integrating multi-level data to improve pbs & school functioning: the big picture pbs conference...

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



(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)





(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)



(SSBD)





(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


(SET)(SET)

OFFICE DISCIPLINEOFFICE DISCIPLINEREFERRALSREFERRALS

(ODRs)(ODRs)



(SSBD)





(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



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



# of In School Suspensions and Out-of-

School Suspensions

Months with highest # of Referrals

In-School Suspension

7 1st Sep 28

Suspension (OS)

17



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



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



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


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



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



# 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



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



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



SCHOOLSCHOOLRESOURCERESOURCEMAPPINGMAPPING


(SET)(SET)


(ODRs)(ODRs)



(SSBD)





(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



(SET)(SET)


(ODRs)(ODRs)



(SSBD)





(ABIT)(ABIT)

Four Readiness Areas of RTI:

• Universal Screening

• Curriculum and Instruction

• Problem-Solving Teams

• Interventions

RTI READINESSRTI READINESSASSESSMENTASSESSMENT



(SET)(SET)


(ODRs)(ODRs)



(SSBD)





(ABIT)(ABIT)

Please complete your evaluations!

Session 27A 10:45Session 27B 2:00


THANK YOU !

PUPIL ASSISTANCE MODEL (PAM) TEAMDepartment of Special Education & Habilitative Services


504-280-5688

integrating multi-level data to improve pbs & school functioning: the big picture pbs conference...

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