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2
522016
Capturing Culturally Responsive Data Practices in PBIS Implementation
Secondary amp Elementary Settings May 5 2016 ndash 130 ndash 230
PBIS Implementerrsquos Forum
Description This session will feature 2 schools working to embed culturally responsive data practices as part of their PBIS implementation Each school one elementary and one secondary will share their journey towards assuring their PBIS data analysis includes data informing the team of disproportionate disciplinary
practices for students by race disability and gender
1
Learning Pathway and Targets
bull Introduce Culturally Responsive PBIS ndash 9 Priorities
bull Share out strengths and barriers in year 1 of CR PBIS implementationaround Data Systems
bull Convey strengths and barriers in year 1 of CR PBIS implementation around Data Teaming
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
1
3
4
522016
What is CR PBIS
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
CR PBIS ndash The Grant Opportunity Culturally Responsive Approaches to Managing
Positive Behavior Interventions and Supports
Enhance the MTSS for behavior (PBIS) by building a foundation of prevention that supports the establishment of 1) clear
consistent positive school culture 2) clear discipline definitions and procedures that reduce ambiguity in discipline and
decisions 3) effective instructional approaches to discipline and 4) integration with an academic MTSS to ensure access to the core curriculum and keep students engaged in instruction and
learning
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
2
522016
5
Social Marketing Plan to all Stakeholders
Establishing MTSSPBIS
Aligning Authentic Family Documentation Engagement
Community Resource Mapping Evaluation of Data Practices amp
Action Planning Around Data
Climate and Culture Surveys
Professional Development
8 KRAs Key
Responsibility Areas
3
7
8
522016
Westinghouse Academy 6‐12
Barrett Elementary K‐5
Teachers 30 homerooms 49 Teachers
9 Sp Ed teachers 9 Related Arts 5 Career Tech Ed
(Cul Arts Cosmo Health Careers Carpentry amp Bus of Sports Admin)
15 homerooms 3 Title I Staff 4 Special Education Teachers 4 Specials Teachers
Year Implementing 2nd year 8th year
Students 457 ‐ grades 6‐12 250 students grades 1‐5
PBIS Matrix PRIDE Barrett Bears
Students grades
6 48
7 47
8 71
9 91
10 82
11 60
12 58
Meet Westinghouse Academy 6‐12
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
4
10
522016
Demographics as of Fall 2014 bull 463 School Performance Profile Rating bull 58 of students chronically absent bull 84 eligible for free and reduced lunch bull 20 of seniors have a GPA of 25 or higher with 90 attendance rate bull 62 of students were suspended atleast once bull Graduation Rate of 83 with 22 attending college
9
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
Students
bull 52 turnover bull 55 (269) male bull 45 (222) female bull Ethnicracial data bull 97 ‐ AA bull 2 ‐ MR bull 1 ‐ W
Staff
bull 14 New Teachers bull 30 teachers new at the start of the school year bull 33 (16) Non‐tenured teachers
5
12
522016
Challenges
Pgh Public Schools ‐ WestinghouseWilkinsburg Merger bull 170 7‐12 grade students from Wilkinsburg School District
20 Teacher turnover during the school year
52 Mobility rate for students
11
Foundations Supporting CR PBIS
bull Courageous Conversations
bull Trauma Informed CarePractices
bull Trauma Informed Care Instructional Practices
bull Monthly Discipline Committee Meeting
bull School Based Behavioral Health Collaboration
bull Creating A Community SchoolAligning community district school and community agencies
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
6
13
14
522016
CR PBIS ‐ Implementing Universal
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
The Westinghouse 6‐12 School Model Positive Behavior Interventions amp Supports
Universal School-Wide Assessment
School-Wide Prevention Systems
Tier 2
Tier 3 Simple Individual Interventions (Brief FBABIP Schedule Curriculum Changes etc)
Small Group Interventions (CICO Social and Academic support groups etc)
ODRs Attendance Tardies Grades Credits Progress
Reports etc
Coming Soon to a Pyramid near you of students requiring each level of support
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
7
522016
Universal Supports as of Fall 2014
bull 6‐12 SAP Team ndash Academic and Behavioral
bull Student Leveling System
bull Effective Classroom Management in every classroom
bull Therapeutic Emotional Support Programs
bull School‐Based Behavioral Health
bull Read 180
bull Behavioral Lesson Plans
bull SET
15
Staying Focused on Universal Supports
Matrix ndash Bulldogs
bull Insert Matrix here
16
8
17
18
522016
Data Systems and Teaming
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
Data Systems
bull Action From Excel spreadsheets SWIS (School Wide Information System University of Oregon)
bull Timeline bull SWIS Training Winter 2016 bull Data Entry of all 2015 ndash 2016 data to date bull PBIS Data Team meetings using TIPS
bull Progress
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
9
522016
GOAL To determine any disproportionality of disciplinary practices for gender disabilities and
ethnicity
19
Progress from Year 1 and Year 2
Data Teaming Data Systems Year 1 bull Establishing Members
bull Scheduling bull Format
bull Identifying sources bull Determining Authenticity bull Building Universal Systems
Year 2 bull Using TIPS Process bull Use of Team Implementation Checklist (TIC)
bull Holding on to 80 buy in
bull SWIS bull Revising ODR bull Determining Authenticity
20
10
522016
Hello Baseline
21
National Averages
22
11
522016
2015 ndash 2016 ldquoHas IEPrdquo
23
ldquoDoes Not Have IEPrdquo
24
12
26
522016
Disproportionate Disciplinary Practices
25
Subgroup lower than 10 ndash does not calculate
1) Calculate Risk Index 2) Calculate Risk Ratio
Major‐Minority School
37
10
Risk Ratio
13
In year 2 of implementation one goal is to be sure that the data is authentic Are teachers completing ODRs correctly Explicit instruction for staff on how and when to complete an ODR
522016
CR PBIS and Data Systems
bull Have the right data points
bull Understand Risk Ratios and Risk Indexes
bull Race bull Gender bull Disability
In year 2 of implementation one goal is to be sure that the data is authentic Are teachers completing ODRs correctly Explicit instruction for staff on how and when to complete an ODR
27
Next Steps Action Implement TIPS (Team Initiated Problem Solving) Training
Schedule SET for Spring 2017
Progress Strengths
Leadership Securing and Committing Time for Meetings
Barriers Teacher Buy‐In in light of high teacher turn over ‐ sustainability Establishing Roles Transitioning from ldquoadmiring the problemrdquo to ldquoaction based on datardquo
28
14
29
522016
Meet Barrett Elementary
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
Steel Valley School District
According to 2005 census data bull The district had a 18340 resident population bull Per capita income was 16902$ bull Just over 1800 students
bull Most recent data indicates that the resident population is still around 18000 bull Median income is approximately $37000 bull The district population has decreased to just over 1400 (as of April 19 2016)
30
15
522016
Rate of Turnover 37 Grade 1 2 3 4 5
NEW 28 19 19 15 20
DEPARTED ‐15 ‐18 ‐21 ‐25 ‐13
BEGINNING 42 62 47 55 44
END 54 60 45 44 51
of Turnover
31 30 46 51 27
R = D((B+E)2)
Barrett Special Education and Ethnicity Data
bull 254 Total Students (as of April 19 2016)
2 Asian 1
190 Black 75
4 Hispanic 2
25 Multi racial 10
33 White 12
bull 90 students or 35 of the students have an IEP bull 22 students or 9 are Speech and Language only bull 68 students or 27 make up the other categories
32
16
33
522016
Year 8 of PBIS Implementation Goals
bull Attendance (specifically tardies) bull Transition from a school‐wide token economy to the Principalrsquos 200 Club format with moreemphasis on classroom rewards bull Emphasis on fine tuning the Tier 2 SAP procedures and supports such as using data as opposed to teacher recommendation for CICO behavior plans small group lessons and academic interventions bull Committing to evidenced based curriculumresources for Tier 2 academic and behavioral interventions bull Increasing teacher buy in and involvement bull Make the school schedule around the needs of the Special Education students bull Review data through a culturally responsive lens with regard to ethnicity and students with IEPs bull Increasing parent involvement through a targeted group of parents that would meet 6 times during the year to focus on school data and cultural responsive decision making and through offering parent awards and raffle drawings at each event
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
Progress bull We placed a staff member at the entrance to welcome students and used a sticker chart to track days on time for any student that accumulated 10+ days tardy and offered additional incentives for improvement In the first 30 days only 2 students showed improvement The 2nd 30 days there were 9 students that earned There are 31 students using this intervention bull Teachers began tracking tardies on major and minor referral forms in SWIS This was found to be inconsistent and a lot of work The team will review and make decisions at our June Action Planning meeting bull Teachers have given positive verbal feedback regarding Special Education students having their LA and Math classes at the same time as the peers in their homerooms Special EdTeachers reported that lesson planning and interventions were able to be more direct bull Teacher Buy‐in improved with one teacher focusing on dress down days and incentives for staff Gift cards were welcomed as well as reimbursement for class incentives bull The PATHS curriculum Second Step Curriculum Life Skills Curriculum NED Show resources DARE LLI Reading Series KID writing are among the utilized curriculums
34CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
17
522016
Principalrsquos PAW ticket
35
Principalrsquos PAW club
36
18
522016
Tardy Incentive Chart
37
Parent Awards
38
19
522016
Beyond Universal
39
Advanced Tiers Team
Challenges Keeping Focus Using the Right Data
Universal School-Wide Assessment
School-Wide Prevention Systems
Tier 2
Tier 3 Simple Individual Interventions (Brief FBABIP Schedule Curriculum Changes etc)
Small Group Interventions (CICO Social and Academic support groups etc)
ODRs Attendance Tardies Grades Credits Progress
Reports etc Universal Core Team
40CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
SWIS Data Screenshot
20
522016
41
Risk Indices ‐ Ethnicity
Risk Index= of students with 1+ ODR from your target group
of students in the target group
160 black students have referrals = 89 risk index 178 black students enrolled
17 white students have referrals = 52 risk index 33 white students enrolled
42
21
44
522016
From Risk Index Risk Ratio
Risk index by itself does not provide a comparison
A comparison of risk indices between two groups is called a risk ratio
43
Risk Ratio for Black and White Subgroups Risk Ratio= Risk Index of the target group
Risk index for comparison group
90 (risk index for Black students) = 173
52 (risk index for White students)
52 (risk index for White students) = 57
90 (risk index for Black students) SohelliphellipBlack students are 173 times more likely to receive an ODR than their
White peers
22
522016
Risk Indices‐ Special Education
88 students with 1+ ODR that do not have an IEP= 59 150 total students that do not have an IEP
41 students with 1+ ODR that have an IEP = 46 90 total students that have an IEP
45
Risk Ratio for Special and General Ed Subgroups
46 risk index for students with an IEP = 78
59 risk index for students without an IEP
59 risk index for students without an IEP= 128
46 risk index for students with an IEP Sohelliphellipwith students with IEPs are less likely to receive an ODR than
their peers in general education
46
23
What is our plan for the future
1 Action Plan for 20162017 in June
2 Review Code of Conduct and policies to detect anyambiguity in policy or classroom management systems ‐strengthen current systems in order to decrease referrals
3 Continue parent involvement committee for 20162017
47
Policies ‐ Effective Practice Options
Ineffective Effective
Enacting policies that nobody knows Set clear priorities about
Enacting policies that donrsquot change Reduce the effects of explicit bias practice
Policies without accountability for Enable implementation of specific implementation interventions
Reduce discriminatory practices Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015)
48
522016
24
522016
Equity Policy Recommendations (Green et al (2015)
1 Include a Specific Commitment to Equity bull Create mission statements that include equity bull Enact hiring preferences for equitable discipline
2 Install Effective Practices bull Require clear objective school discipline procedures bull Support implementation of proactive positive approaches to discipline bull Replace exclusionary practices with instructional ones
3 Create Accountability for Efforts bull Create teams and procedures to enhance equity bull Share disproportionality data regularly bull Build equity outcomes into evaluations
References
bull Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015) Key elements of policies to address discipline disproportionality A guide for district and school teams OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports wwwpbisorg
bull SWIS Version 56 | August 2015 University of Oregon wwwpbisappsorg
50
25
3
4
522016
What is CR PBIS
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
CR PBIS ndash The Grant Opportunity Culturally Responsive Approaches to Managing
Positive Behavior Interventions and Supports
Enhance the MTSS for behavior (PBIS) by building a foundation of prevention that supports the establishment of 1) clear
consistent positive school culture 2) clear discipline definitions and procedures that reduce ambiguity in discipline and
decisions 3) effective instructional approaches to discipline and 4) integration with an academic MTSS to ensure access to the core curriculum and keep students engaged in instruction and
learning
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
2
522016
5
Social Marketing Plan to all Stakeholders
Establishing MTSSPBIS
Aligning Authentic Family Documentation Engagement
Community Resource Mapping Evaluation of Data Practices amp
Action Planning Around Data
Climate and Culture Surveys
Professional Development
8 KRAs Key
Responsibility Areas
3
7
8
522016
Westinghouse Academy 6‐12
Barrett Elementary K‐5
Teachers 30 homerooms 49 Teachers
9 Sp Ed teachers 9 Related Arts 5 Career Tech Ed
(Cul Arts Cosmo Health Careers Carpentry amp Bus of Sports Admin)
15 homerooms 3 Title I Staff 4 Special Education Teachers 4 Specials Teachers
Year Implementing 2nd year 8th year
Students 457 ‐ grades 6‐12 250 students grades 1‐5
PBIS Matrix PRIDE Barrett Bears
Students grades
6 48
7 47
8 71
9 91
10 82
11 60
12 58
Meet Westinghouse Academy 6‐12
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
4
10
522016
Demographics as of Fall 2014 bull 463 School Performance Profile Rating bull 58 of students chronically absent bull 84 eligible for free and reduced lunch bull 20 of seniors have a GPA of 25 or higher with 90 attendance rate bull 62 of students were suspended atleast once bull Graduation Rate of 83 with 22 attending college
9
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
Students
bull 52 turnover bull 55 (269) male bull 45 (222) female bull Ethnicracial data bull 97 ‐ AA bull 2 ‐ MR bull 1 ‐ W
Staff
bull 14 New Teachers bull 30 teachers new at the start of the school year bull 33 (16) Non‐tenured teachers
5
12
522016
Challenges
Pgh Public Schools ‐ WestinghouseWilkinsburg Merger bull 170 7‐12 grade students from Wilkinsburg School District
20 Teacher turnover during the school year
52 Mobility rate for students
11
Foundations Supporting CR PBIS
bull Courageous Conversations
bull Trauma Informed CarePractices
bull Trauma Informed Care Instructional Practices
bull Monthly Discipline Committee Meeting
bull School Based Behavioral Health Collaboration
bull Creating A Community SchoolAligning community district school and community agencies
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
6
13
14
522016
CR PBIS ‐ Implementing Universal
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
The Westinghouse 6‐12 School Model Positive Behavior Interventions amp Supports
Universal School-Wide Assessment
School-Wide Prevention Systems
Tier 2
Tier 3 Simple Individual Interventions (Brief FBABIP Schedule Curriculum Changes etc)
Small Group Interventions (CICO Social and Academic support groups etc)
ODRs Attendance Tardies Grades Credits Progress
Reports etc
Coming Soon to a Pyramid near you of students requiring each level of support
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
7
522016
Universal Supports as of Fall 2014
bull 6‐12 SAP Team ndash Academic and Behavioral
bull Student Leveling System
bull Effective Classroom Management in every classroom
bull Therapeutic Emotional Support Programs
bull School‐Based Behavioral Health
bull Read 180
bull Behavioral Lesson Plans
bull SET
15
Staying Focused on Universal Supports
Matrix ndash Bulldogs
bull Insert Matrix here
16
8
17
18
522016
Data Systems and Teaming
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
Data Systems
bull Action From Excel spreadsheets SWIS (School Wide Information System University of Oregon)
bull Timeline bull SWIS Training Winter 2016 bull Data Entry of all 2015 ndash 2016 data to date bull PBIS Data Team meetings using TIPS
bull Progress
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
9
522016
GOAL To determine any disproportionality of disciplinary practices for gender disabilities and
ethnicity
19
Progress from Year 1 and Year 2
Data Teaming Data Systems Year 1 bull Establishing Members
bull Scheduling bull Format
bull Identifying sources bull Determining Authenticity bull Building Universal Systems
Year 2 bull Using TIPS Process bull Use of Team Implementation Checklist (TIC)
bull Holding on to 80 buy in
bull SWIS bull Revising ODR bull Determining Authenticity
20
10
522016
Hello Baseline
21
National Averages
22
11
522016
2015 ndash 2016 ldquoHas IEPrdquo
23
ldquoDoes Not Have IEPrdquo
24
12
26
522016
Disproportionate Disciplinary Practices
25
Subgroup lower than 10 ndash does not calculate
1) Calculate Risk Index 2) Calculate Risk Ratio
Major‐Minority School
37
10
Risk Ratio
13
In year 2 of implementation one goal is to be sure that the data is authentic Are teachers completing ODRs correctly Explicit instruction for staff on how and when to complete an ODR
522016
CR PBIS and Data Systems
bull Have the right data points
bull Understand Risk Ratios and Risk Indexes
bull Race bull Gender bull Disability
In year 2 of implementation one goal is to be sure that the data is authentic Are teachers completing ODRs correctly Explicit instruction for staff on how and when to complete an ODR
27
Next Steps Action Implement TIPS (Team Initiated Problem Solving) Training
Schedule SET for Spring 2017
Progress Strengths
Leadership Securing and Committing Time for Meetings
Barriers Teacher Buy‐In in light of high teacher turn over ‐ sustainability Establishing Roles Transitioning from ldquoadmiring the problemrdquo to ldquoaction based on datardquo
28
14
29
522016
Meet Barrett Elementary
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
Steel Valley School District
According to 2005 census data bull The district had a 18340 resident population bull Per capita income was 16902$ bull Just over 1800 students
bull Most recent data indicates that the resident population is still around 18000 bull Median income is approximately $37000 bull The district population has decreased to just over 1400 (as of April 19 2016)
30
15
522016
Rate of Turnover 37 Grade 1 2 3 4 5
NEW 28 19 19 15 20
DEPARTED ‐15 ‐18 ‐21 ‐25 ‐13
BEGINNING 42 62 47 55 44
END 54 60 45 44 51
of Turnover
31 30 46 51 27
R = D((B+E)2)
Barrett Special Education and Ethnicity Data
bull 254 Total Students (as of April 19 2016)
2 Asian 1
190 Black 75
4 Hispanic 2
25 Multi racial 10
33 White 12
bull 90 students or 35 of the students have an IEP bull 22 students or 9 are Speech and Language only bull 68 students or 27 make up the other categories
32
16
33
522016
Year 8 of PBIS Implementation Goals
bull Attendance (specifically tardies) bull Transition from a school‐wide token economy to the Principalrsquos 200 Club format with moreemphasis on classroom rewards bull Emphasis on fine tuning the Tier 2 SAP procedures and supports such as using data as opposed to teacher recommendation for CICO behavior plans small group lessons and academic interventions bull Committing to evidenced based curriculumresources for Tier 2 academic and behavioral interventions bull Increasing teacher buy in and involvement bull Make the school schedule around the needs of the Special Education students bull Review data through a culturally responsive lens with regard to ethnicity and students with IEPs bull Increasing parent involvement through a targeted group of parents that would meet 6 times during the year to focus on school data and cultural responsive decision making and through offering parent awards and raffle drawings at each event
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
Progress bull We placed a staff member at the entrance to welcome students and used a sticker chart to track days on time for any student that accumulated 10+ days tardy and offered additional incentives for improvement In the first 30 days only 2 students showed improvement The 2nd 30 days there were 9 students that earned There are 31 students using this intervention bull Teachers began tracking tardies on major and minor referral forms in SWIS This was found to be inconsistent and a lot of work The team will review and make decisions at our June Action Planning meeting bull Teachers have given positive verbal feedback regarding Special Education students having their LA and Math classes at the same time as the peers in their homerooms Special EdTeachers reported that lesson planning and interventions were able to be more direct bull Teacher Buy‐in improved with one teacher focusing on dress down days and incentives for staff Gift cards were welcomed as well as reimbursement for class incentives bull The PATHS curriculum Second Step Curriculum Life Skills Curriculum NED Show resources DARE LLI Reading Series KID writing are among the utilized curriculums
34CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
17
522016
Principalrsquos PAW ticket
35
Principalrsquos PAW club
36
18
522016
Tardy Incentive Chart
37
Parent Awards
38
19
522016
Beyond Universal
39
Advanced Tiers Team
Challenges Keeping Focus Using the Right Data
Universal School-Wide Assessment
School-Wide Prevention Systems
Tier 2
Tier 3 Simple Individual Interventions (Brief FBABIP Schedule Curriculum Changes etc)
Small Group Interventions (CICO Social and Academic support groups etc)
ODRs Attendance Tardies Grades Credits Progress
Reports etc Universal Core Team
40CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
SWIS Data Screenshot
20
522016
41
Risk Indices ‐ Ethnicity
Risk Index= of students with 1+ ODR from your target group
of students in the target group
160 black students have referrals = 89 risk index 178 black students enrolled
17 white students have referrals = 52 risk index 33 white students enrolled
42
21
44
522016
From Risk Index Risk Ratio
Risk index by itself does not provide a comparison
A comparison of risk indices between two groups is called a risk ratio
43
Risk Ratio for Black and White Subgroups Risk Ratio= Risk Index of the target group
Risk index for comparison group
90 (risk index for Black students) = 173
52 (risk index for White students)
52 (risk index for White students) = 57
90 (risk index for Black students) SohelliphellipBlack students are 173 times more likely to receive an ODR than their
White peers
22
522016
Risk Indices‐ Special Education
88 students with 1+ ODR that do not have an IEP= 59 150 total students that do not have an IEP
41 students with 1+ ODR that have an IEP = 46 90 total students that have an IEP
45
Risk Ratio for Special and General Ed Subgroups
46 risk index for students with an IEP = 78
59 risk index for students without an IEP
59 risk index for students without an IEP= 128
46 risk index for students with an IEP Sohelliphellipwith students with IEPs are less likely to receive an ODR than
their peers in general education
46
23
What is our plan for the future
1 Action Plan for 20162017 in June
2 Review Code of Conduct and policies to detect anyambiguity in policy or classroom management systems ‐strengthen current systems in order to decrease referrals
3 Continue parent involvement committee for 20162017
47
Policies ‐ Effective Practice Options
Ineffective Effective
Enacting policies that nobody knows Set clear priorities about
Enacting policies that donrsquot change Reduce the effects of explicit bias practice
Policies without accountability for Enable implementation of specific implementation interventions
Reduce discriminatory practices Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015)
48
522016
24
522016
Equity Policy Recommendations (Green et al (2015)
1 Include a Specific Commitment to Equity bull Create mission statements that include equity bull Enact hiring preferences for equitable discipline
2 Install Effective Practices bull Require clear objective school discipline procedures bull Support implementation of proactive positive approaches to discipline bull Replace exclusionary practices with instructional ones
3 Create Accountability for Efforts bull Create teams and procedures to enhance equity bull Share disproportionality data regularly bull Build equity outcomes into evaluations
References
bull Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015) Key elements of policies to address discipline disproportionality A guide for district and school teams OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports wwwpbisorg
bull SWIS Version 56 | August 2015 University of Oregon wwwpbisappsorg
50
25
522016
5
Social Marketing Plan to all Stakeholders
Establishing MTSSPBIS
Aligning Authentic Family Documentation Engagement
Community Resource Mapping Evaluation of Data Practices amp
Action Planning Around Data
Climate and Culture Surveys
Professional Development
8 KRAs Key
Responsibility Areas
3
7
8
522016
Westinghouse Academy 6‐12
Barrett Elementary K‐5
Teachers 30 homerooms 49 Teachers
9 Sp Ed teachers 9 Related Arts 5 Career Tech Ed
(Cul Arts Cosmo Health Careers Carpentry amp Bus of Sports Admin)
15 homerooms 3 Title I Staff 4 Special Education Teachers 4 Specials Teachers
Year Implementing 2nd year 8th year
Students 457 ‐ grades 6‐12 250 students grades 1‐5
PBIS Matrix PRIDE Barrett Bears
Students grades
6 48
7 47
8 71
9 91
10 82
11 60
12 58
Meet Westinghouse Academy 6‐12
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
4
10
522016
Demographics as of Fall 2014 bull 463 School Performance Profile Rating bull 58 of students chronically absent bull 84 eligible for free and reduced lunch bull 20 of seniors have a GPA of 25 or higher with 90 attendance rate bull 62 of students were suspended atleast once bull Graduation Rate of 83 with 22 attending college
9
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
Students
bull 52 turnover bull 55 (269) male bull 45 (222) female bull Ethnicracial data bull 97 ‐ AA bull 2 ‐ MR bull 1 ‐ W
Staff
bull 14 New Teachers bull 30 teachers new at the start of the school year bull 33 (16) Non‐tenured teachers
5
12
522016
Challenges
Pgh Public Schools ‐ WestinghouseWilkinsburg Merger bull 170 7‐12 grade students from Wilkinsburg School District
20 Teacher turnover during the school year
52 Mobility rate for students
11
Foundations Supporting CR PBIS
bull Courageous Conversations
bull Trauma Informed CarePractices
bull Trauma Informed Care Instructional Practices
bull Monthly Discipline Committee Meeting
bull School Based Behavioral Health Collaboration
bull Creating A Community SchoolAligning community district school and community agencies
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
6
13
14
522016
CR PBIS ‐ Implementing Universal
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
The Westinghouse 6‐12 School Model Positive Behavior Interventions amp Supports
Universal School-Wide Assessment
School-Wide Prevention Systems
Tier 2
Tier 3 Simple Individual Interventions (Brief FBABIP Schedule Curriculum Changes etc)
Small Group Interventions (CICO Social and Academic support groups etc)
ODRs Attendance Tardies Grades Credits Progress
Reports etc
Coming Soon to a Pyramid near you of students requiring each level of support
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
7
522016
Universal Supports as of Fall 2014
bull 6‐12 SAP Team ndash Academic and Behavioral
bull Student Leveling System
bull Effective Classroom Management in every classroom
bull Therapeutic Emotional Support Programs
bull School‐Based Behavioral Health
bull Read 180
bull Behavioral Lesson Plans
bull SET
15
Staying Focused on Universal Supports
Matrix ndash Bulldogs
bull Insert Matrix here
16
8
17
18
522016
Data Systems and Teaming
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
Data Systems
bull Action From Excel spreadsheets SWIS (School Wide Information System University of Oregon)
bull Timeline bull SWIS Training Winter 2016 bull Data Entry of all 2015 ndash 2016 data to date bull PBIS Data Team meetings using TIPS
bull Progress
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
9
522016
GOAL To determine any disproportionality of disciplinary practices for gender disabilities and
ethnicity
19
Progress from Year 1 and Year 2
Data Teaming Data Systems Year 1 bull Establishing Members
bull Scheduling bull Format
bull Identifying sources bull Determining Authenticity bull Building Universal Systems
Year 2 bull Using TIPS Process bull Use of Team Implementation Checklist (TIC)
bull Holding on to 80 buy in
bull SWIS bull Revising ODR bull Determining Authenticity
20
10
522016
Hello Baseline
21
National Averages
22
11
522016
2015 ndash 2016 ldquoHas IEPrdquo
23
ldquoDoes Not Have IEPrdquo
24
12
26
522016
Disproportionate Disciplinary Practices
25
Subgroup lower than 10 ndash does not calculate
1) Calculate Risk Index 2) Calculate Risk Ratio
Major‐Minority School
37
10
Risk Ratio
13
In year 2 of implementation one goal is to be sure that the data is authentic Are teachers completing ODRs correctly Explicit instruction for staff on how and when to complete an ODR
522016
CR PBIS and Data Systems
bull Have the right data points
bull Understand Risk Ratios and Risk Indexes
bull Race bull Gender bull Disability
In year 2 of implementation one goal is to be sure that the data is authentic Are teachers completing ODRs correctly Explicit instruction for staff on how and when to complete an ODR
27
Next Steps Action Implement TIPS (Team Initiated Problem Solving) Training
Schedule SET for Spring 2017
Progress Strengths
Leadership Securing and Committing Time for Meetings
Barriers Teacher Buy‐In in light of high teacher turn over ‐ sustainability Establishing Roles Transitioning from ldquoadmiring the problemrdquo to ldquoaction based on datardquo
28
14
29
522016
Meet Barrett Elementary
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
Steel Valley School District
According to 2005 census data bull The district had a 18340 resident population bull Per capita income was 16902$ bull Just over 1800 students
bull Most recent data indicates that the resident population is still around 18000 bull Median income is approximately $37000 bull The district population has decreased to just over 1400 (as of April 19 2016)
30
15
522016
Rate of Turnover 37 Grade 1 2 3 4 5
NEW 28 19 19 15 20
DEPARTED ‐15 ‐18 ‐21 ‐25 ‐13
BEGINNING 42 62 47 55 44
END 54 60 45 44 51
of Turnover
31 30 46 51 27
R = D((B+E)2)
Barrett Special Education and Ethnicity Data
bull 254 Total Students (as of April 19 2016)
2 Asian 1
190 Black 75
4 Hispanic 2
25 Multi racial 10
33 White 12
bull 90 students or 35 of the students have an IEP bull 22 students or 9 are Speech and Language only bull 68 students or 27 make up the other categories
32
16
33
522016
Year 8 of PBIS Implementation Goals
bull Attendance (specifically tardies) bull Transition from a school‐wide token economy to the Principalrsquos 200 Club format with moreemphasis on classroom rewards bull Emphasis on fine tuning the Tier 2 SAP procedures and supports such as using data as opposed to teacher recommendation for CICO behavior plans small group lessons and academic interventions bull Committing to evidenced based curriculumresources for Tier 2 academic and behavioral interventions bull Increasing teacher buy in and involvement bull Make the school schedule around the needs of the Special Education students bull Review data through a culturally responsive lens with regard to ethnicity and students with IEPs bull Increasing parent involvement through a targeted group of parents that would meet 6 times during the year to focus on school data and cultural responsive decision making and through offering parent awards and raffle drawings at each event
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
Progress bull We placed a staff member at the entrance to welcome students and used a sticker chart to track days on time for any student that accumulated 10+ days tardy and offered additional incentives for improvement In the first 30 days only 2 students showed improvement The 2nd 30 days there were 9 students that earned There are 31 students using this intervention bull Teachers began tracking tardies on major and minor referral forms in SWIS This was found to be inconsistent and a lot of work The team will review and make decisions at our June Action Planning meeting bull Teachers have given positive verbal feedback regarding Special Education students having their LA and Math classes at the same time as the peers in their homerooms Special EdTeachers reported that lesson planning and interventions were able to be more direct bull Teacher Buy‐in improved with one teacher focusing on dress down days and incentives for staff Gift cards were welcomed as well as reimbursement for class incentives bull The PATHS curriculum Second Step Curriculum Life Skills Curriculum NED Show resources DARE LLI Reading Series KID writing are among the utilized curriculums
34CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
17
522016
Principalrsquos PAW ticket
35
Principalrsquos PAW club
36
18
522016
Tardy Incentive Chart
37
Parent Awards
38
19
522016
Beyond Universal
39
Advanced Tiers Team
Challenges Keeping Focus Using the Right Data
Universal School-Wide Assessment
School-Wide Prevention Systems
Tier 2
Tier 3 Simple Individual Interventions (Brief FBABIP Schedule Curriculum Changes etc)
Small Group Interventions (CICO Social and Academic support groups etc)
ODRs Attendance Tardies Grades Credits Progress
Reports etc Universal Core Team
40CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
SWIS Data Screenshot
20
522016
41
Risk Indices ‐ Ethnicity
Risk Index= of students with 1+ ODR from your target group
of students in the target group
160 black students have referrals = 89 risk index 178 black students enrolled
17 white students have referrals = 52 risk index 33 white students enrolled
42
21
44
522016
From Risk Index Risk Ratio
Risk index by itself does not provide a comparison
A comparison of risk indices between two groups is called a risk ratio
43
Risk Ratio for Black and White Subgroups Risk Ratio= Risk Index of the target group
Risk index for comparison group
90 (risk index for Black students) = 173
52 (risk index for White students)
52 (risk index for White students) = 57
90 (risk index for Black students) SohelliphellipBlack students are 173 times more likely to receive an ODR than their
White peers
22
522016
Risk Indices‐ Special Education
88 students with 1+ ODR that do not have an IEP= 59 150 total students that do not have an IEP
41 students with 1+ ODR that have an IEP = 46 90 total students that have an IEP
45
Risk Ratio for Special and General Ed Subgroups
46 risk index for students with an IEP = 78
59 risk index for students without an IEP
59 risk index for students without an IEP= 128
46 risk index for students with an IEP Sohelliphellipwith students with IEPs are less likely to receive an ODR than
their peers in general education
46
23
What is our plan for the future
1 Action Plan for 20162017 in June
2 Review Code of Conduct and policies to detect anyambiguity in policy or classroom management systems ‐strengthen current systems in order to decrease referrals
3 Continue parent involvement committee for 20162017
47
Policies ‐ Effective Practice Options
Ineffective Effective
Enacting policies that nobody knows Set clear priorities about
Enacting policies that donrsquot change Reduce the effects of explicit bias practice
Policies without accountability for Enable implementation of specific implementation interventions
Reduce discriminatory practices Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015)
48
522016
24
522016
Equity Policy Recommendations (Green et al (2015)
1 Include a Specific Commitment to Equity bull Create mission statements that include equity bull Enact hiring preferences for equitable discipline
2 Install Effective Practices bull Require clear objective school discipline procedures bull Support implementation of proactive positive approaches to discipline bull Replace exclusionary practices with instructional ones
3 Create Accountability for Efforts bull Create teams and procedures to enhance equity bull Share disproportionality data regularly bull Build equity outcomes into evaluations
References
bull Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015) Key elements of policies to address discipline disproportionality A guide for district and school teams OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports wwwpbisorg
bull SWIS Version 56 | August 2015 University of Oregon wwwpbisappsorg
50
25
7
8
522016
Westinghouse Academy 6‐12
Barrett Elementary K‐5
Teachers 30 homerooms 49 Teachers
9 Sp Ed teachers 9 Related Arts 5 Career Tech Ed
(Cul Arts Cosmo Health Careers Carpentry amp Bus of Sports Admin)
15 homerooms 3 Title I Staff 4 Special Education Teachers 4 Specials Teachers
Year Implementing 2nd year 8th year
Students 457 ‐ grades 6‐12 250 students grades 1‐5
PBIS Matrix PRIDE Barrett Bears
Students grades
6 48
7 47
8 71
9 91
10 82
11 60
12 58
Meet Westinghouse Academy 6‐12
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
4
10
522016
Demographics as of Fall 2014 bull 463 School Performance Profile Rating bull 58 of students chronically absent bull 84 eligible for free and reduced lunch bull 20 of seniors have a GPA of 25 or higher with 90 attendance rate bull 62 of students were suspended atleast once bull Graduation Rate of 83 with 22 attending college
9
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
Students
bull 52 turnover bull 55 (269) male bull 45 (222) female bull Ethnicracial data bull 97 ‐ AA bull 2 ‐ MR bull 1 ‐ W
Staff
bull 14 New Teachers bull 30 teachers new at the start of the school year bull 33 (16) Non‐tenured teachers
5
12
522016
Challenges
Pgh Public Schools ‐ WestinghouseWilkinsburg Merger bull 170 7‐12 grade students from Wilkinsburg School District
20 Teacher turnover during the school year
52 Mobility rate for students
11
Foundations Supporting CR PBIS
bull Courageous Conversations
bull Trauma Informed CarePractices
bull Trauma Informed Care Instructional Practices
bull Monthly Discipline Committee Meeting
bull School Based Behavioral Health Collaboration
bull Creating A Community SchoolAligning community district school and community agencies
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
6
13
14
522016
CR PBIS ‐ Implementing Universal
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
The Westinghouse 6‐12 School Model Positive Behavior Interventions amp Supports
Universal School-Wide Assessment
School-Wide Prevention Systems
Tier 2
Tier 3 Simple Individual Interventions (Brief FBABIP Schedule Curriculum Changes etc)
Small Group Interventions (CICO Social and Academic support groups etc)
ODRs Attendance Tardies Grades Credits Progress
Reports etc
Coming Soon to a Pyramid near you of students requiring each level of support
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
7
522016
Universal Supports as of Fall 2014
bull 6‐12 SAP Team ndash Academic and Behavioral
bull Student Leveling System
bull Effective Classroom Management in every classroom
bull Therapeutic Emotional Support Programs
bull School‐Based Behavioral Health
bull Read 180
bull Behavioral Lesson Plans
bull SET
15
Staying Focused on Universal Supports
Matrix ndash Bulldogs
bull Insert Matrix here
16
8
17
18
522016
Data Systems and Teaming
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
Data Systems
bull Action From Excel spreadsheets SWIS (School Wide Information System University of Oregon)
bull Timeline bull SWIS Training Winter 2016 bull Data Entry of all 2015 ndash 2016 data to date bull PBIS Data Team meetings using TIPS
bull Progress
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
9
522016
GOAL To determine any disproportionality of disciplinary practices for gender disabilities and
ethnicity
19
Progress from Year 1 and Year 2
Data Teaming Data Systems Year 1 bull Establishing Members
bull Scheduling bull Format
bull Identifying sources bull Determining Authenticity bull Building Universal Systems
Year 2 bull Using TIPS Process bull Use of Team Implementation Checklist (TIC)
bull Holding on to 80 buy in
bull SWIS bull Revising ODR bull Determining Authenticity
20
10
522016
Hello Baseline
21
National Averages
22
11
522016
2015 ndash 2016 ldquoHas IEPrdquo
23
ldquoDoes Not Have IEPrdquo
24
12
26
522016
Disproportionate Disciplinary Practices
25
Subgroup lower than 10 ndash does not calculate
1) Calculate Risk Index 2) Calculate Risk Ratio
Major‐Minority School
37
10
Risk Ratio
13
In year 2 of implementation one goal is to be sure that the data is authentic Are teachers completing ODRs correctly Explicit instruction for staff on how and when to complete an ODR
522016
CR PBIS and Data Systems
bull Have the right data points
bull Understand Risk Ratios and Risk Indexes
bull Race bull Gender bull Disability
In year 2 of implementation one goal is to be sure that the data is authentic Are teachers completing ODRs correctly Explicit instruction for staff on how and when to complete an ODR
27
Next Steps Action Implement TIPS (Team Initiated Problem Solving) Training
Schedule SET for Spring 2017
Progress Strengths
Leadership Securing and Committing Time for Meetings
Barriers Teacher Buy‐In in light of high teacher turn over ‐ sustainability Establishing Roles Transitioning from ldquoadmiring the problemrdquo to ldquoaction based on datardquo
28
14
29
522016
Meet Barrett Elementary
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
Steel Valley School District
According to 2005 census data bull The district had a 18340 resident population bull Per capita income was 16902$ bull Just over 1800 students
bull Most recent data indicates that the resident population is still around 18000 bull Median income is approximately $37000 bull The district population has decreased to just over 1400 (as of April 19 2016)
30
15
522016
Rate of Turnover 37 Grade 1 2 3 4 5
NEW 28 19 19 15 20
DEPARTED ‐15 ‐18 ‐21 ‐25 ‐13
BEGINNING 42 62 47 55 44
END 54 60 45 44 51
of Turnover
31 30 46 51 27
R = D((B+E)2)
Barrett Special Education and Ethnicity Data
bull 254 Total Students (as of April 19 2016)
2 Asian 1
190 Black 75
4 Hispanic 2
25 Multi racial 10
33 White 12
bull 90 students or 35 of the students have an IEP bull 22 students or 9 are Speech and Language only bull 68 students or 27 make up the other categories
32
16
33
522016
Year 8 of PBIS Implementation Goals
bull Attendance (specifically tardies) bull Transition from a school‐wide token economy to the Principalrsquos 200 Club format with moreemphasis on classroom rewards bull Emphasis on fine tuning the Tier 2 SAP procedures and supports such as using data as opposed to teacher recommendation for CICO behavior plans small group lessons and academic interventions bull Committing to evidenced based curriculumresources for Tier 2 academic and behavioral interventions bull Increasing teacher buy in and involvement bull Make the school schedule around the needs of the Special Education students bull Review data through a culturally responsive lens with regard to ethnicity and students with IEPs bull Increasing parent involvement through a targeted group of parents that would meet 6 times during the year to focus on school data and cultural responsive decision making and through offering parent awards and raffle drawings at each event
