module 1 part 1 : using data to problem-solve implementation issues
DESCRIPTION
Module 1 Part 1 : Using Data to Problem-Solve Implementation Issues. Session 2 Phase I Team Training Presented by the MBI Consultants. Acknowledgements. Much of the content and ideas of this workshop stems from the work of others. - PowerPoint PPT PresentationTRANSCRIPT
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Module 1 Part 1 : Using Data to Problem-Solve Implementation Issues
Session 2 Phase I Team Training
Presented by the MBI Consultants
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Acknowledgements
Much of the content and ideas of this workshop stems from the work of others. Special thanks to the work of Tim Lewis,
George Sugai, Rob Horner, Lori Newcomer, the professors at the University of Oregon, National Center on Positive Behavioral Interventions and Support, and the Quaglia Institute for Student Aspirations.
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BE RESPONSIBLE - Make yourself comfortable & take care of your
needs - Address question/activity in group time before discussing “other” topics - Use your team time wisely - Return promptly from breaks BE RESPECTFUL - Turn cell phones to “off” or “vibrate” - Listen attentively to others BE PREPARED - Ask questions when something is unclear - Be an active participant
OUR EXPECTATIONS FOR TRAINING
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Trainer will raise his/her hand
Participants will raise their hand and wait quietly
ATTENTION SIGNAL
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PHASE I TRAINING MATRIX
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FORMAT OF PRESENTATIONS
Lecture with slides
Workbook/work time
& Action plan
development
Workbook guides
Activity =
Please read =
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Critical Components of MBI Commit to a common purpose and approach to
discipline—creating a safe and welcoming culture that includes student voice and family/community involvement
Establish and maintain team… with administrator support, participation and leadership
Establish a clear set of positive expectations and behaviors
Establish procedures for teaching expected behavior Establish a continuum of procedures for encouraging
expected behaviors Establish a continuum of procedures for
discouraging inappropriate behaviors Establish a system for using data to make
decisions, progress monitor, and problem-solve
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MBI DATA
Use data to assess current status Self-assessment Survey (SAS)
Use data to assess implementation fidelity
Team Implementation Checklist (TIC) School-wide Evaluation Tool (SET) Benchmarks of Quality (BoQ)
Use data to assess impact (outcome) on students
Office Discipline referrals
PBISApps.org
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Summary of Currently Available Online Tools
External Evaluation/Research:• SET for Tier 1• ISSET for Tier 2 and Tier 3
Internal Evaluation/Action Planning:• BAT for Tier 2 and Tier 3• TIC mostly for Tier 1, does have some on Tiers 2 &
3• BoQ for Tier 1• Early Childhood Benchmarks of Quality (ECBoQ) for
Tier 1 • SAS mostly for Tier 1, does have some on Tiers 2 &
3• Monitoring Advanced Tiers Tool (MATT)
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Main Ideas
Decisions are more likely to be effective and efficient when they are based on data.
The quality of decision-making depends most on the first step (defining the problem to be solved)
Define problems with precision and clarity
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Main Ideas
Data help us ask the right questions…they do not provide the answers: Use data to Identify problems Refine problems Define the questions that lead to solutions
Data help place the “problem” in the context rather than in the students.
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Main Ideas
The process a team uses to “problem solve” is important: Roles:
Facilitator; Recorder; Data analyst; Active member Organization
Agenda: Old business (did we do what we said we would do); New business; Action plan for decisions.
What happens BEFORE a meeting What happens DURING a meeting What happen AFTER a meeting
Agenda, data summaryUpdates, identify problem, problem solveMinutes posted, tasks completed
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TEAM PROBLEM-SOLVING METHODTEAM PROBLEM-SOLVING METHOD
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TIPS II Meeting Minutes and Problem-Solving Action Plan FormToday’s Meeting: Winter MBI Training Date, time, location: Facilitator: Minute Taker:
Data Analyst: Next Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst:
Team Members (bold are present today________________________________________________________________
Information for Team, or Issue for Team to Address
Discussion/Decision/Task (if applicable) Who? By When?
Administrative/General Information and Issues
Implementation and Evaluation
Precise Problem Statement, based on review of data
(What, When, Where, Who, Why)
Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction,
Safety)Who? By When?
Goal, Timeline, Decision Rule, & Updates
Problem-Solving Action Plan
Agenda for NEXT Meeting
1. 2.3.
