Making Data-Based Decisions Monthly Coaches’ Meeting Module CC

1. Making Data-Based Decisions Monthly Coaches’ Meeting Module CC DC Name and Date Here

2. Evaluating Your Data • Data Evaluation: • Process is in place for making informed decisions • Process includes problem identification, problem analysis, intervention implementation and evaluation • 4-step problem-solving process (RtI) • Informs your Action Plan steps • continue interventions/practices • adapt, revise, modify interventions/practices • discontinue interventions/practices

3. Evaluating Your Data • Evaluation Process Includes: • System to efficiently and effectively collect, record and graph data • Resources and expertise to review and analyze data • Monthly review and analysis of discipline and outcome data • SWPBS Action Plan updates based on data review and analysis • Discussion: • Are these steps included in your school’s data evaluation process? • If not, in what areas would you like additional support?

4. Discipline Data Sources • Five major data sources: • Average referrals/day/month • Referrals by: problem behavior, location, time of day, and individual student • Additional data sources • Referrals by motivation or function (get/obtain, escape/avoid) • Office-managed vs. classroom-managed referrals • ISS/OSS data • Discussion: • Does your PBS team review and analyze your school’s discipline data at each meeting? • Does your team use the data to evaluate the PBS development and implementation process and develop next steps?

5. Other Data Sources • Staff, student and/or parent surveys • Staff and student attendance • Teacher requests for assistance or school-wide behavioral screening • ESE referrals • Grades and/or standardized test scores (FCAT) • Fidelity measures • Benchmarks of Quality, PBS Implementation Checklist, Walkthrough Evaluations • SWPBS Action Plan • Direct observations • Discussion: • What are other sources of outcome data? • Does your PBS team review other data sources at each meeting and use the data to evaluate progress?

6. Data Evaluation • Questions to address at each monthly PBS meeting: • Are problem behaviors improving? • Are problem behaviors ‘holding steady’? • Are problem behaviors ‘getting worse’? • The following slides provide ‘next steps’ to help address each of these questions.

7. Problem Behaviors Improving • Discipline data shows a decrease in problem behavior • At least 80% of students receive 0-1 ODRs • Significant decrease in ODRs from previous month/quarter • Decrease in OSS/ISS days • Review other data sources to confirm progress • At least 80% of students contact reward events • PBS Implementation Checklist/Benchmarks of Quality • Consistency exists across teachers, grade-levels/hallways, etc. • School-climate/faculty surveys more positive or supportive • ODRs are decreasing equally - disaggregate the data • ESE, ethnicity/race, free/reduced lunch, male/female • Classroom, grade-level, individual teachers

8. Problem Behaviors ‘Holding Steady’ • Look for areas of improvement • Benchmarks of Quality, PIC, Action Plan implementation • Increasing the level of support at Tier 1 may increase intervention effectiveness • Are your interventions targeted appropriately? • Review referrals by location, time of day, teacher, grad-level, etc. • Review expectations and rules • Are the expectations well-defined and have they been taught? • Review discipline procedures and definitions • Are problem behaviors well-defined? • Are office-managed vs. teacher-managed behaviors well-defined? • Do your interventions target the appropriate function/motivation of the problem behaviors?

9. Problem Behaviors ‘Getting Worse’Problem-Solving Process Step 1: Problem Identification What’s the problem? Step 4: Response to Intervention Step 2: Problem Analysis Why is it occurring? Is it working? Step 3: Intervention Design What are we going to do about it?

10. Problem Behaviors ‘Getting Worse’ • Use the 4-step problem solving process: 1. Identify the Problem Be specific, problem behavior(s) should be well-defined 2. Analyze the Problem – Hypothesis development Teaching – Are the expectations being taught as planned? Fidelity – Are the interventions being implemented as designed? Admin decisions & function of behavior: Is problem behavior being reinforced? • 3. Design Interventions Do the interventions target the problem behavior(s)? Have the strategies been taught to all staff? • 4. Evaluation (RtI) – Is it working? Are the problem behaviors decreasing?

11. 1. Problem Identification http://flpbs.fmhi.usf.edu/coachescorner.asp Intervention Planning and RtI

12. Problem Identification - Example

13. 2. Problem AnalysisAdapted: Advanced SWIS Facilitator Workshop, APBS Conference, March 2008 by Florida’s Positive Behavior Support Project, RtI for Behavior, University of South Florida, Tampa, Fl. http://flpbs.fmhi.usf.edu/coachescorner.asp Intervention Planning and RtI

14. Problem Analysis - Example

15. 2. Hypothesis Development • Variables to Consider: • School-Wide • Supervision, staff commitment and buy-in • Classroom • Organization, cleanliness, location • Curriculum • Expectations defined, adequate lesson plans, plan for teaching • Instruction • Frequency, fidelity to lesson plan, opportunities to practice • Family/Community • Commitment and support • Students • Characteristics shared by the majority of the students in the school

16. 3. Intervention Design http://flpbs.fmhi.usf.edu/coachescorner.asp Intervention Planning and RtI

17. 3. Intervention Design - Example

18. Using Data to Guide Interventions • Match interventions to the function of behavior • http://flpbs/coachescorner.asp - ‘Intervention Planning & RtI’... ‘Intervention Ideas Based on Function of Behavior’ • Use your hypothesis statement to inform your interventions • Determine the smallest change your team can make that will have greatest impact. DO IT!

19. 4. Response to Intervention http://flpbs.fmhi.usf.edu/coachescorner.asp Intervention Planning and RtI

20. Response to Intervention - Example

21. 4. Evaluation: Guiding Questions • Is PBS/RtI:B being implemented across campus? • Is it being implemented with fidelity? • Is there sustainability of implementation? • Are there benefits to students over time with PBS/RtI:B implementation? • Are there benefits for staff? • Do students with greater needs benefit from implementation?

22. Use Your Data • Identify areas that are problematic • Improve Tier 1 supports • Expand and implement PBS/RtI:B strategies • Tier 2/Supplemental • Tier 3/Intensive • Support the acquisition of additional resources for further school improvement • Promote PBS/RtI:B within the community • Identify and celebrate successes

23. Data Review • District Coordinators: Have the PBS Coaches bring their schools’ current discipline data to the meeting • Data Evaluation Questions: • Are problem behaviors improving at your school? • Are the problem behaviors holding steady? • Are the problem behaviors getting worse? • As a group: • Review, analyze and discuss the data • Note significant problem areas and areas of greatest improvement • Develop possible action plan steps to address the problem areas