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
Progress bull We placed a staff member at the entrance to welcome students and used a sticker chart to track days on time for any student that accumulated 10+ days tardy and offered additional incentives for improvement In the first 30 days only 2 students showed improvement The 2nd 30 days there were 9 students that earned There are 31 students using this intervention bull Teachers began tracking tardies on major and minor referral forms in SWIS This was found to be inconsistent and a lot of work The team will review and make decisions at our June Action Planning meeting bull Teachers have given positive verbal feedback regarding Special Education students having their LA and Math classes at the same time as the peers in their homerooms Special EdTeachers reported that lesson planning and interventions were able to be more direct bull Teacher Buy‐in improved with one teacher focusing on dress down days and incentives for staff Gift cards were welcomed as well as reimbursement for class incentives bull The PATHS curriculum Second Step Curriculum Life Skills Curriculum NED Show resources DARE LLI Reading Series KID writing are among the utilized curriculums
34CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
17
522016
Principalrsquos PAW ticket
35
Principalrsquos PAW club
36
18
522016
Tardy Incentive Chart
37
Parent Awards
38
19
522016
Beyond Universal
39
Advanced Tiers Team
Challenges Keeping Focus Using the Right Data
Universal School-Wide Assessment
School-Wide Prevention Systems
Tier 2
Tier 3 Simple Individual Interventions (Brief FBABIP Schedule Curriculum Changes etc)
Small Group Interventions (CICO Social and Academic support groups etc)
ODRs Attendance Tardies Grades Credits Progress
Reports etc Universal Core Team
40CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
SWIS Data Screenshot
20
522016
41
Risk Indices ‐ Ethnicity
Risk Index= of students with 1+ ODR from your target group
of students in the target group
160 black students have referrals = 89 risk index 178 black students enrolled
17 white students have referrals = 52 risk index 33 white students enrolled
42
21
44
522016
From Risk Index Risk Ratio
Risk index by itself does not provide a comparison
A comparison of risk indices between two groups is called a risk ratio
43
Risk Ratio for Black and White Subgroups Risk Ratio= Risk Index of the target group
Risk index for comparison group
90 (risk index for Black students) = 173
52 (risk index for White students)
52 (risk index for White students) = 57
90 (risk index for Black students) SohelliphellipBlack students are 173 times more likely to receive an ODR than their
White peers
22
522016
Risk Indices‐ Special Education
88 students with 1+ ODR that do not have an IEP= 59 150 total students that do not have an IEP
41 students with 1+ ODR that have an IEP = 46 90 total students that have an IEP
45
Risk Ratio for Special and General Ed Subgroups
46 risk index for students with an IEP = 78
59 risk index for students without an IEP
59 risk index for students without an IEP= 128
46 risk index for students with an IEP Sohelliphellipwith students with IEPs are less likely to receive an ODR than
their peers in general education
46
23
What is our plan for the future
1 Action Plan for 20162017 in June
2 Review Code of Conduct and policies to detect anyambiguity in policy or classroom management systems ‐strengthen current systems in order to decrease referrals
3 Continue parent involvement committee for 20162017
47
Policies ‐ Effective Practice Options
Ineffective Effective
Enacting policies that nobody knows Set clear priorities about
Enacting policies that donrsquot change Reduce the effects of explicit bias practice
Policies without accountability for Enable implementation of specific implementation interventions
Reduce discriminatory practices Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015)
48
522016
24
522016
Equity Policy Recommendations (Green et al (2015)
1 Include a Specific Commitment to Equity bull Create mission statements that include equity bull Enact hiring preferences for equitable discipline
2 Install Effective Practices bull Require clear objective school discipline procedures bull Support implementation of proactive positive approaches to discipline bull Replace exclusionary practices with instructional ones
3 Create Accountability for Efforts bull Create teams and procedures to enhance equity bull Share disproportionality data regularly bull Build equity outcomes into evaluations
References
bull Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015) Key elements of policies to address discipline disproportionality A guide for district and school teams OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports wwwpbisorg
bull SWIS Version 56 | August 2015 University of Oregon wwwpbisappsorg
50
25
10
522016
Demographics as of Fall 2014 bull 463 School Performance Profile Rating bull 58 of students chronically absent bull 84 eligible for free and reduced lunch bull 20 of seniors have a GPA of 25 or higher with 90 attendance rate bull 62 of students were suspended atleast once bull Graduation Rate of 83 with 22 attending college
9
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
Students
bull 52 turnover bull 55 (269) male bull 45 (222) female bull Ethnicracial data bull 97 ‐ AA bull 2 ‐ MR bull 1 ‐ W
Staff
bull 14 New Teachers bull 30 teachers new at the start of the school year bull 33 (16) Non‐tenured teachers
5
12
522016
Challenges
Pgh Public Schools ‐ WestinghouseWilkinsburg Merger bull 170 7‐12 grade students from Wilkinsburg School District
20 Teacher turnover during the school year
52 Mobility rate for students
11
Foundations Supporting CR PBIS
bull Courageous Conversations
bull Trauma Informed CarePractices
bull Trauma Informed Care Instructional Practices
bull Monthly Discipline Committee Meeting
bull School Based Behavioral Health Collaboration
bull Creating A Community SchoolAligning community district school and community agencies
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
6
13
14
522016
CR PBIS ‐ Implementing Universal
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
The Westinghouse 6‐12 School Model Positive Behavior Interventions amp Supports
Universal School-Wide Assessment
School-Wide Prevention Systems
Tier 2
Tier 3 Simple Individual Interventions (Brief FBABIP Schedule Curriculum Changes etc)
Small Group Interventions (CICO Social and Academic support groups etc)
ODRs Attendance Tardies Grades Credits Progress
Reports etc
Coming Soon to a Pyramid near you of students requiring each level of support
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
7
522016
Universal Supports as of Fall 2014
bull 6‐12 SAP Team ndash Academic and Behavioral
bull Student Leveling System
bull Effective Classroom Management in every classroom
bull Therapeutic Emotional Support Programs
bull School‐Based Behavioral Health
bull Read 180
bull Behavioral Lesson Plans
bull SET
15
Staying Focused on Universal Supports
Matrix ndash Bulldogs
bull Insert Matrix here
16
8
17
18
522016
Data Systems and Teaming
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
Data Systems
bull Action From Excel spreadsheets SWIS (School Wide Information System University of Oregon)
bull Timeline bull SWIS Training Winter 2016 bull Data Entry of all 2015 ndash 2016 data to date bull PBIS Data Team meetings using TIPS
bull Progress
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
9
522016
GOAL To determine any disproportionality of disciplinary practices for gender disabilities and
ethnicity
19
Progress from Year 1 and Year 2
Data Teaming Data Systems Year 1 bull Establishing Members
bull Scheduling bull Format
bull Identifying sources bull Determining Authenticity bull Building Universal Systems
Year 2 bull Using TIPS Process bull Use of Team Implementation Checklist (TIC)
bull Holding on to 80 buy in
bull SWIS bull Revising ODR bull Determining Authenticity
20
10
522016
Hello Baseline
21
National Averages
22
11
522016
2015 ndash 2016 ldquoHas IEPrdquo
23
ldquoDoes Not Have IEPrdquo
24
12
26
522016
Disproportionate Disciplinary Practices
25
Subgroup lower than 10 ndash does not calculate
1) Calculate Risk Index 2) Calculate Risk Ratio
Major‐Minority School
37
10
Risk Ratio
13
In year 2 of implementation one goal is to be sure that the data is authentic Are teachers completing ODRs correctly Explicit instruction for staff on how and when to complete an ODR
522016
CR PBIS and Data Systems
bull Have the right data points
bull Understand Risk Ratios and Risk Indexes
bull Race bull Gender bull Disability
In year 2 of implementation one goal is to be sure that the data is authentic Are teachers completing ODRs correctly Explicit instruction for staff on how and when to complete an ODR
27
Next Steps Action Implement TIPS (Team Initiated Problem Solving) Training
Schedule SET for Spring 2017
Progress Strengths
Leadership Securing and Committing Time for Meetings
Barriers Teacher Buy‐In in light of high teacher turn over ‐ sustainability Establishing Roles Transitioning from ldquoadmiring the problemrdquo to ldquoaction based on datardquo
28
14
29
522016
Meet Barrett Elementary
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
Steel Valley School District
According to 2005 census data bull The district had a 18340 resident population bull Per capita income was 16902$ bull Just over 1800 students
bull Most recent data indicates that the resident population is still around 18000 bull Median income is approximately $37000 bull The district population has decreased to just over 1400 (as of April 19 2016)
30
15
522016
Rate of Turnover 37 Grade 1 2 3 4 5
NEW 28 19 19 15 20
DEPARTED ‐15 ‐18 ‐21 ‐25 ‐13
BEGINNING 42 62 47 55 44
END 54 60 45 44 51
of Turnover
31 30 46 51 27
R = D((B+E)2)
Barrett Special Education and Ethnicity Data
bull 254 Total Students (as of April 19 2016)
2 Asian 1
190 Black 75
4 Hispanic 2
25 Multi racial 10
33 White 12
bull 90 students or 35 of the students have an IEP bull 22 students or 9 are Speech and Language only bull 68 students or 27 make up the other categories
32
16
33
522016
Year 8 of PBIS Implementation Goals
bull Attendance (specifically tardies) bull Transition from a school‐wide token economy to the Principalrsquos 200 Club format with moreemphasis on classroom rewards bull Emphasis on fine tuning the Tier 2 SAP procedures and supports such as using data as opposed to teacher recommendation for CICO behavior plans small group lessons and academic interventions bull Committing to evidenced based curriculumresources for Tier 2 academic and behavioral interventions bull Increasing teacher buy in and involvement bull Make the school schedule around the needs of the Special Education students bull Review data through a culturally responsive lens with regard to ethnicity and students with IEPs bull Increasing parent involvement through a targeted group of parents that would meet 6 times during the year to focus on school data and cultural responsive decision making and through offering parent awards and raffle drawings at each event
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
Progress bull We placed a staff member at the entrance to welcome students and used a sticker chart to track days on time for any student that accumulated 10+ days tardy and offered additional incentives for improvement In the first 30 days only 2 students showed improvement The 2nd 30 days there were 9 students that earned There are 31 students using this intervention bull Teachers began tracking tardies on major and minor referral forms in SWIS This was found to be inconsistent and a lot of work The team will review and make decisions at our June Action Planning meeting bull Teachers have given positive verbal feedback regarding Special Education students having their LA and Math classes at the same time as the peers in their homerooms Special EdTeachers reported that lesson planning and interventions were able to be more direct bull Teacher Buy‐in improved with one teacher focusing on dress down days and incentives for staff Gift cards were welcomed as well as reimbursement for class incentives bull The PATHS curriculum Second Step Curriculum Life Skills Curriculum NED Show resources DARE LLI Reading Series KID writing are among the utilized curriculums
34CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
17
522016
Principalrsquos PAW ticket
35
Principalrsquos PAW club
36
18
522016
Tardy Incentive Chart
37
Parent Awards
38
19
522016
Beyond Universal
39
Advanced Tiers Team
Challenges Keeping Focus Using the Right Data
Universal School-Wide Assessment
School-Wide Prevention Systems
Tier 2
Tier 3 Simple Individual Interventions (Brief FBABIP Schedule Curriculum Changes etc)
Small Group Interventions (CICO Social and Academic support groups etc)
ODRs Attendance Tardies Grades Credits Progress
Reports etc Universal Core Team
40CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
SWIS Data Screenshot
20
522016
41
Risk Indices ‐ Ethnicity
Risk Index= of students with 1+ ODR from your target group
of students in the target group
160 black students have referrals = 89 risk index 178 black students enrolled
17 white students have referrals = 52 risk index 33 white students enrolled
42
21
44
522016
From Risk Index Risk Ratio
Risk index by itself does not provide a comparison
A comparison of risk indices between two groups is called a risk ratio
43
Risk Ratio for Black and White Subgroups Risk Ratio= Risk Index of the target group
Risk index for comparison group
90 (risk index for Black students) = 173
52 (risk index for White students)
52 (risk index for White students) = 57
90 (risk index for Black students) SohelliphellipBlack students are 173 times more likely to receive an ODR than their
White peers
22
522016
Risk Indices‐ Special Education
88 students with 1+ ODR that do not have an IEP= 59 150 total students that do not have an IEP
41 students with 1+ ODR that have an IEP = 46 90 total students that have an IEP
45
Risk Ratio for Special and General Ed Subgroups
46 risk index for students with an IEP = 78
59 risk index for students without an IEP
59 risk index for students without an IEP= 128
46 risk index for students with an IEP Sohelliphellipwith students with IEPs are less likely to receive an ODR than
their peers in general education
46
23
What is our plan for the future
1 Action Plan for 20162017 in June
2 Review Code of Conduct and policies to detect anyambiguity in policy or classroom management systems ‐strengthen current systems in order to decrease referrals
3 Continue parent involvement committee for 20162017
47
Policies ‐ Effective Practice Options
Ineffective Effective
Enacting policies that nobody knows Set clear priorities about
Enacting policies that donrsquot change Reduce the effects of explicit bias practice
Policies without accountability for Enable implementation of specific implementation interventions
Reduce discriminatory practices Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015)
48
522016
24
522016
Equity Policy Recommendations (Green et al (2015)
1 Include a Specific Commitment to Equity bull Create mission statements that include equity bull Enact hiring preferences for equitable discipline
2 Install Effective Practices bull Require clear objective school discipline procedures bull Support implementation of proactive positive approaches to discipline bull Replace exclusionary practices with instructional ones
3 Create Accountability for Efforts bull Create teams and procedures to enhance equity bull Share disproportionality data regularly bull Build equity outcomes into evaluations
References
bull Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015) Key elements of policies to address discipline disproportionality A guide for district and school teams OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports wwwpbisorg
bull SWIS Version 56 | August 2015 University of Oregon wwwpbisappsorg
50
25
12
522016
Challenges
Pgh Public Schools ‐ WestinghouseWilkinsburg Merger bull 170 7‐12 grade students from Wilkinsburg School District
20 Teacher turnover during the school year
52 Mobility rate for students
11
Foundations Supporting CR PBIS
bull Courageous Conversations
bull Trauma Informed CarePractices
bull Trauma Informed Care Instructional Practices
bull Monthly Discipline Committee Meeting
bull School Based Behavioral Health Collaboration
bull Creating A Community SchoolAligning community district school and community agencies
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
6
13
14
522016
CR PBIS ‐ Implementing Universal
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
The Westinghouse 6‐12 School Model Positive Behavior Interventions amp Supports
Universal School-Wide Assessment
School-Wide Prevention Systems
Tier 2
Tier 3 Simple Individual Interventions (Brief FBABIP Schedule Curriculum Changes etc)
Small Group Interventions (CICO Social and Academic support groups etc)
ODRs Attendance Tardies Grades Credits Progress
Reports etc
Coming Soon to a Pyramid near you of students requiring each level of support
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
7
522016
Universal Supports as of Fall 2014
bull 6‐12 SAP Team ndash Academic and Behavioral
bull Student Leveling System
bull Effective Classroom Management in every classroom
bull Therapeutic Emotional Support Programs
bull School‐Based Behavioral Health
bull Read 180
bull Behavioral Lesson Plans
bull SET
15
Staying Focused on Universal Supports
Matrix ndash Bulldogs
bull Insert Matrix here
16
8
17
18
522016
Data Systems and Teaming
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
Data Systems
bull Action From Excel spreadsheets SWIS (School Wide Information System University of Oregon)
bull Timeline bull SWIS Training Winter 2016 bull Data Entry of all 2015 ndash 2016 data to date bull PBIS Data Team meetings using TIPS
bull Progress
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
9
522016
GOAL To determine any disproportionality of disciplinary practices for gender disabilities and
ethnicity
19
Progress from Year 1 and Year 2
Data Teaming Data Systems Year 1 bull Establishing Members
bull Scheduling bull Format
bull Identifying sources bull Determining Authenticity bull Building Universal Systems
Year 2 bull Using TIPS Process bull Use of Team Implementation Checklist (TIC)
bull Holding on to 80 buy in
bull SWIS bull Revising ODR bull Determining Authenticity
20
10
522016
Hello Baseline
21
National Averages
22
11
522016
2015 ndash 2016 ldquoHas IEPrdquo
23
ldquoDoes Not Have IEPrdquo
24
12
26
522016
Disproportionate Disciplinary Practices
25
Subgroup lower than 10 ndash does not calculate
1) Calculate Risk Index 2) Calculate Risk Ratio
Major‐Minority School
37
10
Risk Ratio
13
In year 2 of implementation one goal is to be sure that the data is authentic Are teachers completing ODRs correctly Explicit instruction for staff on how and when to complete an ODR
522016
CR PBIS and Data Systems
bull Have the right data points
bull Understand Risk Ratios and Risk Indexes
bull Race bull Gender bull Disability
In year 2 of implementation one goal is to be sure that the data is authentic Are teachers completing ODRs correctly Explicit instruction for staff on how and when to complete an ODR
27
Next Steps Action Implement TIPS (Team Initiated Problem Solving) Training
Schedule SET for Spring 2017
Progress Strengths
Leadership Securing and Committing Time for Meetings
Barriers Teacher Buy‐In in light of high teacher turn over ‐ sustainability Establishing Roles Transitioning from ldquoadmiring the problemrdquo to ldquoaction based on datardquo
28
14
29
522016
Meet Barrett Elementary
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
Steel Valley School District
According to 2005 census data bull The district had a 18340 resident population bull Per capita income was 16902$ bull Just over 1800 students
bull Most recent data indicates that the resident population is still around 18000 bull Median income is approximately $37000 bull The district population has decreased to just over 1400 (as of April 19 2016)
30
15
522016
Rate of Turnover 37 Grade 1 2 3 4 5
NEW 28 19 19 15 20
DEPARTED ‐15 ‐18 ‐21 ‐25 ‐13
BEGINNING 42 62 47 55 44
END 54 60 45 44 51
of Turnover
31 30 46 51 27
R = D((B+E)2)
Barrett Special Education and Ethnicity Data
bull 254 Total Students (as of April 19 2016)
2 Asian 1
190 Black 75
4 Hispanic 2
25 Multi racial 10
33 White 12
bull 90 students or 35 of the students have an IEP bull 22 students or 9 are Speech and Language only bull 68 students or 27 make up the other categories
32
16
33
522016
Year 8 of PBIS Implementation Goals
bull Attendance (specifically tardies) bull Transition from a school‐wide token economy to the Principalrsquos 200 Club format with moreemphasis on classroom rewards bull Emphasis on fine tuning the Tier 2 SAP procedures and supports such as using data as opposed to teacher recommendation for CICO behavior plans small group lessons and academic interventions bull Committing to evidenced based curriculumresources for Tier 2 academic and behavioral interventions bull Increasing teacher buy in and involvement bull Make the school schedule around the needs of the Special Education students bull Review data through a culturally responsive lens with regard to ethnicity and students with IEPs bull Increasing parent involvement through a targeted group of parents that would meet 6 times during the year to focus on school data and cultural responsive decision making and through offering parent awards and raffle drawings at each event
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
Progress bull We placed a staff member at the entrance to welcome students and used a sticker chart to track days on time for any student that accumulated 10+ days tardy and offered additional incentives for improvement In the first 30 days only 2 students showed improvement The 2nd 30 days there were 9 students that earned There are 31 students using this intervention bull Teachers began tracking tardies on major and minor referral forms in SWIS This was found to be inconsistent and a lot of work The team will review and make decisions at our June Action Planning meeting bull Teachers have given positive verbal feedback regarding Special Education students having their LA and Math classes at the same time as the peers in their homerooms Special EdTeachers reported that lesson planning and interventions were able to be more direct bull Teacher Buy‐in improved with one teacher focusing on dress down days and incentives for staff Gift cards were welcomed as well as reimbursement for class incentives bull The PATHS curriculum Second Step Curriculum Life Skills Curriculum NED Show resources DARE LLI Reading Series KID writing are among the utilized curriculums
34CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
17
522016
Principalrsquos PAW ticket
35
Principalrsquos PAW club
36
18
522016
Tardy Incentive Chart
37
Parent Awards
38
19
522016
Beyond Universal
39
Advanced Tiers Team
Challenges Keeping Focus Using the Right Data
Universal School-Wide Assessment
School-Wide Prevention Systems
Tier 2
Tier 3 Simple Individual Interventions (Brief FBABIP Schedule Curriculum Changes etc)
Small Group Interventions (CICO Social and Academic support groups etc)
ODRs Attendance Tardies Grades Credits Progress
Reports etc Universal Core Team
40CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
SWIS Data Screenshot
20
522016
41
Risk Indices ‐ Ethnicity
Risk Index= of students with 1+ ODR from your target group
of students in the target group
160 black students have referrals = 89 risk index 178 black students enrolled
17 white students have referrals = 52 risk index 33 white students enrolled
42
21
44
522016
From Risk Index Risk Ratio
Risk index by itself does not provide a comparison
A comparison of risk indices between two groups is called a risk ratio
43
Risk Ratio for Black and White Subgroups Risk Ratio= Risk Index of the target group
Risk index for comparison group
90 (risk index for Black students) = 173
52 (risk index for White students)
52 (risk index for White students) = 57
90 (risk index for Black students) SohelliphellipBlack students are 173 times more likely to receive an ODR than their
White peers
22
522016
Risk Indices‐ Special Education
88 students with 1+ ODR that do not have an IEP= 59 150 total students that do not have an IEP
41 students with 1+ ODR that have an IEP = 46 90 total students that have an IEP
45
Risk Ratio for Special and General Ed Subgroups
46 risk index for students with an IEP = 78
59 risk index for students without an IEP
59 risk index for students without an IEP= 128
46 risk index for students with an IEP Sohelliphellipwith students with IEPs are less likely to receive an ODR than
their peers in general education
46
23
What is our plan for the future
1 Action Plan for 20162017 in June
2 Review Code of Conduct and policies to detect anyambiguity in policy or classroom management systems ‐strengthen current systems in order to decrease referrals
3 Continue parent involvement committee for 20162017
47
Policies ‐ Effective Practice Options
Ineffective Effective
Enacting policies that nobody knows Set clear priorities about
Enacting policies that donrsquot change Reduce the effects of explicit bias practice
Policies without accountability for Enable implementation of specific implementation interventions
Reduce discriminatory practices Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015)
48
522016
24
522016
Equity Policy Recommendations (Green et al (2015)
1 Include a Specific Commitment to Equity bull Create mission statements that include equity bull Enact hiring preferences for equitable discipline
2 Install Effective Practices bull Require clear objective school discipline procedures bull Support implementation of proactive positive approaches to discipline bull Replace exclusionary practices with instructional ones
3 Create Accountability for Efforts bull Create teams and procedures to enhance equity bull Share disproportionality data regularly bull Build equity outcomes into evaluations
References
bull Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015) Key elements of policies to address discipline disproportionality A guide for district and school teams OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports wwwpbisorg
bull SWIS Version 56 | August 2015 University of Oregon wwwpbisappsorg
50
25
13
14
522016
CR PBIS ‐ Implementing Universal
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
The Westinghouse 6‐12 School Model Positive Behavior Interventions amp Supports
Universal School-Wide Assessment
School-Wide Prevention Systems
Tier 2
Tier 3 Simple Individual Interventions (Brief FBABIP Schedule Curriculum Changes etc)
Small Group Interventions (CICO Social and Academic support groups etc)
ODRs Attendance Tardies Grades Credits Progress
Reports etc
Coming Soon to a Pyramid near you of students requiring each level of support
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
7
522016
Universal Supports as of Fall 2014
bull 6‐12 SAP Team ndash Academic and Behavioral
bull Student Leveling System
bull Effective Classroom Management in every classroom
bull Therapeutic Emotional Support Programs
bull School‐Based Behavioral Health
bull Read 180
bull Behavioral Lesson Plans
bull SET
15
Staying Focused on Universal Supports
Matrix ndash Bulldogs
bull Insert Matrix here
16
8
17
18
522016
Data Systems and Teaming
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
Data Systems
bull Action From Excel spreadsheets SWIS (School Wide Information System University of Oregon)
bull Timeline bull SWIS Training Winter 2016 bull Data Entry of all 2015 ndash 2016 data to date bull PBIS Data Team meetings using TIPS
bull Progress
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
9
522016
GOAL To determine any disproportionality of disciplinary practices for gender disabilities and
ethnicity
19
Progress from Year 1 and Year 2
Data Teaming Data Systems Year 1 bull Establishing Members
bull Scheduling bull Format
bull Identifying sources bull Determining Authenticity bull Building Universal Systems
Year 2 bull Using TIPS Process bull Use of Team Implementation Checklist (TIC)
bull Holding on to 80 buy in
bull SWIS bull Revising ODR bull Determining Authenticity
20
10
522016
Hello Baseline
21
National Averages
22
11
522016
2015 ndash 2016 ldquoHas IEPrdquo
23
ldquoDoes Not Have IEPrdquo
24
12
26
522016
Disproportionate Disciplinary Practices
25
Subgroup lower than 10 ndash does not calculate
1) Calculate Risk Index 2) Calculate Risk Ratio
Major‐Minority School
37
10
Risk Ratio
13
In year 2 of implementation one goal is to be sure that the data is authentic Are teachers completing ODRs correctly Explicit instruction for staff on how and when to complete an ODR
522016
CR PBIS and Data Systems
bull Have the right data points
bull Understand Risk Ratios and Risk Indexes
bull Race bull Gender bull Disability
In year 2 of implementation one goal is to be sure that the data is authentic Are teachers completing ODRs correctly Explicit instruction for staff on how and when to complete an ODR
27
Next Steps Action Implement TIPS (Team Initiated Problem Solving) Training
Schedule SET for Spring 2017
Progress Strengths
Leadership Securing and Committing Time for Meetings
Barriers Teacher Buy‐In in light of high teacher turn over ‐ sustainability Establishing Roles Transitioning from ldquoadmiring the problemrdquo to ldquoaction based on datardquo
28
14
29
522016
Meet Barrett Elementary
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
Steel Valley School District
According to 2005 census data bull The district had a 18340 resident population bull Per capita income was 16902$ bull Just over 1800 students
bull Most recent data indicates that the resident population is still around 18000 bull Median income is approximately $37000 bull The district population has decreased to just over 1400 (as of April 19 2016)
30
15
522016
Rate of Turnover 37 Grade 1 2 3 4 5
NEW 28 19 19 15 20
DEPARTED ‐15 ‐18 ‐21 ‐25 ‐13
BEGINNING 42 62 47 55 44
END 54 60 45 44 51
of Turnover
31 30 46 51 27
R = D((B+E)2)
Barrett Special Education and Ethnicity Data
bull 254 Total Students (as of April 19 2016)
2 Asian 1
190 Black 75
4 Hispanic 2
25 Multi racial 10
33 White 12
bull 90 students or 35 of the students have an IEP bull 22 students or 9 are Speech and Language only bull 68 students or 27 make up the other categories
32
16
33
522016
Year 8 of PBIS Implementation Goals
bull Attendance (specifically tardies) bull Transition from a school‐wide token economy to the Principalrsquos 200 Club format with moreemphasis on classroom rewards bull Emphasis on fine tuning the Tier 2 SAP procedures and supports such as using data as opposed to teacher recommendation for CICO behavior plans small group lessons and academic interventions bull Committing to evidenced based curriculumresources for Tier 2 academic and behavioral interventions bull Increasing teacher buy in and involvement bull Make the school schedule around the needs of the Special Education students bull Review data through a culturally responsive lens with regard to ethnicity and students with IEPs bull Increasing parent involvement through a targeted group of parents that would meet 6 times during the year to focus on school data and cultural responsive decision making and through offering parent awards and raffle drawings at each event
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
Progress bull We placed a staff member at the entrance to welcome students and used a sticker chart to track days on time for any student that accumulated 10+ days tardy and offered additional incentives for improvement In the first 30 days only 2 students showed improvement The 2nd 30 days there were 9 students that earned There are 31 students using this intervention bull Teachers began tracking tardies on major and minor referral forms in SWIS This was found to be inconsistent and a lot of work The team will review and make decisions at our June Action Planning meeting bull Teachers have given positive verbal feedback regarding Special Education students having their LA and Math classes at the same time as the peers in their homerooms Special EdTeachers reported that lesson planning and interventions were able to be more direct bull Teacher Buy‐in improved with one teacher focusing on dress down days and incentives for staff Gift cards were welcomed as well as reimbursement for class incentives bull The PATHS curriculum Second Step Curriculum Life Skills Curriculum NED Show resources DARE LLI Reading Series KID writing are among the utilized curriculums
34CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
17
522016
Principalrsquos PAW ticket
35
Principalrsquos PAW club
36
18
522016
Tardy Incentive Chart
37
Parent Awards
38
19
522016
Beyond Universal
39
Advanced Tiers Team
Challenges Keeping Focus Using the Right Data
Universal School-Wide Assessment
School-Wide Prevention Systems
Tier 2
Tier 3 Simple Individual Interventions (Brief FBABIP Schedule Curriculum Changes etc)
Small Group Interventions (CICO Social and Academic support groups etc)
ODRs Attendance Tardies Grades Credits Progress
Reports etc Universal Core Team
40CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
SWIS Data Screenshot
20
522016
41
Risk Indices ‐ Ethnicity
Risk Index= of students with 1+ ODR from your target group
of students in the target group
160 black students have referrals = 89 risk index 178 black students enrolled
17 white students have referrals = 52 risk index 33 white students enrolled
42
21
44
522016
From Risk Index Risk Ratio
Risk index by itself does not provide a comparison
A comparison of risk indices between two groups is called a risk ratio
43
Risk Ratio for Black and White Subgroups Risk Ratio= Risk Index of the target group
Risk index for comparison group
90 (risk index for Black students) = 173
52 (risk index for White students)
52 (risk index for White students) = 57
90 (risk index for Black students) SohelliphellipBlack students are 173 times more likely to receive an ODR than their
White peers
22
522016
Risk Indices‐ Special Education
88 students with 1+ ODR that do not have an IEP= 59 150 total students that do not have an IEP
41 students with 1+ ODR that have an IEP = 46 90 total students that have an IEP
45
Risk Ratio for Special and General Ed Subgroups
46 risk index for students with an IEP = 78
59 risk index for students without an IEP
59 risk index for students without an IEP= 128
46 risk index for students with an IEP Sohelliphellipwith students with IEPs are less likely to receive an ODR than
their peers in general education
46
23
What is our plan for the future
1 Action Plan for 20162017 in June
2 Review Code of Conduct and policies to detect anyambiguity in policy or classroom management systems ‐strengthen current systems in order to decrease referrals
3 Continue parent involvement committee for 20162017
47
Policies ‐ Effective Practice Options
Ineffective Effective
Enacting policies that nobody knows Set clear priorities about
Enacting policies that donrsquot change Reduce the effects of explicit bias practice
Policies without accountability for Enable implementation of specific implementation interventions
Reduce discriminatory practices Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015)
48
522016
24
522016
Equity Policy Recommendations (Green et al (2015)
1 Include a Specific Commitment to Equity bull Create mission statements that include equity bull Enact hiring preferences for equitable discipline
2 Install Effective Practices bull Require clear objective school discipline procedures bull Support implementation of proactive positive approaches to discipline bull Replace exclusionary practices with instructional ones
3 Create Accountability for Efforts bull Create teams and procedures to enhance equity bull Share disproportionality data regularly bull Build equity outcomes into evaluations
References
bull Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015) Key elements of policies to address discipline disproportionality A guide for district and school teams OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports wwwpbisorg
bull SWIS Version 56 | August 2015 University of Oregon wwwpbisappsorg
50
25
522016
Universal Supports as of Fall 2014
bull 6‐12 SAP Team ndash Academic and Behavioral
bull Student Leveling System
bull Effective Classroom Management in every classroom
bull Therapeutic Emotional Support Programs
bull School‐Based Behavioral Health
bull Read 180
bull Behavioral Lesson Plans
bull SET
15
Staying Focused on Universal Supports
Matrix ndash Bulldogs
bull Insert Matrix here
16
8
17
18
522016
Data Systems and Teaming
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
Data Systems
bull Action From Excel spreadsheets SWIS (School Wide Information System University of Oregon)
bull Timeline bull SWIS Training Winter 2016 bull Data Entry of all 2015 ndash 2016 data to date bull PBIS Data Team meetings using TIPS
bull Progress
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
9
522016
GOAL To determine any disproportionality of disciplinary practices for gender disabilities and
ethnicity
19
Progress from Year 1 and Year 2
Data Teaming Data Systems Year 1 bull Establishing Members
bull Scheduling bull Format
bull Identifying sources bull Determining Authenticity bull Building Universal Systems
Year 2 bull Using TIPS Process bull Use of Team Implementation Checklist (TIC)
bull Holding on to 80 buy in
bull SWIS bull Revising ODR bull Determining Authenticity
20
10
522016
Hello Baseline
21
National Averages
22
11
522016
2015 ndash 2016 ldquoHas IEPrdquo
23
ldquoDoes Not Have IEPrdquo
24
12
26
522016
Disproportionate Disciplinary Practices
25
Subgroup lower than 10 ndash does not calculate
1) Calculate Risk Index 2) Calculate Risk Ratio
Major‐Minority School
37
10
Risk Ratio
13
In year 2 of implementation one goal is to be sure that the data is authentic Are teachers completing ODRs correctly Explicit instruction for staff on how and when to complete an ODR
522016
CR PBIS and Data Systems
bull Have the right data points
bull Understand Risk Ratios and Risk Indexes
bull Race bull Gender bull Disability
In year 2 of implementation one goal is to be sure that the data is authentic Are teachers completing ODRs correctly Explicit instruction for staff on how and when to complete an ODR
27
Next Steps Action Implement TIPS (Team Initiated Problem Solving) Training
Schedule SET for Spring 2017
Progress Strengths
Leadership Securing and Committing Time for Meetings
Barriers Teacher Buy‐In in light of high teacher turn over ‐ sustainability Establishing Roles Transitioning from ldquoadmiring the problemrdquo to ldquoaction based on datardquo
28
14
29
522016
Meet Barrett Elementary
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
Steel Valley School District
According to 2005 census data bull The district had a 18340 resident population bull Per capita income was 16902$ bull Just over 1800 students
bull Most recent data indicates that the resident population is still around 18000 bull Median income is approximately $37000 bull The district population has decreased to just over 1400 (as of April 19 2016)
30
15
522016
Rate of Turnover 37 Grade 1 2 3 4 5
NEW 28 19 19 15 20
DEPARTED ‐15 ‐18 ‐21 ‐25 ‐13
BEGINNING 42 62 47 55 44
END 54 60 45 44 51
of Turnover
31 30 46 51 27
R = D((B+E)2)
Barrett Special Education and Ethnicity Data
bull 254 Total Students (as of April 19 2016)
2 Asian 1
190 Black 75
4 Hispanic 2
25 Multi racial 10
33 White 12
bull 90 students or 35 of the students have an IEP bull 22 students or 9 are Speech and Language only bull 68 students or 27 make up the other categories
32
16
33
522016
Year 8 of PBIS Implementation Goals
bull Attendance (specifically tardies) bull Transition from a school‐wide token economy to the Principalrsquos 200 Club format with moreemphasis on classroom rewards bull Emphasis on fine tuning the Tier 2 SAP procedures and supports such as using data as opposed to teacher recommendation for CICO behavior plans small group lessons and academic interventions bull Committing to evidenced based curriculumresources for Tier 2 academic and behavioral interventions bull Increasing teacher buy in and involvement bull Make the school schedule around the needs of the Special Education students bull Review data through a culturally responsive lens with regard to ethnicity and students with IEPs bull Increasing parent involvement through a targeted group of parents that would meet 6 times during the year to focus on school data and cultural responsive decision making and through offering parent awards and raffle drawings at each event
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
Progress bull We placed a staff member at the entrance to welcome students and used a sticker chart to track days on time for any student that accumulated 10+ days tardy and offered additional incentives for improvement In the first 30 days only 2 students showed improvement The 2nd 30 days there were 9 students that earned There are 31 students using this intervention bull Teachers began tracking tardies on major and minor referral forms in SWIS This was found to be inconsistent and a lot of work The team will review and make decisions at our June Action Planning meeting bull Teachers have given positive verbal feedback regarding Special Education students having their LA and Math classes at the same time as the peers in their homerooms Special EdTeachers reported that lesson planning and interventions were able to be more direct bull Teacher Buy‐in improved with one teacher focusing on dress down days and incentives for staff Gift cards were welcomed as well as reimbursement for class incentives bull The PATHS curriculum Second Step Curriculum Life Skills Curriculum NED Show resources DARE LLI Reading Series KID writing are among the utilized curriculums
34CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
17
522016
Principalrsquos PAW ticket
35
Principalrsquos PAW club
36
18
522016
Tardy Incentive Chart
37
Parent Awards
38
19
522016
Beyond Universal
39
Advanced Tiers Team
Challenges Keeping Focus Using the Right Data
Universal School-Wide Assessment
School-Wide Prevention Systems
Tier 2
Tier 3 Simple Individual Interventions (Brief FBABIP Schedule Curriculum Changes etc)
Small Group Interventions (CICO Social and Academic support groups etc)
ODRs Attendance Tardies Grades Credits Progress
Reports etc Universal Core Team
40CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
SWIS Data Screenshot
20
522016
41
Risk Indices ‐ Ethnicity
Risk Index= of students with 1+ ODR from your target group
of students in the target group
160 black students have referrals = 89 risk index 178 black students enrolled
17 white students have referrals = 52 risk index 33 white students enrolled
42
21
44
522016
From Risk Index Risk Ratio
Risk index by itself does not provide a comparison
A comparison of risk indices between two groups is called a risk ratio
43
Risk Ratio for Black and White Subgroups Risk Ratio= Risk Index of the target group
Risk index for comparison group
90 (risk index for Black students) = 173
52 (risk index for White students)
52 (risk index for White students) = 57
90 (risk index for Black students) SohelliphellipBlack students are 173 times more likely to receive an ODR than their
White peers
22
522016
Risk Indices‐ Special Education
88 students with 1+ ODR that do not have an IEP= 59 150 total students that do not have an IEP
41 students with 1+ ODR that have an IEP = 46 90 total students that have an IEP
45
Risk Ratio for Special and General Ed Subgroups
46 risk index for students with an IEP = 78
59 risk index for students without an IEP
59 risk index for students without an IEP= 128
46 risk index for students with an IEP Sohelliphellipwith students with IEPs are less likely to receive an ODR than
their peers in general education
46
23
What is our plan for the future
1 Action Plan for 20162017 in June
2 Review Code of Conduct and policies to detect anyambiguity in policy or classroom management systems ‐strengthen current systems in order to decrease referrals
3 Continue parent involvement committee for 20162017
47
Policies ‐ Effective Practice Options
Ineffective Effective
Enacting policies that nobody knows Set clear priorities about
Enacting policies that donrsquot change Reduce the effects of explicit bias practice
Policies without accountability for Enable implementation of specific implementation interventions
Reduce discriminatory practices Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015)
48
522016
24
522016
Equity Policy Recommendations (Green et al (2015)