Implementation and EvaluationPrecise Problem Statement, based on
review of data(What, When, Where, Who, Why)
Solution Actions (Prevent, Teach, Prompt, Reward,
Correction, Extinction, Adaptations, Safety)
Who? By When? Goal with Timeline
Fidelity of Imp measure
Effectiveness of Solution/Plan
Not started Partially Imp Imp Fidelity Done
Goal Met Better Same Worse
Agenda for Today:
1. Analyze TIC and SAS Results to determine current level of implementation . Previously Defined Problems/Solutions (Update)
1
2
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Decision-making at many levels
Whole school Small groups or school areas Individual student
------------------------------------------------------- Same basic process
Carol
SWIS
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Implementation Measures
Interpreting the TIC and SASEarly Childhood Benchmarks of Quality
(ECBoQ)*
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Team Implementation Checklist - Version 3.1
Sugai, G, Horner, R.H., Lewis‐Palmer, T.,& Rossetto Dickey, C. (2011). Team Implementation Checklist, Version 3.1, University of Oregon. Retrieved fromhttps://www.pbisapps.org/Applications/Pages/PBIS-Assessment.aspx
22 numbered items that focus on the universal level of prevention (Tier 1) although it has 3 items to assess progress toward implementing Tiers 2 and 3.● For example, item 20 asks if
“Personnel are able to provide behavior expertise for students needing Tier II and
Tier III support.”
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Does your team need to complete a current TIC?
If so, complete now!
Pick one item that is “in Progress” or “Not Yet Started” and develop an action statement for that item (Who will do What by When)*Remember this is on your TIPS Meeting Form*
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Self-Assessment Survey (SAS)
Todd, A.W., Sugai, G., and Horner, R.H. (2003). Effective Behavior Support (EBS) Survey. University of Oregon, Retrieved from
https://www.pbisapps.org/Applications/Pages/PBIS-Assessment-Surveys.aspx#sas
The SAS is an annual assessment used by schools to identify the staff perception of the implementation status and improvement priority for school-wide, classroom, non-classroom and individual student systems. Results of the SAS are effective in identifying the staff priorities for Action Planning.
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COMMON FEATURES TIC AND SAS
Establish Commitment Establish and Maintain Team Self‐Assessment Prevention Systems (defining and teachingexpectations, rewarding appropriate behavior,
andresponding to violations) Classroom System (a new category) Information System Build Capacity for Function‐based Support
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Graphics from PBISApps:Team Implementation Checklist Total Score
(Percentage of Points)
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TIC Subscale Report
Subscales
Reg
ular
M
eetin
gs
Cla
ssro
om
Dis
cipl
ine
dat
a
Inte
nsiv
e In
divi
dual
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Team Implementation Checklist Items
Establish & Maintain Team
3. Team Established (Representative).
2
4. Team has regular meeting schedule, effective operating procedures
2
5. Audit is completed for efficient integration of team with other teams/initiatives addressing behavior support.
1
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SAS-Did you remember to bring yours?
Measures implementation level and priority for improvement using 46 items across four systems:
• School‐wide (18 items)• Specific Setting (9 items)• Classroom (11 items)• Individual Student (8 items) Often is used as part of staff development with
initial PBIS training. Measures “Priority for Improvement,” as well as
staff perceptions of level of implementation (“in place” or “partially in place” or “not in place”) Many schools continue to use this as a measure of
progress over time.
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Graphics from PBISApps: Self-Assessment Survey: Overall Status
In Place 59%
Partial 35%
Not 6%
High 19%
Medium 31%
Low 50%
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Subscale Report
Expectations Defined
Expectations Taught
Reward System
Violations System
Monitoring Management District Support
Implementation
Average
11/11/2011 97% 100% 91% 76% 80% 67% 64% 77%
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Item Analysis Current Status
Feature Improvement Priority
In Place
Partial
Not
System: schoolwide High Medium Low
96 % 4 % 0 % 1. A small number (e.g. 3-5) of positively and clearly stated student expectations or rules are defined.
21 % 17 % 63 %
65 % 25 % 10 % 2. Expected student behaviors are taught directly.
44 % 28 % 28 %
50 % 46 % 4 % 5. Consequences for problem behaviors are defined clearly.
28 % 40 % 32 %
38 % 38 % 25 % 6. Distinctions between office v. classroom managed problem behaviors are clear.
33 % 29 % 38 %
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SAS Report Color Code Key for Current StatusWhite = 80% or more of staff marked item as “In Place”.Yellow = 51-79% of staff marked item as “In Place”.Red = 0 -50% of staff marked item as “In Place”.Red Review:Red Review:
Review the features in red and determine 2 features which staff identified as “High” priority. List here:Yellow Review:Yellow Review:Review the yellow features and identify 1 or 2 features the team could address to easily improve implementation. List here:White Review:White Review:Review the white features and 1 or 2 features that your school can celebrate.
Self-Assessment Survey Report Analysis
Schoolwide System OnlySchool: Date: Use the worksheet below to discuss the results of your school’s Self-Assessment Survey.
1. Self-Assessment Survey Report Analysis
2. Review and Update Team Action Plan 3. How will you share the SAS Results with Staff? (Add to your team action plan)
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Work Time
Complete the “Problem-Solving Implementation Issues – Part 1”
section of your workbook