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School-wide PBIS: Using Data for Effective Coaching

School-wide PBIS: Using Data for Effective Coaching. Rob Horner University of Oregon www.pbis.org www.uoecs.org. Goals. Address questions you face as a PBIS Coach Building Decision-Systems Basic Foundations Access to core data sources

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School-wide PBIS: Using Data for Effective Coaching

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  1. School-wide PBIS:Using Data for Effective Coaching Rob Horner University of Oregon www.pbis.org www.uoecs.org

  2. Goals • Address questions you face as a PBIS Coach • Building Decision-Systems • Basic Foundations • Access to core data sources • Rubric for using data to make decisions • On-going review and improvement using data • Data needed for effective SWPBIS coaching • Using Fidelity data to assist teams in SWPBIS implementation • Team problem solving processes • Establishing the Foundations • Using data for action planning • Using data for implementation assessment and adaptation

  3. Using Data for Decision-making • What decisions are needed? • Who needs what information at what time in what form to make effective decisions?

  4. Improving Decision-Making Solution From Problem To Problem Action Planning Solution Problem Solving Information

  5. School-Team Decisions • Are we implementing SWPBIS? • Are we implementing at all three tiers? • What would be the next smallest change that would make the biggest effect? • If we are implementing, are the procedures benefiting students? • Are there problems? • Define problem with precision: • What, Where, When, Who, Why • What proven actions (interventions, practices, packages) would address the problem yet fit with current strengths? • Are selected actions being implemented and effective? • How do they need to be adapted? • Are selection actions producing desired outcomes?

  6. Fidelity of Implementation • Measuring fidelity is more than accountability. • Measuring fidelity and regular action planning are key procedures for “getting it right” • Help teams use their strengths to find the path that best helps them achieve the SWPBIS core features. • Be careful about adoption too many strategies/ practices. • Do a small number of things well.

  7. SWPBIS Measures of Fidelity( See PBIS Evaluation Blueprint; Measures available at www.pbisassessment.org) How Knowledgeable/Comfortable are you with ( 1= low; 5 = high): School-wide Evaluation Tool SET Self-Assessment Survey SAS Team Implementation Checklist TIC Benchmark of Quality BoQ Individual Student SET ISSET Benchmark of Advanced Tiers BAT Measure of Advanced Tiers Tool MATT

  8. Coaching for Implementation • Are we implementing SWPBIS? • Team Implementation Checklist (15 min) • Benchmark of Quality (45-60 min) • School-wide Evaluation Tool (2-4 hours) • How Often Should Data be Collected? • Initial implementation (every 3rd or 4th meeting) • On-going (annually) • ------------------------------------------------------------------------ • Total Score • Are we improving? • Sub-scale score • What is working where do we focus next? • Item score • Action planning

  9. Elementary Middle

  10. Team Checklist: Subscale ScoresPercentage of Total Points

  11. Team Checklist: Subscale ScoresPercentage of Total Points

  12. Team Checklist: Subscale ScoresPercentage of Total Points

  13. Team Checklist: Subscale ScoresPercentage of Total Points

  14. Team Checklist: Subscale ScoresPercentage of Total Points

  15. Your Turn: What should team focus on ?

  16. Your Turn: What should team focus on ?

  17. Your Turn: What should team focus on ? Time 1 versus Time 2

  18. Using Student Impact Data • Universal Screening • Progress Monitoring • -------------------------------------------------- • Team Meetings and Use of Data for Problem Solving

  19. Universal Screening and Progress Monitoring.

  20. Using office discipline referrals as a metric for universal screening of student social behavior 6+ office discipline referrals 2-5 office discipline referrals ~5% ~15% 0-1 office discipline referral ~80% of Students Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

  21. Using the Referrals by Student report as a Universal Screening Tool

  22. Jennifer Frank, Kent McIntosh, Seth May Cumulative Mean ODRs Per Month for 325+ Elementary Schools 08-09 Cumulative Mean ODRs