1 Include a Specific Commitment to Equity bull Create mission statements that include equity bull Enact hiring preferences for equitable discipline
2 Install Effective Practices bull Require clear objective school discipline procedures bull Support implementation of proactive positive approaches to discipline bull Replace exclusionary practices with instructional ones
3 Create Accountability for Efforts bull Create teams and procedures to enhance equity bull Share disproportionality data regularly bull Build equity outcomes into evaluations
References
bull Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015) Key elements of policies to address discipline disproportionality A guide for district and school teams OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports wwwpbisorg
bull SWIS Version 56 | August 2015 University of Oregon wwwpbisappsorg
50
25
17
18
522016
Data Systems and Teaming
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
Data Systems
bull Action From Excel spreadsheets SWIS (School Wide Information System University of Oregon)
bull Timeline bull SWIS Training Winter 2016 bull Data Entry of all 2015 ndash 2016 data to date bull PBIS Data Team meetings using TIPS
bull Progress
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
9
522016
GOAL To determine any disproportionality of disciplinary practices for gender disabilities and
ethnicity
19
Progress from Year 1 and Year 2
Data Teaming Data Systems Year 1 bull Establishing Members
bull Scheduling bull Format
bull Identifying sources bull Determining Authenticity bull Building Universal Systems
Year 2 bull Using TIPS Process bull Use of Team Implementation Checklist (TIC)
bull Holding on to 80 buy in
bull SWIS bull Revising ODR bull Determining Authenticity
20
10
522016
Hello Baseline
21
National Averages
22
11
522016
2015 ndash 2016 ldquoHas IEPrdquo
23
ldquoDoes Not Have IEPrdquo
24
12
26
522016
Disproportionate Disciplinary Practices
25
Subgroup lower than 10 ndash does not calculate
1) Calculate Risk Index 2) Calculate Risk Ratio
Major‐Minority School
37
10
Risk Ratio
13
In year 2 of implementation one goal is to be sure that the data is authentic Are teachers completing ODRs correctly Explicit instruction for staff on how and when to complete an ODR
522016
CR PBIS and Data Systems
bull Have the right data points
bull Understand Risk Ratios and Risk Indexes
bull Race bull Gender bull Disability
In year 2 of implementation one goal is to be sure that the data is authentic Are teachers completing ODRs correctly Explicit instruction for staff on how and when to complete an ODR
27
Next Steps Action Implement TIPS (Team Initiated Problem Solving) Training
Schedule SET for Spring 2017
Progress Strengths
Leadership Securing and Committing Time for Meetings
Barriers Teacher Buy‐In in light of high teacher turn over ‐ sustainability Establishing Roles Transitioning from ldquoadmiring the problemrdquo to ldquoaction based on datardquo
28
14
29
522016
Meet Barrett Elementary
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
Steel Valley School District
According to 2005 census data bull The district had a 18340 resident population bull Per capita income was 16902$ bull Just over 1800 students
bull Most recent data indicates that the resident population is still around 18000 bull Median income is approximately $37000 bull The district population has decreased to just over 1400 (as of April 19 2016)
30
15
522016
Rate of Turnover 37 Grade 1 2 3 4 5
NEW 28 19 19 15 20
DEPARTED ‐15 ‐18 ‐21 ‐25 ‐13
BEGINNING 42 62 47 55 44
END 54 60 45 44 51
of Turnover
31 30 46 51 27
R = D((B+E)2)
Barrett Special Education and Ethnicity Data
bull 254 Total Students (as of April 19 2016)
2 Asian 1
190 Black 75
4 Hispanic 2
25 Multi racial 10
33 White 12
bull 90 students or 35 of the students have an IEP bull 22 students or 9 are Speech and Language only bull 68 students or 27 make up the other categories
32
16
33
522016
Year 8 of PBIS Implementation Goals
bull Attendance (specifically tardies) bull Transition from a school‐wide token economy to the Principalrsquos 200 Club format with moreemphasis on classroom rewards bull Emphasis on fine tuning the Tier 2 SAP procedures and supports such as using data as opposed to teacher recommendation for CICO behavior plans small group lessons and academic interventions bull Committing to evidenced based curriculumresources for Tier 2 academic and behavioral interventions bull Increasing teacher buy in and involvement bull Make the school schedule around the needs of the Special Education students bull Review data through a culturally responsive lens with regard to ethnicity and students with IEPs bull Increasing parent involvement through a targeted group of parents that would meet 6 times during the year to focus on school data and cultural responsive decision making and through offering parent awards and raffle drawings at each event
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
Progress bull We placed a staff member at the entrance to welcome students and used a sticker chart to track days on time for any student that accumulated 10+ days tardy and offered additional incentives for improvement In the first 30 days only 2 students showed improvement The 2nd 30 days there were 9 students that earned There are 31 students using this intervention bull Teachers began tracking tardies on major and minor referral forms in SWIS This was found to be inconsistent and a lot of work The team will review and make decisions at our June Action Planning meeting bull Teachers have given positive verbal feedback regarding Special Education students having their LA and Math classes at the same time as the peers in their homerooms Special EdTeachers reported that lesson planning and interventions were able to be more direct bull Teacher Buy‐in improved with one teacher focusing on dress down days and incentives for staff Gift cards were welcomed as well as reimbursement for class incentives bull The PATHS curriculum Second Step Curriculum Life Skills Curriculum NED Show resources DARE LLI Reading Series KID writing are among the utilized curriculums
34CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
17
522016
Principalrsquos PAW ticket
35
Principalrsquos PAW club
36
18
522016
Tardy Incentive Chart
37
Parent Awards
38
19
522016
Beyond Universal
39
Advanced Tiers Team
Challenges Keeping Focus Using the Right Data
Universal School-Wide Assessment
School-Wide Prevention Systems
Tier 2
Tier 3 Simple Individual Interventions (Brief FBABIP Schedule Curriculum Changes etc)
Small Group Interventions (CICO Social and Academic support groups etc)
ODRs Attendance Tardies Grades Credits Progress
Reports etc Universal Core Team
40CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
SWIS Data Screenshot
20
522016
41
Risk Indices ‐ Ethnicity
Risk Index= of students with 1+ ODR from your target group
of students in the target group
160 black students have referrals = 89 risk index 178 black students enrolled
17 white students have referrals = 52 risk index 33 white students enrolled
42
21
44
522016
From Risk Index Risk Ratio
Risk index by itself does not provide a comparison
A comparison of risk indices between two groups is called a risk ratio
43
Risk Ratio for Black and White Subgroups Risk Ratio= Risk Index of the target group
Risk index for comparison group
90 (risk index for Black students) = 173
52 (risk index for White students)
52 (risk index for White students) = 57
90 (risk index for Black students) SohelliphellipBlack students are 173 times more likely to receive an ODR than their
White peers
22
522016
Risk Indices‐ Special Education
88 students with 1+ ODR that do not have an IEP= 59 150 total students that do not have an IEP
41 students with 1+ ODR that have an IEP = 46 90 total students that have an IEP
45
Risk Ratio for Special and General Ed Subgroups
46 risk index for students with an IEP = 78
59 risk index for students without an IEP
59 risk index for students without an IEP= 128
46 risk index for students with an IEP Sohelliphellipwith students with IEPs are less likely to receive an ODR than
their peers in general education
46
23
What is our plan for the future
1 Action Plan for 20162017 in June
2 Review Code of Conduct and policies to detect anyambiguity in policy or classroom management systems ‐strengthen current systems in order to decrease referrals
3 Continue parent involvement committee for 20162017
47
Policies ‐ Effective Practice Options
Ineffective Effective
Enacting policies that nobody knows Set clear priorities about
Enacting policies that donrsquot change Reduce the effects of explicit bias practice
Policies without accountability for Enable implementation of specific implementation interventions
Reduce discriminatory practices Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015)
48
522016
24
522016
Equity Policy Recommendations (Green et al (2015)
1 Include a Specific Commitment to Equity bull Create mission statements that include equity bull Enact hiring preferences for equitable discipline
2 Install Effective Practices bull Require clear objective school discipline procedures bull Support implementation of proactive positive approaches to discipline bull Replace exclusionary practices with instructional ones
3 Create Accountability for Efforts bull Create teams and procedures to enhance equity bull Share disproportionality data regularly bull Build equity outcomes into evaluations
References
bull Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015) Key elements of policies to address discipline disproportionality A guide for district and school teams OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports wwwpbisorg
bull SWIS Version 56 | August 2015 University of Oregon wwwpbisappsorg
50
25
522016
GOAL To determine any disproportionality of disciplinary practices for gender disabilities and
ethnicity
19
Progress from Year 1 and Year 2
Data Teaming Data Systems Year 1 bull Establishing Members
bull Scheduling bull Format
bull Identifying sources bull Determining Authenticity bull Building Universal Systems
Year 2 bull Using TIPS Process bull Use of Team Implementation Checklist (TIC)
bull Holding on to 80 buy in
bull SWIS bull Revising ODR bull Determining Authenticity
20
10
522016
Hello Baseline
21
National Averages
22
11
522016
2015 ndash 2016 ldquoHas IEPrdquo
23
ldquoDoes Not Have IEPrdquo
24
12
26
522016
Disproportionate Disciplinary Practices
25
Subgroup lower than 10 ndash does not calculate
1) Calculate Risk Index 2) Calculate Risk Ratio
Major‐Minority School
37
10
Risk Ratio
13
In year 2 of implementation one goal is to be sure that the data is authentic Are teachers completing ODRs correctly Explicit instruction for staff on how and when to complete an ODR
522016
CR PBIS and Data Systems
bull Have the right data points
bull Understand Risk Ratios and Risk Indexes
bull Race bull Gender bull Disability
In year 2 of implementation one goal is to be sure that the data is authentic Are teachers completing ODRs correctly Explicit instruction for staff on how and when to complete an ODR
27
Next Steps Action Implement TIPS (Team Initiated Problem Solving) Training
Schedule SET for Spring 2017
Progress Strengths
Leadership Securing and Committing Time for Meetings
Barriers Teacher Buy‐In in light of high teacher turn over ‐ sustainability Establishing Roles Transitioning from ldquoadmiring the problemrdquo to ldquoaction based on datardquo
28
14
29
522016
Meet Barrett Elementary
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
Steel Valley School District
According to 2005 census data bull The district had a 18340 resident population bull Per capita income was 16902$ bull Just over 1800 students
bull Most recent data indicates that the resident population is still around 18000 bull Median income is approximately $37000 bull The district population has decreased to just over 1400 (as of April 19 2016)
30
15
522016
Rate of Turnover 37 Grade 1 2 3 4 5
NEW 28 19 19 15 20
DEPARTED ‐15 ‐18 ‐21 ‐25 ‐13
BEGINNING 42 62 47 55 44
END 54 60 45 44 51
of Turnover
31 30 46 51 27
R = D((B+E)2)
Barrett Special Education and Ethnicity Data
bull 254 Total Students (as of April 19 2016)
2 Asian 1
190 Black 75
4 Hispanic 2
25 Multi racial 10
33 White 12
bull 90 students or 35 of the students have an IEP bull 22 students or 9 are Speech and Language only bull 68 students or 27 make up the other categories
32
16
33
522016
Year 8 of PBIS Implementation Goals
bull Attendance (specifically tardies) bull Transition from a school‐wide token economy to the Principalrsquos 200 Club format with moreemphasis on classroom rewards bull Emphasis on fine tuning the Tier 2 SAP procedures and supports such as using data as opposed to teacher recommendation for CICO behavior plans small group lessons and academic interventions bull Committing to evidenced based curriculumresources for Tier 2 academic and behavioral interventions bull Increasing teacher buy in and involvement bull Make the school schedule around the needs of the Special Education students bull Review data through a culturally responsive lens with regard to ethnicity and students with IEPs bull Increasing parent involvement through a targeted group of parents that would meet 6 times during the year to focus on school data and cultural responsive decision making and through offering parent awards and raffle drawings at each event
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
Progress bull We placed a staff member at the entrance to welcome students and used a sticker chart to track days on time for any student that accumulated 10+ days tardy and offered additional incentives for improvement In the first 30 days only 2 students showed improvement The 2nd 30 days there were 9 students that earned There are 31 students using this intervention bull Teachers began tracking tardies on major and minor referral forms in SWIS This was found to be inconsistent and a lot of work The team will review and make decisions at our June Action Planning meeting bull Teachers have given positive verbal feedback regarding Special Education students having their LA and Math classes at the same time as the peers in their homerooms Special EdTeachers reported that lesson planning and interventions were able to be more direct bull Teacher Buy‐in improved with one teacher focusing on dress down days and incentives for staff Gift cards were welcomed as well as reimbursement for class incentives bull The PATHS curriculum Second Step Curriculum Life Skills Curriculum NED Show resources DARE LLI Reading Series KID writing are among the utilized curriculums
34CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
17
522016
Principalrsquos PAW ticket
35
Principalrsquos PAW club
36
18
522016
Tardy Incentive Chart
37
Parent Awards
38
19
522016
Beyond Universal
39
Advanced Tiers Team
Challenges Keeping Focus Using the Right Data
Universal School-Wide Assessment
School-Wide Prevention Systems
Tier 2
Tier 3 Simple Individual Interventions (Brief FBABIP Schedule Curriculum Changes etc)
Small Group Interventions (CICO Social and Academic support groups etc)
ODRs Attendance Tardies Grades Credits Progress
Reports etc Universal Core Team
40CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
SWIS Data Screenshot
20
522016
41
Risk Indices ‐ Ethnicity
Risk Index= of students with 1+ ODR from your target group
of students in the target group
160 black students have referrals = 89 risk index 178 black students enrolled
17 white students have referrals = 52 risk index 33 white students enrolled
42
21
44
522016
From Risk Index Risk Ratio
Risk index by itself does not provide a comparison
A comparison of risk indices between two groups is called a risk ratio
43
Risk Ratio for Black and White Subgroups Risk Ratio= Risk Index of the target group
Risk index for comparison group
90 (risk index for Black students) = 173
52 (risk index for White students)
52 (risk index for White students) = 57
90 (risk index for Black students) SohelliphellipBlack students are 173 times more likely to receive an ODR than their
White peers
22
522016
Risk Indices‐ Special Education
88 students with 1+ ODR that do not have an IEP= 59 150 total students that do not have an IEP
41 students with 1+ ODR that have an IEP = 46 90 total students that have an IEP
45
Risk Ratio for Special and General Ed Subgroups
46 risk index for students with an IEP = 78
59 risk index for students without an IEP
59 risk index for students without an IEP= 128
46 risk index for students with an IEP Sohelliphellipwith students with IEPs are less likely to receive an ODR than
their peers in general education
46
23
What is our plan for the future
1 Action Plan for 20162017 in June
2 Review Code of Conduct and policies to detect anyambiguity in policy or classroom management systems ‐strengthen current systems in order to decrease referrals
3 Continue parent involvement committee for 20162017
47
Policies ‐ Effective Practice Options
Ineffective Effective
Enacting policies that nobody knows Set clear priorities about
Enacting policies that donrsquot change Reduce the effects of explicit bias practice
Policies without accountability for Enable implementation of specific implementation interventions
Reduce discriminatory practices Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015)
48
522016
24
522016
Equity Policy Recommendations (Green et al (2015)
1 Include a Specific Commitment to Equity bull Create mission statements that include equity bull Enact hiring preferences for equitable discipline
2 Install Effective Practices bull Require clear objective school discipline procedures bull Support implementation of proactive positive approaches to discipline bull Replace exclusionary practices with instructional ones
3 Create Accountability for Efforts bull Create teams and procedures to enhance equity bull Share disproportionality data regularly bull Build equity outcomes into evaluations
References
bull Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015) Key elements of policies to address discipline disproportionality A guide for district and school teams OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports wwwpbisorg
bull SWIS Version 56 | August 2015 University of Oregon wwwpbisappsorg
50
25
522016
Hello Baseline
21
National Averages
22
11
522016
2015 ndash 2016 ldquoHas IEPrdquo
23
ldquoDoes Not Have IEPrdquo
24
12
26
522016
Disproportionate Disciplinary Practices
25
Subgroup lower than 10 ndash does not calculate
1) Calculate Risk Index 2) Calculate Risk Ratio
Major‐Minority School
37
10
Risk Ratio
13
In year 2 of implementation one goal is to be sure that the data is authentic Are teachers completing ODRs correctly Explicit instruction for staff on how and when to complete an ODR
522016
CR PBIS and Data Systems
bull Have the right data points
bull Understand Risk Ratios and Risk Indexes
bull Race bull Gender bull Disability
In year 2 of implementation one goal is to be sure that the data is authentic Are teachers completing ODRs correctly Explicit instruction for staff on how and when to complete an ODR
27
Next Steps Action Implement TIPS (Team Initiated Problem Solving) Training
Schedule SET for Spring 2017
Progress Strengths
Leadership Securing and Committing Time for Meetings
Barriers Teacher Buy‐In in light of high teacher turn over ‐ sustainability Establishing Roles Transitioning from ldquoadmiring the problemrdquo to ldquoaction based on datardquo
28
14
29
522016
Meet Barrett Elementary
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
Steel Valley School District
According to 2005 census data bull The district had a 18340 resident population bull Per capita income was 16902$ bull Just over 1800 students
bull Most recent data indicates that the resident population is still around 18000 bull Median income is approximately $37000 bull The district population has decreased to just over 1400 (as of April 19 2016)
30
15
522016
Rate of Turnover 37 Grade 1 2 3 4 5
NEW 28 19 19 15 20
DEPARTED ‐15 ‐18 ‐21 ‐25 ‐13
BEGINNING 42 62 47 55 44
END 54 60 45 44 51
of Turnover
31 30 46 51 27
R = D((B+E)2)
Barrett Special Education and Ethnicity Data
bull 254 Total Students (as of April 19 2016)
2 Asian 1
190 Black 75
4 Hispanic 2
25 Multi racial 10
33 White 12
bull 90 students or 35 of the students have an IEP bull 22 students or 9 are Speech and Language only bull 68 students or 27 make up the other categories
32
16
33
522016
Year 8 of PBIS Implementation Goals
bull Attendance (specifically tardies) bull Transition from a school‐wide token economy to the Principalrsquos 200 Club format with moreemphasis on classroom rewards bull Emphasis on fine tuning the Tier 2 SAP procedures and supports such as using data as opposed to teacher recommendation for CICO behavior plans small group lessons and academic interventions bull Committing to evidenced based curriculumresources for Tier 2 academic and behavioral interventions bull Increasing teacher buy in and involvement bull Make the school schedule around the needs of the Special Education students bull Review data through a culturally responsive lens with regard to ethnicity and students with IEPs bull Increasing parent involvement through a targeted group of parents that would meet 6 times during the year to focus on school data and cultural responsive decision making and through offering parent awards and raffle drawings at each event
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
Progress bull We placed a staff member at the entrance to welcome students and used a sticker chart to track days on time for any student that accumulated 10+ days tardy and offered additional incentives for improvement In the first 30 days only 2 students showed improvement The 2nd 30 days there were 9 students that earned There are 31 students using this intervention bull Teachers began tracking tardies on major and minor referral forms in SWIS This was found to be inconsistent and a lot of work The team will review and make decisions at our June Action Planning meeting bull Teachers have given positive verbal feedback regarding Special Education students having their LA and Math classes at the same time as the peers in their homerooms Special EdTeachers reported that lesson planning and interventions were able to be more direct bull Teacher Buy‐in improved with one teacher focusing on dress down days and incentives for staff Gift cards were welcomed as well as reimbursement for class incentives bull The PATHS curriculum Second Step Curriculum Life Skills Curriculum NED Show resources DARE LLI Reading Series KID writing are among the utilized curriculums
34CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
17
522016
Principalrsquos PAW ticket
35
Principalrsquos PAW club
36
18
522016
Tardy Incentive Chart
37
Parent Awards
38
19
522016
Beyond Universal
39
Advanced Tiers Team
Challenges Keeping Focus Using the Right Data
Universal School-Wide Assessment
School-Wide Prevention Systems
Tier 2
Tier 3 Simple Individual Interventions (Brief FBABIP Schedule Curriculum Changes etc)
Small Group Interventions (CICO Social and Academic support groups etc)
ODRs Attendance Tardies Grades Credits Progress
Reports etc Universal Core Team
40CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
SWIS Data Screenshot
20
522016
41
Risk Indices ‐ Ethnicity
Risk Index= of students with 1+ ODR from your target group
of students in the target group
160 black students have referrals = 89 risk index 178 black students enrolled
17 white students have referrals = 52 risk index 33 white students enrolled
42
21
44
522016
From Risk Index Risk Ratio
Risk index by itself does not provide a comparison
A comparison of risk indices between two groups is called a risk ratio
43
Risk Ratio for Black and White Subgroups Risk Ratio= Risk Index of the target group
Risk index for comparison group
90 (risk index for Black students) = 173
52 (risk index for White students)
52 (risk index for White students) = 57
90 (risk index for Black students) SohelliphellipBlack students are 173 times more likely to receive an ODR than their
White peers
22
522016
Risk Indices‐ Special Education
88 students with 1+ ODR that do not have an IEP= 59 150 total students that do not have an IEP
41 students with 1+ ODR that have an IEP = 46 90 total students that have an IEP
45
Risk Ratio for Special and General Ed Subgroups
46 risk index for students with an IEP = 78
59 risk index for students without an IEP
59 risk index for students without an IEP= 128
46 risk index for students with an IEP Sohelliphellipwith students with IEPs are less likely to receive an ODR than
their peers in general education
46
23
What is our plan for the future
1 Action Plan for 20162017 in June
2 Review Code of Conduct and policies to detect anyambiguity in policy or classroom management systems ‐strengthen current systems in order to decrease referrals
3 Continue parent involvement committee for 20162017
47
Policies ‐ Effective Practice Options
Ineffective Effective
Enacting policies that nobody knows Set clear priorities about
Enacting policies that donrsquot change Reduce the effects of explicit bias practice
Policies without accountability for Enable implementation of specific implementation interventions
Reduce discriminatory practices Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015)
48
522016
24
522016
Equity Policy Recommendations (Green et al (2015)
1 Include a Specific Commitment to Equity bull Create mission statements that include equity bull Enact hiring preferences for equitable discipline
2 Install Effective Practices bull Require clear objective school discipline procedures bull Support implementation of proactive positive approaches to discipline bull Replace exclusionary practices with instructional ones
3 Create Accountability for Efforts bull Create teams and procedures to enhance equity bull Share disproportionality data regularly bull Build equity outcomes into evaluations
References
bull Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015) Key elements of policies to address discipline disproportionality A guide for district and school teams OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports wwwpbisorg
bull SWIS Version 56 | August 2015 University of Oregon wwwpbisappsorg
50
25
522016
2015 ndash 2016 ldquoHas IEPrdquo
23
ldquoDoes Not Have IEPrdquo
24
12
26
522016
Disproportionate Disciplinary Practices
25
Subgroup lower than 10 ndash does not calculate
1) Calculate Risk Index 2) Calculate Risk Ratio
Major‐Minority School
37
10
Risk Ratio
13
In year 2 of implementation one goal is to be sure that the data is authentic Are teachers completing ODRs correctly Explicit instruction for staff on how and when to complete an ODR
522016
CR PBIS and Data Systems
bull Have the right data points
bull Understand Risk Ratios and Risk Indexes
bull Race bull Gender bull Disability
In year 2 of implementation one goal is to be sure that the data is authentic Are teachers completing ODRs correctly Explicit instruction for staff on how and when to complete an ODR
27
Next Steps Action Implement TIPS (Team Initiated Problem Solving) Training
Schedule SET for Spring 2017
Progress Strengths
Leadership Securing and Committing Time for Meetings
Barriers Teacher Buy‐In in light of high teacher turn over ‐ sustainability Establishing Roles Transitioning from ldquoadmiring the problemrdquo to ldquoaction based on datardquo
28
14
29
522016
Meet Barrett Elementary
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
Steel Valley School District
According to 2005 census data bull The district had a 18340 resident population bull Per capita income was 16902$ bull Just over 1800 students
bull Most recent data indicates that the resident population is still around 18000 bull Median income is approximately $37000 bull The district population has decreased to just over 1400 (as of April 19 2016)
30
15
522016
Rate of Turnover 37 Grade 1 2 3 4 5
NEW 28 19 19 15 20
DEPARTED ‐15 ‐18 ‐21 ‐25 ‐13
BEGINNING 42 62 47 55 44
END 54 60 45 44 51
of Turnover
31 30 46 51 27
R = D((B+E)2)
Barrett Special Education and Ethnicity Data
bull 254 Total Students (as of April 19 2016)
2 Asian 1
190 Black 75
4 Hispanic 2
25 Multi racial 10
33 White 12
bull 90 students or 35 of the students have an IEP bull 22 students or 9 are Speech and Language only bull 68 students or 27 make up the other categories
32
16
33
522016
Year 8 of PBIS Implementation Goals
bull Attendance (specifically tardies) bull Transition from a school‐wide token economy to the Principalrsquos 200 Club format with moreemphasis on classroom rewards bull Emphasis on fine tuning the Tier 2 SAP procedures and supports such as using data as opposed to teacher recommendation for CICO behavior plans small group lessons and academic interventions bull Committing to evidenced based curriculumresources for Tier 2 academic and behavioral interventions bull Increasing teacher buy in and involvement bull Make the school schedule around the needs of the Special Education students bull Review data through a culturally responsive lens with regard to ethnicity and students with IEPs bull Increasing parent involvement through a targeted group of parents that would meet 6 times during the year to focus on school data and cultural responsive decision making and through offering parent awards and raffle drawings at each event
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
Progress bull We placed a staff member at the entrance to welcome students and used a sticker chart to track days on time for any student that accumulated 10+ days tardy and offered additional incentives for improvement In the first 30 days only 2 students showed improvement The 2nd 30 days there were 9 students that earned There are 31 students using this intervention bull Teachers began tracking tardies on major and minor referral forms in SWIS This was found to be inconsistent and a lot of work The team will review and make decisions at our June Action Planning meeting bull Teachers have given positive verbal feedback regarding Special Education students having their LA and Math classes at the same time as the peers in their homerooms Special EdTeachers reported that lesson planning and interventions were able to be more direct bull Teacher Buy‐in improved with one teacher focusing on dress down days and incentives for staff Gift cards were welcomed as well as reimbursement for class incentives bull The PATHS curriculum Second Step Curriculum Life Skills Curriculum NED Show resources DARE LLI Reading Series KID writing are among the utilized curriculums
34CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
17
522016
Principalrsquos PAW ticket
35
Principalrsquos PAW club
36
18
522016
Tardy Incentive Chart
37
Parent Awards
38
19
522016
Beyond Universal
39
Advanced Tiers Team
Challenges Keeping Focus Using the Right Data
Universal School-Wide Assessment
School-Wide Prevention Systems
Tier 2
Tier 3 Simple Individual Interventions (Brief FBABIP Schedule Curriculum Changes etc)
Small Group Interventions (CICO Social and Academic support groups etc)
ODRs Attendance Tardies Grades Credits Progress
Reports etc Universal Core Team
40CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
SWIS Data Screenshot
20
522016
41
Risk Indices ‐ Ethnicity
Risk Index= of students with 1+ ODR from your target group
of students in the target group
160 black students have referrals = 89 risk index 178 black students enrolled
17 white students have referrals = 52 risk index 33 white students enrolled
42
21
44
522016
From Risk Index Risk Ratio
Risk index by itself does not provide a comparison
A comparison of risk indices between two groups is called a risk ratio
43
Risk Ratio for Black and White Subgroups Risk Ratio= Risk Index of the target group
Risk index for comparison group
90 (risk index for Black students) = 173
52 (risk index for White students)
52 (risk index for White students) = 57
90 (risk index for Black students) SohelliphellipBlack students are 173 times more likely to receive an ODR than their
White peers
22
522016
Risk Indices‐ Special Education
88 students with 1+ ODR that do not have an IEP= 59 150 total students that do not have an IEP
41 students with 1+ ODR that have an IEP = 46 90 total students that have an IEP
45
Risk Ratio for Special and General Ed Subgroups
46 risk index for students with an IEP = 78
59 risk index for students without an IEP
59 risk index for students without an IEP= 128
46 risk index for students with an IEP Sohelliphellipwith students with IEPs are less likely to receive an ODR than
their peers in general education
46
23
What is our plan for the future
1 Action Plan for 20162017 in June
2 Review Code of Conduct and policies to detect anyambiguity in policy or classroom management systems ‐strengthen current systems in order to decrease referrals
3 Continue parent involvement committee for 20162017
47
Policies ‐ Effective Practice Options
Ineffective Effective
Enacting policies that nobody knows Set clear priorities about
Enacting policies that donrsquot change Reduce the effects of explicit bias practice
Policies without accountability for Enable implementation of specific implementation interventions
Reduce discriminatory practices Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015)
48
522016
24
522016
Equity Policy Recommendations (Green et al (2015)
1 Include a Specific Commitment to Equity bull Create mission statements that include equity bull Enact hiring preferences for equitable discipline
2 Install Effective Practices bull Require clear objective school discipline procedures bull Support implementation of proactive positive approaches to discipline bull Replace exclusionary practices with instructional ones
3 Create Accountability for Efforts bull Create teams and procedures to enhance equity bull Share disproportionality data regularly bull Build equity outcomes into evaluations
References
bull Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015) Key elements of policies to address discipline disproportionality A guide for district and school teams OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports wwwpbisorg
bull SWIS Version 56 | August 2015 University of Oregon wwwpbisappsorg
50
25
26
522016
Disproportionate Disciplinary Practices
25
Subgroup lower than 10 ndash does not calculate
1) Calculate Risk Index 2) Calculate Risk Ratio
Major‐Minority School
37
10
Risk Ratio
13
In year 2 of implementation one goal is to be sure that the data is authentic Are teachers completing ODRs correctly Explicit instruction for staff on how and when to complete an ODR
522016
CR PBIS and Data Systems
bull Have the right data points
bull Understand Risk Ratios and Risk Indexes
bull Race bull Gender bull Disability
In year 2 of implementation one goal is to be sure that the data is authentic Are teachers completing ODRs correctly Explicit instruction for staff on how and when to complete an ODR
27
Next Steps Action Implement TIPS (Team Initiated Problem Solving) Training
Schedule SET for Spring 2017
Progress Strengths
Leadership Securing and Committing Time for Meetings
Barriers Teacher Buy‐In in light of high teacher turn over ‐ sustainability Establishing Roles Transitioning from ldquoadmiring the problemrdquo to ldquoaction based on datardquo
28
14
29
522016
Meet Barrett Elementary
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
Steel Valley School District
According to 2005 census data bull The district had a 18340 resident population bull Per capita income was 16902$ bull Just over 1800 students
bull Most recent data indicates that the resident population is still around 18000 bull Median income is approximately $37000 bull The district population has decreased to just over 1400 (as of April 19 2016)
30
15
522016
Rate of Turnover 37 Grade 1 2 3 4 5
NEW 28 19 19 15 20
DEPARTED ‐15 ‐18 ‐21 ‐25 ‐13
BEGINNING 42 62 47 55 44
END 54 60 45 44 51
of Turnover
31 30 46 51 27
R = D((B+E)2)
Barrett Special Education and Ethnicity Data
bull 254 Total Students (as of April 19 2016)
2 Asian 1
190 Black 75
4 Hispanic 2
25 Multi racial 10
33 White 12
bull 90 students or 35 of the students have an IEP bull 22 students or 9 are Speech and Language only bull 68 students or 27 make up the other categories
32
16
33
522016
Year 8 of PBIS Implementation Goals
bull Attendance (specifically tardies) bull Transition from a school‐wide token economy to the Principalrsquos 200 Club format with moreemphasis on classroom rewards bull Emphasis on fine tuning the Tier 2 SAP procedures and supports such as using data as opposed to teacher recommendation for CICO behavior plans small group lessons and academic interventions bull Committing to evidenced based curriculumresources for Tier 2 academic and behavioral interventions bull Increasing teacher buy in and involvement bull Make the school schedule around the needs of the Special Education students bull Review data through a culturally responsive lens with regard to ethnicity and students with IEPs bull Increasing parent involvement through a targeted group of parents that would meet 6 times during the year to focus on school data and cultural responsive decision making and through offering parent awards and raffle drawings at each event
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
Progress bull We placed a staff member at the entrance to welcome students and used a sticker chart to track days on time for any student that accumulated 10+ days tardy and offered additional incentives for improvement In the first 30 days only 2 students showed improvement The 2nd 30 days there were 9 students that earned There are 31 students using this intervention bull Teachers began tracking tardies on major and minor referral forms in SWIS This was found to be inconsistent and a lot of work The team will review and make decisions at our June Action Planning meeting bull Teachers have given positive verbal feedback regarding Special Education students having their LA and Math classes at the same time as the peers in their homerooms Special EdTeachers reported that lesson planning and interventions were able to be more direct bull Teacher Buy‐in improved with one teacher focusing on dress down days and incentives for staff Gift cards were welcomed as well as reimbursement for class incentives bull The PATHS curriculum Second Step Curriculum Life Skills Curriculum NED Show resources DARE LLI Reading Series KID writing are among the utilized curriculums
34CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
17
522016
Principalrsquos PAW ticket
35
Principalrsquos PAW club
36
18
522016
Tardy Incentive Chart
37
Parent Awards
38
19
522016
Beyond Universal
39
Advanced Tiers Team
Challenges Keeping Focus Using the Right Data
Universal School-Wide Assessment
School-Wide Prevention Systems
Tier 2
Tier 3 Simple Individual Interventions (Brief FBABIP Schedule Curriculum Changes etc)
Small Group Interventions (CICO Social and Academic support groups etc)
ODRs Attendance Tardies Grades Credits Progress
Reports etc Universal Core Team
40CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
SWIS Data Screenshot
20
522016
41
Risk Indices ‐ Ethnicity
Risk Index= of students with 1+ ODR from your target group
of students in the target group
160 black students have referrals = 89 risk index 178 black students enrolled
17 white students have referrals = 52 risk index 33 white students enrolled
42
21
44
522016
From Risk Index Risk Ratio
Risk index by itself does not provide a comparison
A comparison of risk indices between two groups is called a risk ratio
43
Risk Ratio for Black and White Subgroups Risk Ratio= Risk Index of the target group
Risk index for comparison group
90 (risk index for Black students) = 173
52 (risk index for White students)
52 (risk index for White students) = 57
90 (risk index for Black students) SohelliphellipBlack students are 173 times more likely to receive an ODR than their
White peers
22
522016
Risk Indices‐ Special Education
88 students with 1+ ODR that do not have an IEP= 59 150 total students that do not have an IEP
41 students with 1+ ODR that have an IEP = 46 90 total students that have an IEP
45
Risk Ratio for Special and General Ed Subgroups
46 risk index for students with an IEP = 78
59 risk index for students without an IEP
59 risk index for students without an IEP= 128
46 risk index for students with an IEP Sohelliphellipwith students with IEPs are less likely to receive an ODR than
their peers in general education
46
23
What is our plan for the future
1 Action Plan for 20162017 in June
2 Review Code of Conduct and policies to detect anyambiguity in policy or classroom management systems ‐strengthen current systems in order to decrease referrals
3 Continue parent involvement committee for 20162017
47
Policies ‐ Effective Practice Options
Ineffective Effective
Enacting policies that nobody knows Set clear priorities about
Enacting policies that donrsquot change Reduce the effects of explicit bias practice
Policies without accountability for Enable implementation of specific implementation interventions
Reduce discriminatory practices Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015)
48
522016
24
522016
Equity Policy Recommendations (Green et al (2015)
1 Include a Specific Commitment to Equity bull Create mission statements that include equity bull Enact hiring preferences for equitable discipline
2 Install Effective Practices bull Require clear objective school discipline procedures bull Support implementation of proactive positive approaches to discipline bull Replace exclusionary practices with instructional ones
3 Create Accountability for Efforts bull Create teams and procedures to enhance equity bull Share disproportionality data regularly bull Build equity outcomes into evaluations
References
bull Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015) Key elements of policies to address discipline disproportionality A guide for district and school teams OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports wwwpbisorg
bull SWIS Version 56 | August 2015 University of Oregon wwwpbisappsorg
50
25
In year 2 of implementation one goal is to be sure that the data is authentic Are teachers completing ODRs correctly Explicit instruction for staff on how and when to complete an ODR
522016
CR PBIS and Data Systems
bull Have the right data points
bull Understand Risk Ratios and Risk Indexes
bull Race bull Gender bull Disability
In year 2 of implementation one goal is to be sure that the data is authentic Are teachers completing ODRs correctly Explicit instruction for staff on how and when to complete an ODR
27
Next Steps Action Implement TIPS (Team Initiated Problem Solving) Training
Schedule SET for Spring 2017
Progress Strengths
Leadership Securing and Committing Time for Meetings
Barriers Teacher Buy‐In in light of high teacher turn over ‐ sustainability Establishing Roles Transitioning from ldquoadmiring the problemrdquo to ldquoaction based on datardquo
28
14
29
522016
Meet Barrett Elementary
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
Steel Valley School District
According to 2005 census data bull The district had a 18340 resident population bull Per capita income was 16902$ bull Just over 1800 students
bull Most recent data indicates that the resident population is still around 18000 bull Median income is approximately $37000 bull The district population has decreased to just over 1400 (as of April 19 2016)
30
15
522016
Rate of Turnover 37 Grade 1 2 3 4 5
NEW 28 19 19 15 20
DEPARTED ‐15 ‐18 ‐21 ‐25 ‐13
BEGINNING 42 62 47 55 44
END 54 60 45 44 51
of Turnover
31 30 46 51 27
R = D((B+E)2)
Barrett Special Education and Ethnicity Data
bull 254 Total Students (as of April 19 2016)
2 Asian 1
190 Black 75
4 Hispanic 2
25 Multi racial 10
33 White 12
bull 90 students or 35 of the students have an IEP bull 22 students or 9 are Speech and Language only bull 68 students or 27 make up the other categories
32
16
33
522016
Year 8 of PBIS Implementation Goals
bull Attendance (specifically tardies) bull Transition from a school‐wide token economy to the Principalrsquos 200 Club format with moreemphasis on classroom rewards bull Emphasis on fine tuning the Tier 2 SAP procedures and supports such as using data as opposed to teacher recommendation for CICO behavior plans small group lessons and academic interventions bull Committing to evidenced based curriculumresources for Tier 2 academic and behavioral interventions bull Increasing teacher buy in and involvement bull Make the school schedule around the needs of the Special Education students bull Review data through a culturally responsive lens with regard to ethnicity and students with IEPs bull Increasing parent involvement through a targeted group of parents that would meet 6 times during the year to focus on school data and cultural responsive decision making and through offering parent awards and raffle drawings at each event
