)
(SSBD)
HIGH-STAKESHIGH-STAKESTESTINGTESTING
CURRICULUM-BASEDCURRICULUM-BASEDMEASURESMEASURES
GUMBOGUMBOELEMENTARYELEMENTARY
Academic & Behavior Academic & Behavior Intervention TeamIntervention Team
(ABIT)(ABIT)
School Resource Mapping
• Mapping focuses on what schools have to offer by identifying assets and resources that can be used for reaching common goals or expected outcomes.
• It is not a "one-shot" effort to create a published list or directory, but rather a catalyst for joint planning and professional development, resource and cost sharing, and performance-based management of programs and services.
Principles of the Mapping Process
• Focus on what is already present in the school.
• Build on the strengths at each school.
• Important: develop partnerships (people work together over a sustained period of time to accomplish common goals).
• Work across programmatic boundaries and (ideally) include the community in which it resides.
UNO PAM Team Efforts
1. Identify existing resources within each school
2. Determine whether existing resources are being used effectively
3. Determine whether existing resources are achieving expected outcomes
4. Determine whether existing programs are:- evidenced-based - research-based
5. Recommend improved alignment and coordination of existing resources
6. Identify existing new resources to develop, enhance, and sustain goals
7. Enhance coordination and collaboration among stakeholders with relevant resources
UNO PAM Team Efforts
RTI READINESSRTI READINESSASSESSMENTASSESSMENT
SCHOOLSCHOOLRESOURCERESOURCEMAPPINGMAPPING
PBS SCHOOL-WIDEPBS SCHOOL-WIDEEVALUATION TOOLEVALUATION TOOL
(SET)(SET)
OFFICE DISCIPLINEOFFICE DISCIPLINEREFERRALSREFERRALS
(ODRs)(ODRs)
BEHAVIORALBEHAVIORALSCREEINGSCREEING
(Systematic ScreeningFor Behavior Disorders)
(SSBD)
HIGH-STAKESHIGH-STAKESTESTINGTESTING
CURRICULUM-BASEDCURRICULUM-BASEDMEASURESMEASURES
GUMBOGUMBOELEMENTARYELEMENTARY
Academic & Behavior Academic & Behavior Intervention TeamIntervention Team
(ABIT)(ABIT)
Four Readiness Areas of RTI:
• Universal Screening
• Curriculum and Instruction
• Problem-Solving Teams
• Interventions
RTI READINESSRTI READINESSASSESSMENTASSESSMENT
SCHOOLSCHOOLRESOURCERESOURCEMAPPINGMAPPING
PBS SCHOOL-WIDEPBS SCHOOL-WIDEEVALUATION TOOLEVALUATION TOOL
(SET)(SET)
OFFICE DISCIPLINEOFFICE DISCIPLINEREFERRALSREFERRALS
(ODRs)(ODRs)
BEHAVIORALBEHAVIORALSCREEINGSCREEING
(Systematic ScreeningFor Behavior Disorders)
(SSBD)
HIGH-STAKESHIGH-STAKESTESTINGTESTING
CURRICULUM-BASEDCURRICULUM-BASEDMEASURESMEASURES
GUMBOGUMBOELEMENTARYELEMENTARY
Academic & Behavior Academic & Behavior Intervention TeamIntervention Team
(ABIT)(ABIT)
Please complete your evaluations!
Session 27A 10:45Session 27B 2:00
Karen B. Leaumont, M.Ed.Valerie W. Perez, M.Ed.
THANK YOU !
PUPIL ASSISTANCE MODEL (PAM) TEAMDepartment of Special Education & Habilitative Services
Karen B. Leaumont, M.Ed.Valerie W. Perez, M.Ed.
504-280-5688
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