APBS 2020, Miami ‐ Session F10 3/13/2020 Make an Impact: Using Data Dashboards to Tell Your PBIS Story Karen Elfner, M.A. Nichole Fintel, MSPH 3/13/20 This product was developed by the Florida Positive Behavioral Interventions and Support Project, a project funded by the State of Florida, Department of Education, K ‐ 12 Public Schools, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B. 1 FLPBIS:MTSS Project - Supporting Florida’s School Districts with PBIS Implementation We Coach District Leaders Who Coach School-Based Leaders Who Coach Teachers Who Coach What We Do Students & Families Who inform culturally responsive practices to address local needs. 2 K. Elfner & N. Fintel 1
APBS 2020, Miami ‐ Session F10 3/13/2020 The Role of Data In PBIS OUTCOMES PRACTICES Source: Center on PBSIS 3 The Role of Data In PBIS OUTCOMES PRACTICES Source: Center on PBSIS 4 K. Elfner & N. Fintel 2
APBS 2020, Miami ‐ Session F10 3/13/2020 Data-Based Decision Making Data is used to make Define Analyze decisions at: What’s the problem? Why is it occurring? – Every tier of support – Every step of the Problem ‐ Solving Process Evaluate Implement Is it working? What are we going to do? 5 Data-Based Decision Making Data is used to make Define Analyze decisions at: What’s the problem? Why is it occurring? – Every tier of support – Every step of the Problem ‐ Solving Process Evaluate Implement Is it working? What are we going to do? 6 K. Elfner & N. Fintel 3
APBS 2020, Miami ‐ Session F10 3/13/2020 FLPBIS Project’s Evaluation Data Sources PBIS Implementation Fidelity – PBIS Implementation Checklist (PIC) – Benchmarks of Quality (BoQ) – Tiered Fidelity Inventory (TFI) – PBIS Tier 1 Walkthrough Outcome Data Summary with Equity Report – Disaggregated student discipline outcomes – Average daily attendance – % with chronic absences 7 FLPBIS Project’s Evaluation Timeline AUG SEPT OCT NOV DEC JAN FEB MAR APR MAY JUN JUL 8 K. Elfner & N. Fintel 4
APBS 2020, Miami ‐ Session F10 3/13/2020 FLPBIS Project’s Evaluation Timeline Mid-Year 1 SEPT OCT NOV DEC JAN FEB MAR APR MAY JUN JUL AUG Fall PIC 9 FLPBIS Project’s Evaluation Timeline Mid-Year Mid-Year 1 2 AUG SEPT OCT NOV DEC JAN FEB MAR APR MAY JUN JUL Spring Fall PIC PIC PBIS Tier 1 Walkthrough 10 K. Elfner & N. Fintel 5
APBS 2020, Miami ‐ Session F10 3/13/2020 FLPBIS Project’s Evaluation Timeline Mid-Year Mid-Year 1 End-Year 2 SEPT OCT NOV DEC JAN FEB MAR APR MAY JUN JUL AUG BoQ Spring TFI (T2 & T3) Fall PIC PIC Demographic Data PBIS Tier 1 Walkthrough Outcome Data 11 FLPBIS Project’s Evaluation Timeline Model Schools Mid-Year End-Year Mid-Year 1 2 Application Window AUG SEPT OCT NOV DEC JAN FEB MAR APR MAY JUN JUL BoQ Spring TFI Fall PIC PIC Demographic Data PBIS Tier 1 Walkthrough Outcome Data 12 K. Elfner & N. Fintel 6
APBS 2020, Miami ‐ Session F10 3/13/2020 FLPBIS Project’s Evaluation Timeline Mid-Year Model Schools Mid-Year 1 End-Year 2 Application Window SEPT OCT NOV DEC JAN FEB MAR APR MAY JUN JUL AUG BoQ Spring TFI Fall PIC PIC Demographic Data PBIS Tier 1 Walkthrough Outcome Data 13 Collecting data alone is not enough! 14 K. Elfner & N. Fintel 7
APBS 2020, Miami ‐ Session F10 3/13/2020 15 Creating a System to Make Data Available, Interconnected, and Usable to Implementers Relevant data are… Linked to Easy to Available Action Understand Planning Effective Data System 16 K. Elfner & N. Fintel 8
APBS 2020, Miami ‐ Session F10 3/13/2020 Linked to Easy to Available Action Understand Planning Can PBIS implementation decision ‐ makers at your school/district access timely data? 17 Linked to Easy to Available Action Understand Planning Do these data link to actionable insights that inform PBIS implementation? – Is your PBIS system being implemented as intended (fidelity)? • Which components are not working? Why? – Is your PBIS system working for all students? • Which student outcomes are not being impacted? • Which students are you missing in your PBIS system? 18 K. Elfner & N. Fintel 9
APBS 2020, Miami ‐ Session F10 3/13/2020 Linked to Easy to Available Action Understand Planning Can PBIS implementation decision ‐ makers understand the data being shared? – Are data transformed into visualizations that make results/trends easy to spot and digest? 19 Evolution of FLPBIS’ Data Reports: Excel Spreadsheets 20 K. Elfner & N. Fintel 10