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
Progress bull We placed a staff member at the entrance to welcome students and used a sticker chart to track days on time for any student that accumulated 10+ days tardy and offered additional incentives for improvement In the first 30 days only 2 students showed improvement The 2nd 30 days there were 9 students that earned There are 31 students using this intervention bull Teachers began tracking tardies on major and minor referral forms in SWIS This was found to be inconsistent and a lot of work The team will review and make decisions at our June Action Planning meeting bull Teachers have given positive verbal feedback regarding Special Education students having their LA and Math classes at the same time as the peers in their homerooms Special EdTeachers reported that lesson planning and interventions were able to be more direct bull Teacher Buy‐in improved with one teacher focusing on dress down days and incentives for staff Gift cards were welcomed as well as reimbursement for class incentives bull The PATHS curriculum Second Step Curriculum Life Skills Curriculum NED Show resources DARE LLI Reading Series KID writing are among the utilized curriculums
34CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
17
522016
Principalrsquos PAW ticket
35
Principalrsquos PAW club
36
18
522016
Tardy Incentive Chart
37
Parent Awards
38
19
522016
Beyond Universal
39
Advanced Tiers Team
Challenges Keeping Focus Using the Right Data
Universal School-Wide Assessment
School-Wide Prevention Systems
Tier 2
Tier 3 Simple Individual Interventions (Brief FBABIP Schedule Curriculum Changes etc)
Small Group Interventions (CICO Social and Academic support groups etc)
ODRs Attendance Tardies Grades Credits Progress
Reports etc Universal Core Team
40CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
SWIS Data Screenshot
20
522016
41
Risk Indices ‐ Ethnicity
Risk Index= of students with 1+ ODR from your target group
of students in the target group
160 black students have referrals = 89 risk index 178 black students enrolled
17 white students have referrals = 52 risk index 33 white students enrolled
42
21
44
522016
From Risk Index Risk Ratio
Risk index by itself does not provide a comparison
A comparison of risk indices between two groups is called a risk ratio
43
Risk Ratio for Black and White Subgroups Risk Ratio= Risk Index of the target group
Risk index for comparison group
90 (risk index for Black students) = 173
52 (risk index for White students)
52 (risk index for White students) = 57
90 (risk index for Black students) SohelliphellipBlack students are 173 times more likely to receive an ODR than their
White peers
22
522016
Risk Indices‐ Special Education
88 students with 1+ ODR that do not have an IEP= 59 150 total students that do not have an IEP
41 students with 1+ ODR that have an IEP = 46 90 total students that have an IEP
45
Risk Ratio for Special and General Ed Subgroups
46 risk index for students with an IEP = 78
59 risk index for students without an IEP
59 risk index for students without an IEP= 128
46 risk index for students with an IEP Sohelliphellipwith students with IEPs are less likely to receive an ODR than
their peers in general education
46
23
What is our plan for the future
1 Action Plan for 20162017 in June
2 Review Code of Conduct and policies to detect anyambiguity in policy or classroom management systems ‐strengthen current systems in order to decrease referrals
3 Continue parent involvement committee for 20162017
47
Policies ‐ Effective Practice Options
Ineffective Effective
Enacting policies that nobody knows Set clear priorities about
Enacting policies that donrsquot change Reduce the effects of explicit bias practice
Policies without accountability for Enable implementation of specific implementation interventions
Reduce discriminatory practices Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015)
48
522016
24
522016
Equity Policy Recommendations (Green et al (2015)
1 Include a Specific Commitment to Equity bull Create mission statements that include equity bull Enact hiring preferences for equitable discipline
2 Install Effective Practices bull Require clear objective school discipline procedures bull Support implementation of proactive positive approaches to discipline bull Replace exclusionary practices with instructional ones
3 Create Accountability for Efforts bull Create teams and procedures to enhance equity bull Share disproportionality data regularly bull Build equity outcomes into evaluations
References
bull Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015) Key elements of policies to address discipline disproportionality A guide for district and school teams OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports wwwpbisorg
bull SWIS Version 56 | August 2015 University of Oregon wwwpbisappsorg
50
25
29
522016
Meet Barrett Elementary
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
Steel Valley School District
According to 2005 census data bull The district had a 18340 resident population bull Per capita income was 16902$ bull Just over 1800 students
bull Most recent data indicates that the resident population is still around 18000 bull Median income is approximately $37000 bull The district population has decreased to just over 1400 (as of April 19 2016)
30
15
522016
Rate of Turnover 37 Grade 1 2 3 4 5
NEW 28 19 19 15 20
DEPARTED ‐15 ‐18 ‐21 ‐25 ‐13
BEGINNING 42 62 47 55 44
END 54 60 45 44 51
of Turnover
31 30 46 51 27
R = D((B+E)2)
Barrett Special Education and Ethnicity Data
bull 254 Total Students (as of April 19 2016)
2 Asian 1
190 Black 75
4 Hispanic 2
25 Multi racial 10
33 White 12
bull 90 students or 35 of the students have an IEP bull 22 students or 9 are Speech and Language only bull 68 students or 27 make up the other categories
32
16
33
522016
Year 8 of PBIS Implementation Goals
bull Attendance (specifically tardies) bull Transition from a school‐wide token economy to the Principalrsquos 200 Club format with moreemphasis on classroom rewards bull Emphasis on fine tuning the Tier 2 SAP procedures and supports such as using data as opposed to teacher recommendation for CICO behavior plans small group lessons and academic interventions bull Committing to evidenced based curriculumresources for Tier 2 academic and behavioral interventions bull Increasing teacher buy in and involvement bull Make the school schedule around the needs of the Special Education students bull Review data through a culturally responsive lens with regard to ethnicity and students with IEPs bull Increasing parent involvement through a targeted group of parents that would meet 6 times during the year to focus on school data and cultural responsive decision making and through offering parent awards and raffle drawings at each event
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
Progress bull We placed a staff member at the entrance to welcome students and used a sticker chart to track days on time for any student that accumulated 10+ days tardy and offered additional incentives for improvement In the first 30 days only 2 students showed improvement The 2nd 30 days there were 9 students that earned There are 31 students using this intervention bull Teachers began tracking tardies on major and minor referral forms in SWIS This was found to be inconsistent and a lot of work The team will review and make decisions at our June Action Planning meeting bull Teachers have given positive verbal feedback regarding Special Education students having their LA and Math classes at the same time as the peers in their homerooms Special EdTeachers reported that lesson planning and interventions were able to be more direct bull Teacher Buy‐in improved with one teacher focusing on dress down days and incentives for staff Gift cards were welcomed as well as reimbursement for class incentives bull The PATHS curriculum Second Step Curriculum Life Skills Curriculum NED Show resources DARE LLI Reading Series KID writing are among the utilized curriculums
34CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
17
522016
Principalrsquos PAW ticket
35
Principalrsquos PAW club
36
18
522016
Tardy Incentive Chart
37
Parent Awards
38
19
522016
Beyond Universal
39
Advanced Tiers Team
Challenges Keeping Focus Using the Right Data
Universal School-Wide Assessment
School-Wide Prevention Systems
Tier 2
Tier 3 Simple Individual Interventions (Brief FBABIP Schedule Curriculum Changes etc)
Small Group Interventions (CICO Social and Academic support groups etc)
ODRs Attendance Tardies Grades Credits Progress
Reports etc Universal Core Team
40CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
SWIS Data Screenshot
20
522016
41
Risk Indices ‐ Ethnicity
Risk Index= of students with 1+ ODR from your target group
of students in the target group
160 black students have referrals = 89 risk index 178 black students enrolled
17 white students have referrals = 52 risk index 33 white students enrolled
42
21
44
522016
From Risk Index Risk Ratio
Risk index by itself does not provide a comparison
A comparison of risk indices between two groups is called a risk ratio
43
Risk Ratio for Black and White Subgroups Risk Ratio= Risk Index of the target group
Risk index for comparison group
90 (risk index for Black students) = 173
52 (risk index for White students)
52 (risk index for White students) = 57
90 (risk index for Black students) SohelliphellipBlack students are 173 times more likely to receive an ODR than their
White peers
22
522016
Risk Indices‐ Special Education
88 students with 1+ ODR that do not have an IEP= 59 150 total students that do not have an IEP
41 students with 1+ ODR that have an IEP = 46 90 total students that have an IEP
45
Risk Ratio for Special and General Ed Subgroups
46 risk index for students with an IEP = 78
59 risk index for students without an IEP
59 risk index for students without an IEP= 128
46 risk index for students with an IEP Sohelliphellipwith students with IEPs are less likely to receive an ODR than
their peers in general education
46
23
What is our plan for the future
1 Action Plan for 20162017 in June
2 Review Code of Conduct and policies to detect anyambiguity in policy or classroom management systems ‐strengthen current systems in order to decrease referrals
3 Continue parent involvement committee for 20162017
47
Policies ‐ Effective Practice Options
Ineffective Effective
Enacting policies that nobody knows Set clear priorities about
Enacting policies that donrsquot change Reduce the effects of explicit bias practice
Policies without accountability for Enable implementation of specific implementation interventions
Reduce discriminatory practices Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015)
48
522016
24
522016
Equity Policy Recommendations (Green et al (2015)
1 Include a Specific Commitment to Equity bull Create mission statements that include equity bull Enact hiring preferences for equitable discipline
2 Install Effective Practices bull Require clear objective school discipline procedures bull Support implementation of proactive positive approaches to discipline bull Replace exclusionary practices with instructional ones
3 Create Accountability for Efforts bull Create teams and procedures to enhance equity bull Share disproportionality data regularly bull Build equity outcomes into evaluations
References
bull Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015) Key elements of policies to address discipline disproportionality A guide for district and school teams OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports wwwpbisorg
bull SWIS Version 56 | August 2015 University of Oregon wwwpbisappsorg
50
25
522016
Rate of Turnover 37 Grade 1 2 3 4 5
NEW 28 19 19 15 20
DEPARTED ‐15 ‐18 ‐21 ‐25 ‐13
BEGINNING 42 62 47 55 44
END 54 60 45 44 51
of Turnover
31 30 46 51 27
R = D((B+E)2)
Barrett Special Education and Ethnicity Data
bull 254 Total Students (as of April 19 2016)
2 Asian 1
190 Black 75
4 Hispanic 2
25 Multi racial 10
33 White 12
bull 90 students or 35 of the students have an IEP bull 22 students or 9 are Speech and Language only bull 68 students or 27 make up the other categories
32
16
33
522016
Year 8 of PBIS Implementation Goals
bull Attendance (specifically tardies) bull Transition from a school‐wide token economy to the Principalrsquos 200 Club format with moreemphasis on classroom rewards bull Emphasis on fine tuning the Tier 2 SAP procedures and supports such as using data as opposed to teacher recommendation for CICO behavior plans small group lessons and academic interventions bull Committing to evidenced based curriculumresources for Tier 2 academic and behavioral interventions bull Increasing teacher buy in and involvement bull Make the school schedule around the needs of the Special Education students bull Review data through a culturally responsive lens with regard to ethnicity and students with IEPs bull Increasing parent involvement through a targeted group of parents that would meet 6 times during the year to focus on school data and cultural responsive decision making and through offering parent awards and raffle drawings at each event
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
Progress bull We placed a staff member at the entrance to welcome students and used a sticker chart to track days on time for any student that accumulated 10+ days tardy and offered additional incentives for improvement In the first 30 days only 2 students showed improvement The 2nd 30 days there were 9 students that earned There are 31 students using this intervention bull Teachers began tracking tardies on major and minor referral forms in SWIS This was found to be inconsistent and a lot of work The team will review and make decisions at our June Action Planning meeting bull Teachers have given positive verbal feedback regarding Special Education students having their LA and Math classes at the same time as the peers in their homerooms Special EdTeachers reported that lesson planning and interventions were able to be more direct bull Teacher Buy‐in improved with one teacher focusing on dress down days and incentives for staff Gift cards were welcomed as well as reimbursement for class incentives bull The PATHS curriculum Second Step Curriculum Life Skills Curriculum NED Show resources DARE LLI Reading Series KID writing are among the utilized curriculums
34CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
17
522016
Principalrsquos PAW ticket
35
Principalrsquos PAW club
36
18
522016
Tardy Incentive Chart
37
Parent Awards
38
19
522016
Beyond Universal
39
Advanced Tiers Team
Challenges Keeping Focus Using the Right Data
Universal School-Wide Assessment
School-Wide Prevention Systems
Tier 2
Tier 3 Simple Individual Interventions (Brief FBABIP Schedule Curriculum Changes etc)
Small Group Interventions (CICO Social and Academic support groups etc)
ODRs Attendance Tardies Grades Credits Progress
Reports etc Universal Core Team
40CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
SWIS Data Screenshot
20
522016
41
Risk Indices ‐ Ethnicity
Risk Index= of students with 1+ ODR from your target group
of students in the target group
160 black students have referrals = 89 risk index 178 black students enrolled
17 white students have referrals = 52 risk index 33 white students enrolled
42
21
44
522016
From Risk Index Risk Ratio
Risk index by itself does not provide a comparison
A comparison of risk indices between two groups is called a risk ratio
43
Risk Ratio for Black and White Subgroups Risk Ratio= Risk Index of the target group
Risk index for comparison group
90 (risk index for Black students) = 173
52 (risk index for White students)
52 (risk index for White students) = 57
90 (risk index for Black students) SohelliphellipBlack students are 173 times more likely to receive an ODR than their
White peers
22
522016
Risk Indices‐ Special Education
88 students with 1+ ODR that do not have an IEP= 59 150 total students that do not have an IEP
41 students with 1+ ODR that have an IEP = 46 90 total students that have an IEP
45
Risk Ratio for Special and General Ed Subgroups
46 risk index for students with an IEP = 78
59 risk index for students without an IEP
59 risk index for students without an IEP= 128
46 risk index for students with an IEP Sohelliphellipwith students with IEPs are less likely to receive an ODR than
their peers in general education
46
23
What is our plan for the future
1 Action Plan for 20162017 in June
2 Review Code of Conduct and policies to detect anyambiguity in policy or classroom management systems ‐strengthen current systems in order to decrease referrals
3 Continue parent involvement committee for 20162017
47
Policies ‐ Effective Practice Options
Ineffective Effective
Enacting policies that nobody knows Set clear priorities about
Enacting policies that donrsquot change Reduce the effects of explicit bias practice
Policies without accountability for Enable implementation of specific implementation interventions
Reduce discriminatory practices Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015)
48
522016
24
522016
Equity Policy Recommendations (Green et al (2015)
1 Include a Specific Commitment to Equity bull Create mission statements that include equity bull Enact hiring preferences for equitable discipline
2 Install Effective Practices bull Require clear objective school discipline procedures bull Support implementation of proactive positive approaches to discipline bull Replace exclusionary practices with instructional ones
3 Create Accountability for Efforts bull Create teams and procedures to enhance equity bull Share disproportionality data regularly bull Build equity outcomes into evaluations
References
bull Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015) Key elements of policies to address discipline disproportionality A guide for district and school teams OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports wwwpbisorg
bull SWIS Version 56 | August 2015 University of Oregon wwwpbisappsorg
50
25
33
522016
Year 8 of PBIS Implementation Goals
bull Attendance (specifically tardies) bull Transition from a school‐wide token economy to the Principalrsquos 200 Club format with moreemphasis on classroom rewards bull Emphasis on fine tuning the Tier 2 SAP procedures and supports such as using data as opposed to teacher recommendation for CICO behavior plans small group lessons and academic interventions bull Committing to evidenced based curriculumresources for Tier 2 academic and behavioral interventions bull Increasing teacher buy in and involvement bull Make the school schedule around the needs of the Special Education students bull Review data through a culturally responsive lens with regard to ethnicity and students with IEPs bull Increasing parent involvement through a targeted group of parents that would meet 6 times during the year to focus on school data and cultural responsive decision making and through offering parent awards and raffle drawings at each event
CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
Progress bull We placed a staff member at the entrance to welcome students and used a sticker chart to track days on time for any student that accumulated 10+ days tardy and offered additional incentives for improvement In the first 30 days only 2 students showed improvement The 2nd 30 days there were 9 students that earned There are 31 students using this intervention bull Teachers began tracking tardies on major and minor referral forms in SWIS This was found to be inconsistent and a lot of work The team will review and make decisions at our June Action Planning meeting bull Teachers have given positive verbal feedback regarding Special Education students having their LA and Math classes at the same time as the peers in their homerooms Special EdTeachers reported that lesson planning and interventions were able to be more direct bull Teacher Buy‐in improved with one teacher focusing on dress down days and incentives for staff Gift cards were welcomed as well as reimbursement for class incentives bull The PATHS curriculum Second Step Curriculum Life Skills Curriculum NED Show resources DARE LLI Reading Series KID writing are among the utilized curriculums
34CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
17
522016
Principalrsquos PAW ticket
35
Principalrsquos PAW club
36
18
522016
Tardy Incentive Chart
37
Parent Awards
38
19
522016
Beyond Universal
39
Advanced Tiers Team
Challenges Keeping Focus Using the Right Data
Universal School-Wide Assessment
School-Wide Prevention Systems
Tier 2
Tier 3 Simple Individual Interventions (Brief FBABIP Schedule Curriculum Changes etc)
Small Group Interventions (CICO Social and Academic support groups etc)
ODRs Attendance Tardies Grades Credits Progress
Reports etc Universal Core Team
40CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
SWIS Data Screenshot
20
522016
41
Risk Indices ‐ Ethnicity
Risk Index= of students with 1+ ODR from your target group
of students in the target group
160 black students have referrals = 89 risk index 178 black students enrolled
17 white students have referrals = 52 risk index 33 white students enrolled
42
21
44
522016
From Risk Index Risk Ratio
Risk index by itself does not provide a comparison
A comparison of risk indices between two groups is called a risk ratio
43
Risk Ratio for Black and White Subgroups Risk Ratio= Risk Index of the target group
Risk index for comparison group
90 (risk index for Black students) = 173
52 (risk index for White students)
52 (risk index for White students) = 57
90 (risk index for Black students) SohelliphellipBlack students are 173 times more likely to receive an ODR than their
White peers
22
522016
Risk Indices‐ Special Education
88 students with 1+ ODR that do not have an IEP= 59 150 total students that do not have an IEP
41 students with 1+ ODR that have an IEP = 46 90 total students that have an IEP
45
Risk Ratio for Special and General Ed Subgroups
46 risk index for students with an IEP = 78
59 risk index for students without an IEP
59 risk index for students without an IEP= 128
46 risk index for students with an IEP Sohelliphellipwith students with IEPs are less likely to receive an ODR than
their peers in general education
46
23
What is our plan for the future
1 Action Plan for 20162017 in June
2 Review Code of Conduct and policies to detect anyambiguity in policy or classroom management systems ‐strengthen current systems in order to decrease referrals