  23. Helping Teams Use Data at All Three Tiers • Tier I Office discipline referrals

  24. ESTABLISHING a CONTINUUM of Data Options within SWPBS • TERTIARY PREVENTION • Fidelity: ISSET, BAT, MATT • ISIS-SWIS • Student Outcomes: • ISIS-SWIS • TERTIARY PREVENTION ~5% ~15% • SECONDARY PREVENTION • Fidelity: • BAT, MATT • * Student Outcomes: • CICO-SWIS • ODRs • SECONDARY PREVENTION • PRIMARY PREVENTION • Fidelity: TIC, BoQ, SET • Student Outcomes: • Office Discipline Referrals • PRIMARY PREVENTION ~80% of Students

  25. Coaching Tier III Data Use • Needs • System to assist coordination of individualized Team • System for managing (a) assessments, (b) plan development/modification, and (c) team meeting minutes • System for building data collection tailored to individualized plan • Collect Fidelity Data: Are we doing plan? • Collect Impact Data: Is plan benefiting student? • System for on-going collection, summarizing and reporting of data for team decision-making.

  26. Helping Teams use Data for Decision-Making • Build team foundation • Roles, Agenda, Schedule • Use data to define problems with precision • Use data to build “Action Plans” that fit the local context and will work. • Use data to assess if action plans are being implemented with effect

  27. Problem-Solving Meeting Foundations Structure of meetings lays foundation for efficiency & effectiveness

  28. Meeting Foundations Elements • Four features of effective meetings • Predictability • Participation • Accountability • Communication • Define roles & responsibilities • Facilitator, Minute Taker, Data Analyst • Use electronic meeting minutes format Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

  29. What makes a successful meeting? A. Predictability • Defined roles, responsibilities and expectations for the meeting • Start & end on time, if meeting needs to be extended, get agreement from all members • Agenda is used to guide meeting topics • Data are reviewed in first 5 minutes of the meeting • Next meeting is scheduled B. Participation • 75% of team members present & engaged in topic(s) • Decision makers are present when needed

  30. What makes a successful meeting? C. Accountability 7. Facilitator, Minute Taker & Data Analyst come prepared for meeting & complete during the meeting responsibilities 8. System is used for monitoring progress of implemented solutions (review previous meeting minutes, goal setting) 9. System is used for documenting decisions 10. Efforts are making a difference in the lives of children/students. D. Communication 11. All regular team members (absent or present) get access to the meeting minutes within 24 hours of the meeting 12. Team member support to practice team meeting norms/agreements

  31. Define roles for effective meetings • Core roles • Facilitator • Minute taker • Data analyst • Active team member • Administrator • Backup for each role Typically NOT the administrator Can one person serve multiple roles? Are there other roles needed? Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

  32. Who is Responsible?

  33. Activity # 1 (7 min) • Select • Facilitator • Data Analyst • Minute Taker Back up for each Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

  34. Organizing for an effective problem solving conversation A key to collective problem solving is to provide a visual context that allows everyone to follow and contribute Problem Use Data Out of Time Solution Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

  35. Newton, J. S., Todd, A. W., Horner, R. H., Algozzine, B., & Algozzine, K. (2012) (Version 1.2)

  36. Newton, J. S., Todd, A. W., Horner, R. H., Algozzine, B., & Algozzine, K. (2012) (Version 1.2)

  37. Where in the Form would you place: • Planning for next PTA meeting? • There have been five fights on the playground in the past 3 weeks. • Update on CICO implementation • Increasing gang recruitment as an agenda topic for today. • Next meeting report on lunch-room status. Newton, J. S., Todd, A. W., Horner, R. H., Algozzine, B., & Algozzine, K. (2012) (Version 1.2)

  38. Summary: Team-based Problem Solving • Team Foundations • Roles • Minute form • Defining Problems • Building Solutions • Action Planning/ Follow up / Adaptation

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