APBS 2020, Miami ‐ Session F10 3/13/2020 Evolution of FLPBIS’ Data Reports: Web-based Programmed Static Graphs & Charts 21 22 K. Elfner & N. Fintel 11
APBS 2020, Miami ‐ Session F10 3/13/2020 Evolution of FLPBIS’ Data Reports: Linked to Easy to Available Action Understand Planning Interactive Data Dashboards Based on PBIS Implementation Early Warning Indicators 23 FLPBIS Data Dashboards https://pbsis.usfweb.usf.edu/Account/Login 24 K. Elfner & N. Fintel 12
APBS 2020, Miami ‐ Session F10 3/13/2020 If you have data available or if you were creating a dashboard, what kinds of questions would you want the dashboard to answer? (At a school ‐ or district ‐ level) School ‐ Level Questions: Pink Card District ‐ Level Questions: Green Card 25 District Storytelling Example Source: https://www.forbes.com/sites/brentdykes/2016/07/13/data ‐ storytelling ‐ separating ‐ fiction ‐ from ‐ facts ‐ 2/#6208225a3a7c 26 K. Elfner & N. Fintel 13
APBS 2020, Miami ‐ Session F10 3/13/2020 Once Upon a Time… Once Upon a Time… There was a school district • 73,000 students • 83 total schools • 43 Active PBIS schools • 10 years engaged in PBIS 27 That engaged in PBIS… • Trained school leadership team on PBIS • Provided ongoing Professional Development • Encouraged schools to submit and use data for continuous improvement 28 K. Elfner & N. Fintel 14
APBS 2020, Miami ‐ Session F10 3/13/2020 29 District-Level Data Dashboard Demo District Cinderella 30 K. Elfner & N. Fintel 15
APBS 2020, Miami ‐ Session F10 3/13/2020 Demo District Cinderella Cinderella 31 They found that most of their schools and students responded positively. Percent of Schools with an Effective Core PBIS Tier 1 is effective for 3 out of every 4 PBIS schools Ineffective 25.64 – 33 schools with effective core 10 schools have more than 20% of students receiving 2+ referrals Effective 74.36 32 K. Elfner & N. Fintel 16
APBS 2020, Miami ‐ Session F10 3/13/2020 And when they didn’t, they could find out if they need support to implement more effectively. ? 33 And target those identified schools with the support they need. 4 Schools Reported an Ineffective Core and Poor Implementation Fidelity. 34 K. Elfner & N. Fintel 17
APBS 2020, Miami ‐ Session F10 3/13/2020 But this is not the end of the story! For this was no ordinary district. They were not willing to stop with broad positive outcomes. They wanted to make sure ALL students were having positive responses to their Tier 1 preventive system. 35 For those Schools with an Effective Core, did they have Equitable Discipline Rates? ? 36 K. Elfner & N. Fintel 18
APBS 2020, Miami ‐ Session F10 3/13/2020 17 PBIS Schools with 10 Schools Reported Effective Core have Effective Core , but relatively Equitable Inequitable Discipline Discipline Outcomes ! Outcomes . ATLANTIS ELEMENTARY SCHOOL ANDREW JACKSON MIDDLE SCHOOL CHALLENGER 7 ELEMENTARY SCHOOL APOLLO ELEMENTARY SCHOOL COCOA BEACH JUNIOR/SENIOR HIGH SCHOOL CAMBRIDGE ELEMENTARY MAGNET SCHOOL EAU GALLIE HIGH SCHOOL COQUINA ELEMENTARY SCHOOL ENDEAVOUR ELEMENTARY SCHOOL CROTON ELEMENTARY SCHOOL FAIRGLEN ELEMENTARY SCHOOL IMPERIAL ESTATES ELEMENTARY SCHOOL GOLFVIEW ELEMENTARY MAGNET SCHOOL JUPITER ELEMENTARY SCHOOL HARBOR CITY ELEMENTARY SCHOOL MILA ELEMENTARY SCHOOL HERBERT C. HOOVER MIDDLE SCHOOL SHERWOOD ELEMENTARY SCHOOL HERITAGE HIGH SCHOOL THOMAS JEFFERSON MIDDLE SCHOOL JOHN F. TURNER, SENIOR ELEMENTARY SCHOOL LONGLEAF ELEMENTARY SCHOOL Note: 6 schools reporting an PALM BAY ELEMENTARY SCHOOL effective core did not PINEWOOD ELEMENTARY SCHOOL RIVIERA ELEMENTARY SCHOOL provide equity data. SABAL ELEMENTARY SCHOOL SUNRISE ELEMENTARY SCHOOL 37 They toiled away problem solving the Inequitable Discipline. • Shared the data with school staff • Focus groups with students and families impacted by the inequitable discipline. – Shared results with school staff • Used a Culturally Responsive problem solving structure to categorize issues and select strategies to address the problem C Curriculum & Instructional Practices Academic, behavior & SEL A Awareness Personal, cross ‐ cultural, best practices R Relationships Positive, authentic; Students, family, community E Environment Climate, systems & policy variables; District, school & classroom levels D Discipline Implementation of policies/ procedures 38 K. Elfner & N. Fintel 19
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