3 Continue parent involvement committee for 20162017
47
Policies ‐ Effective Practice Options
Ineffective Effective
Enacting policies that nobody knows Set clear priorities about
Enacting policies that donrsquot change Reduce the effects of explicit bias practice
Policies without accountability for Enable implementation of specific implementation interventions
Reduce discriminatory practices Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015)
48
522016
24
522016
Equity Policy Recommendations (Green et al (2015)
1 Include a Specific Commitment to Equity bull Create mission statements that include equity bull Enact hiring preferences for equitable discipline
2 Install Effective Practices bull Require clear objective school discipline procedures bull Support implementation of proactive positive approaches to discipline bull Replace exclusionary practices with instructional ones
3 Create Accountability for Efforts bull Create teams and procedures to enhance equity bull Share disproportionality data regularly bull Build equity outcomes into evaluations
References
bull Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015) Key elements of policies to address discipline disproportionality A guide for district and school teams OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports wwwpbisorg
bull SWIS Version 56 | August 2015 University of Oregon wwwpbisappsorg
50
25
522016
Principalrsquos PAW ticket
35
Principalrsquos PAW club
36
18
522016
Tardy Incentive Chart
37
Parent Awards
38
19
522016
Beyond Universal
39
Advanced Tiers Team
Challenges Keeping Focus Using the Right Data
Universal School-Wide Assessment
School-Wide Prevention Systems
Tier 2
Tier 3 Simple Individual Interventions (Brief FBABIP Schedule Curriculum Changes etc)
Small Group Interventions (CICO Social and Academic support groups etc)
ODRs Attendance Tardies Grades Credits Progress
Reports etc Universal Core Team
40CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
SWIS Data Screenshot
20
522016
41
Risk Indices ‐ Ethnicity
Risk Index= of students with 1+ ODR from your target group
of students in the target group
160 black students have referrals = 89 risk index 178 black students enrolled
17 white students have referrals = 52 risk index 33 white students enrolled
42
21
44
522016
From Risk Index Risk Ratio
Risk index by itself does not provide a comparison
A comparison of risk indices between two groups is called a risk ratio
43
Risk Ratio for Black and White Subgroups Risk Ratio= Risk Index of the target group
Risk index for comparison group
90 (risk index for Black students) = 173
52 (risk index for White students)
52 (risk index for White students) = 57
90 (risk index for Black students) SohelliphellipBlack students are 173 times more likely to receive an ODR than their
White peers
22
522016
Risk Indices‐ Special Education
88 students with 1+ ODR that do not have an IEP= 59 150 total students that do not have an IEP
41 students with 1+ ODR that have an IEP = 46 90 total students that have an IEP
45
Risk Ratio for Special and General Ed Subgroups
46 risk index for students with an IEP = 78
59 risk index for students without an IEP
59 risk index for students without an IEP= 128
46 risk index for students with an IEP Sohelliphellipwith students with IEPs are less likely to receive an ODR than
their peers in general education
46
23
What is our plan for the future
1 Action Plan for 20162017 in June
2 Review Code of Conduct and policies to detect anyambiguity in policy or classroom management systems ‐strengthen current systems in order to decrease referrals
3 Continue parent involvement committee for 20162017
47
Policies ‐ Effective Practice Options
Ineffective Effective
Enacting policies that nobody knows Set clear priorities about
Enacting policies that donrsquot change Reduce the effects of explicit bias practice
Policies without accountability for Enable implementation of specific implementation interventions
Reduce discriminatory practices Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015)
48
522016
24
522016
Equity Policy Recommendations (Green et al (2015)
1 Include a Specific Commitment to Equity bull Create mission statements that include equity bull Enact hiring preferences for equitable discipline
2 Install Effective Practices bull Require clear objective school discipline procedures bull Support implementation of proactive positive approaches to discipline bull Replace exclusionary practices with instructional ones
3 Create Accountability for Efforts bull Create teams and procedures to enhance equity bull Share disproportionality data regularly bull Build equity outcomes into evaluations
References
bull Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015) Key elements of policies to address discipline disproportionality A guide for district and school teams OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports wwwpbisorg
bull SWIS Version 56 | August 2015 University of Oregon wwwpbisappsorg
50
25
522016
Tardy Incentive Chart
37
Parent Awards
38
19
522016
Beyond Universal
39
Advanced Tiers Team
Challenges Keeping Focus Using the Right Data
Universal School-Wide Assessment
School-Wide Prevention Systems
Tier 2
Tier 3 Simple Individual Interventions (Brief FBABIP Schedule Curriculum Changes etc)
Small Group Interventions (CICO Social and Academic support groups etc)
ODRs Attendance Tardies Grades Credits Progress
Reports etc Universal Core Team
40CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
SWIS Data Screenshot
20
522016
41
Risk Indices ‐ Ethnicity
Risk Index= of students with 1+ ODR from your target group
of students in the target group
160 black students have referrals = 89 risk index 178 black students enrolled
17 white students have referrals = 52 risk index 33 white students enrolled
42
21
44
522016
From Risk Index Risk Ratio
Risk index by itself does not provide a comparison
A comparison of risk indices between two groups is called a risk ratio
43
Risk Ratio for Black and White Subgroups Risk Ratio= Risk Index of the target group
Risk index for comparison group
90 (risk index for Black students) = 173
52 (risk index for White students)
52 (risk index for White students) = 57
90 (risk index for Black students) SohelliphellipBlack students are 173 times more likely to receive an ODR than their
White peers
22
522016
Risk Indices‐ Special Education
88 students with 1+ ODR that do not have an IEP= 59 150 total students that do not have an IEP
41 students with 1+ ODR that have an IEP = 46 90 total students that have an IEP
45
Risk Ratio for Special and General Ed Subgroups
46 risk index for students with an IEP = 78
59 risk index for students without an IEP
59 risk index for students without an IEP= 128
46 risk index for students with an IEP Sohelliphellipwith students with IEPs are less likely to receive an ODR than
their peers in general education
46
23
What is our plan for the future
1 Action Plan for 20162017 in June
2 Review Code of Conduct and policies to detect anyambiguity in policy or classroom management systems ‐strengthen current systems in order to decrease referrals
3 Continue parent involvement committee for 20162017
47
Policies ‐ Effective Practice Options
Ineffective Effective
Enacting policies that nobody knows Set clear priorities about
Enacting policies that donrsquot change Reduce the effects of explicit bias practice
Policies without accountability for Enable implementation of specific implementation interventions
Reduce discriminatory practices Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015)
48
522016
24
522016
Equity Policy Recommendations (Green et al (2015)
1 Include a Specific Commitment to Equity bull Create mission statements that include equity bull Enact hiring preferences for equitable discipline
2 Install Effective Practices bull Require clear objective school discipline procedures bull Support implementation of proactive positive approaches to discipline bull Replace exclusionary practices with instructional ones
3 Create Accountability for Efforts bull Create teams and procedures to enhance equity bull Share disproportionality data regularly bull Build equity outcomes into evaluations
References
bull Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015) Key elements of policies to address discipline disproportionality A guide for district and school teams OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports wwwpbisorg
bull SWIS Version 56 | August 2015 University of Oregon wwwpbisappsorg
50
25
522016
Beyond Universal
39
Advanced Tiers Team
Challenges Keeping Focus Using the Right Data
Universal School-Wide Assessment
School-Wide Prevention Systems
Tier 2
Tier 3 Simple Individual Interventions (Brief FBABIP Schedule Curriculum Changes etc)
Small Group Interventions (CICO Social and Academic support groups etc)
ODRs Attendance Tardies Grades Credits Progress
Reports etc Universal Core Team
40CR PBIS Meet
Westinghouse Universal Data Meet Barrett
Universal Data
SWIS Data Screenshot
20
522016
41
Risk Indices ‐ Ethnicity
Risk Index= of students with 1+ ODR from your target group
of students in the target group
160 black students have referrals = 89 risk index 178 black students enrolled
17 white students have referrals = 52 risk index 33 white students enrolled
42
21
44
522016
From Risk Index Risk Ratio
Risk index by itself does not provide a comparison
A comparison of risk indices between two groups is called a risk ratio
43
Risk Ratio for Black and White Subgroups Risk Ratio= Risk Index of the target group
Risk index for comparison group
90 (risk index for Black students) = 173
52 (risk index for White students)
52 (risk index for White students) = 57
90 (risk index for Black students) SohelliphellipBlack students are 173 times more likely to receive an ODR than their
White peers
22
522016
Risk Indices‐ Special Education
88 students with 1+ ODR that do not have an IEP= 59 150 total students that do not have an IEP
41 students with 1+ ODR that have an IEP = 46 90 total students that have an IEP
45
Risk Ratio for Special and General Ed Subgroups
46 risk index for students with an IEP = 78
59 risk index for students without an IEP
59 risk index for students without an IEP= 128
46 risk index for students with an IEP Sohelliphellipwith students with IEPs are less likely to receive an ODR than
their peers in general education
46
23
What is our plan for the future
1 Action Plan for 20162017 in June
2 Review Code of Conduct and policies to detect anyambiguity in policy or classroom management systems ‐strengthen current systems in order to decrease referrals
3 Continue parent involvement committee for 20162017
47
Policies ‐ Effective Practice Options
Ineffective Effective
Enacting policies that nobody knows Set clear priorities about
Enacting policies that donrsquot change Reduce the effects of explicit bias practice
Policies without accountability for Enable implementation of specific implementation interventions
Reduce discriminatory practices Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015)
48
522016
24
522016
Equity Policy Recommendations (Green et al (2015)
1 Include a Specific Commitment to Equity bull Create mission statements that include equity bull Enact hiring preferences for equitable discipline
2 Install Effective Practices bull Require clear objective school discipline procedures bull Support implementation of proactive positive approaches to discipline bull Replace exclusionary practices with instructional ones
3 Create Accountability for Efforts bull Create teams and procedures to enhance equity bull Share disproportionality data regularly bull Build equity outcomes into evaluations
References
bull Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015) Key elements of policies to address discipline disproportionality A guide for district and school teams OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports wwwpbisorg
bull SWIS Version 56 | August 2015 University of Oregon wwwpbisappsorg
50
25
522016
41
Risk Indices ‐ Ethnicity
Risk Index= of students with 1+ ODR from your target group
of students in the target group
160 black students have referrals = 89 risk index 178 black students enrolled
17 white students have referrals = 52 risk index 33 white students enrolled
42
21
44
522016
From Risk Index Risk Ratio
Risk index by itself does not provide a comparison
A comparison of risk indices between two groups is called a risk ratio
43
Risk Ratio for Black and White Subgroups Risk Ratio= Risk Index of the target group
Risk index for comparison group
90 (risk index for Black students) = 173
52 (risk index for White students)
52 (risk index for White students) = 57
90 (risk index for Black students) SohelliphellipBlack students are 173 times more likely to receive an ODR than their
White peers
22
522016
Risk Indices‐ Special Education
88 students with 1+ ODR that do not have an IEP= 59 150 total students that do not have an IEP
41 students with 1+ ODR that have an IEP = 46 90 total students that have an IEP
45
Risk Ratio for Special and General Ed Subgroups
46 risk index for students with an IEP = 78
59 risk index for students without an IEP
59 risk index for students without an IEP= 128
46 risk index for students with an IEP Sohelliphellipwith students with IEPs are less likely to receive an ODR than
their peers in general education
46
23
What is our plan for the future
1 Action Plan for 20162017 in June
2 Review Code of Conduct and policies to detect anyambiguity in policy or classroom management systems ‐strengthen current systems in order to decrease referrals
3 Continue parent involvement committee for 20162017
47
Policies ‐ Effective Practice Options
Ineffective Effective
Enacting policies that nobody knows Set clear priorities about
Enacting policies that donrsquot change Reduce the effects of explicit bias practice
Policies without accountability for Enable implementation of specific implementation interventions
Reduce discriminatory practices Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015)
48
522016
24
522016
Equity Policy Recommendations (Green et al (2015)
1 Include a Specific Commitment to Equity bull Create mission statements that include equity bull Enact hiring preferences for equitable discipline
2 Install Effective Practices bull Require clear objective school discipline procedures bull Support implementation of proactive positive approaches to discipline bull Replace exclusionary practices with instructional ones
3 Create Accountability for Efforts bull Create teams and procedures to enhance equity bull Share disproportionality data regularly bull Build equity outcomes into evaluations
References
bull Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015) Key elements of policies to address discipline disproportionality A guide for district and school teams OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports wwwpbisorg
bull SWIS Version 56 | August 2015 University of Oregon wwwpbisappsorg
50
25
44
522016
From Risk Index Risk Ratio
Risk index by itself does not provide a comparison
A comparison of risk indices between two groups is called a risk ratio
43
Risk Ratio for Black and White Subgroups Risk Ratio= Risk Index of the target group
Risk index for comparison group
90 (risk index for Black students) = 173
52 (risk index for White students)
52 (risk index for White students) = 57
90 (risk index for Black students) SohelliphellipBlack students are 173 times more likely to receive an ODR than their
White peers
22
522016
Risk Indices‐ Special Education
88 students with 1+ ODR that do not have an IEP= 59 150 total students that do not have an IEP
41 students with 1+ ODR that have an IEP = 46 90 total students that have an IEP
45
Risk Ratio for Special and General Ed Subgroups
46 risk index for students with an IEP = 78
59 risk index for students without an IEP
59 risk index for students without an IEP= 128
46 risk index for students with an IEP Sohelliphellipwith students with IEPs are less likely to receive an ODR than
their peers in general education
46
23
What is our plan for the future
1 Action Plan for 20162017 in June
2 Review Code of Conduct and policies to detect anyambiguity in policy or classroom management systems ‐strengthen current systems in order to decrease referrals
3 Continue parent involvement committee for 20162017
47
Policies ‐ Effective Practice Options
Ineffective Effective
Enacting policies that nobody knows Set clear priorities about
Enacting policies that donrsquot change Reduce the effects of explicit bias practice
Policies without accountability for Enable implementation of specific implementation interventions
Reduce discriminatory practices Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015)
48
522016
24
522016
Equity Policy Recommendations (Green et al (2015)
1 Include a Specific Commitment to Equity bull Create mission statements that include equity bull Enact hiring preferences for equitable discipline
2 Install Effective Practices bull Require clear objective school discipline procedures bull Support implementation of proactive positive approaches to discipline bull Replace exclusionary practices with instructional ones
3 Create Accountability for Efforts bull Create teams and procedures to enhance equity bull Share disproportionality data regularly bull Build equity outcomes into evaluations
References
bull Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015) Key elements of policies to address discipline disproportionality A guide for district and school teams OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports wwwpbisorg
bull SWIS Version 56 | August 2015 University of Oregon wwwpbisappsorg
50
25
522016
Risk Indices‐ Special Education
88 students with 1+ ODR that do not have an IEP= 59 150 total students that do not have an IEP
41 students with 1+ ODR that have an IEP = 46 90 total students that have an IEP
45
Risk Ratio for Special and General Ed Subgroups
46 risk index for students with an IEP = 78
59 risk index for students without an IEP
59 risk index for students without an IEP= 128
46 risk index for students with an IEP Sohelliphellipwith students with IEPs are less likely to receive an ODR than
their peers in general education
46
23
What is our plan for the future
1 Action Plan for 20162017 in June
2 Review Code of Conduct and policies to detect anyambiguity in policy or classroom management systems ‐strengthen current systems in order to decrease referrals
3 Continue parent involvement committee for 20162017
47
Policies ‐ Effective Practice Options
Ineffective Effective
Enacting policies that nobody knows Set clear priorities about
Enacting policies that donrsquot change Reduce the effects of explicit bias practice
Policies without accountability for Enable implementation of specific implementation interventions
Reduce discriminatory practices Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015)
48
522016
24
522016
Equity Policy Recommendations (Green et al (2015)
1 Include a Specific Commitment to Equity bull Create mission statements that include equity bull Enact hiring preferences for equitable discipline
2 Install Effective Practices bull Require clear objective school discipline procedures bull Support implementation of proactive positive approaches to discipline bull Replace exclusionary practices with instructional ones
3 Create Accountability for Efforts bull Create teams and procedures to enhance equity bull Share disproportionality data regularly bull Build equity outcomes into evaluations
References
bull Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015) Key elements of policies to address discipline disproportionality A guide for district and school teams OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports wwwpbisorg
bull SWIS Version 56 | August 2015 University of Oregon wwwpbisappsorg
50
25
What is our plan for the future
1 Action Plan for 20162017 in June
2 Review Code of Conduct and policies to detect anyambiguity in policy or classroom management systems ‐strengthen current systems in order to decrease referrals
3 Continue parent involvement committee for 20162017
47
Policies ‐ Effective Practice Options
Ineffective Effective
Enacting policies that nobody knows Set clear priorities about
Enacting policies that donrsquot change Reduce the effects of explicit bias practice
Policies without accountability for Enable implementation of specific implementation interventions
Reduce discriminatory practices Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015)
48
522016
24
522016
Equity Policy Recommendations (Green et al (2015)
1 Include a Specific Commitment to Equity bull Create mission statements that include equity bull Enact hiring preferences for equitable discipline
2 Install Effective Practices bull Require clear objective school discipline procedures bull Support implementation of proactive positive approaches to discipline bull Replace exclusionary practices with instructional ones
3 Create Accountability for Efforts bull Create teams and procedures to enhance equity bull Share disproportionality data regularly bull Build equity outcomes into evaluations
References
bull Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015) Key elements of policies to address discipline disproportionality A guide for district and school teams OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports wwwpbisorg
bull SWIS Version 56 | August 2015 University of Oregon wwwpbisappsorg
50
25
522016
Equity Policy Recommendations (Green et al (2015)
1 Include a Specific Commitment to Equity bull Create mission statements that include equity bull Enact hiring preferences for equitable discipline
2 Install Effective Practices bull Require clear objective school discipline procedures bull Support implementation of proactive positive approaches to discipline bull Replace exclusionary practices with instructional ones
3 Create Accountability for Efforts bull Create teams and procedures to enhance equity bull Share disproportionality data regularly bull Build equity outcomes into evaluations
References
bull Green A Nese R McIntosh K Nishioka V Eliason B amp Delara AC (2015) Key elements of policies to address discipline disproportionality A guide for district and school teams OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports wwwpbisorg
bull SWIS Version 56 | August 2015 University of Oregon wwwpbisappsorg
50
25
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