Module 2 : Using Data to Problem-Solve Implementation Issues Session 3 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.  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.

Session 1 (Fall)Session 2 (Winter)Session 3 (Fall ) Systems MBI Philosophy/Aspirations Team Process and Responsibilities Faculty Commitment Review Components Problem-Solving Implementation Issues Team Initiated Problem Solving—TIPS Resources for Teams Review Components Problem-Solving Implementation Issues: SET, SAS, TIC Getting Everybody on Board Practices 3-5 Expectations Universal Teaching Matrix Reinforcement Systems Promoting Universals Teaching the Universals and Developing Lesson Plans Active Supervision Consequence Systems Focus groups Interpreting “My Voice” Student Aspirations Team (MBI Youth Day) Family and Community Involvement Data Implementation Data TIC SAS MBI Blueprint My Voice Survey Using Implementation Data System Level Outcome Data ODRs, SWIS Big 5 Generator SSARB, MV Reports, Focus Groups Other data tools Problem-Solving Outcome Data Reviewing your ODRs Big 5 Generator SWIS SSARB PHASE I TRAINING MATRIX

Objectives  Understand the use of MBI Assessment Tools for action planning  School-wide Evaluation Tool (SET)  Self Assessment Survey (SAS)  Team Implementation Checklist (TIC)  Develop team action plans using MBI Assessment data and reports

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 1

From PBISApps.org. PBIS Assessment Survey System  Complete Surveys  Print charts  Interpret data What are areas that might need attention? - Where are school strengths?  _ List focus areas for action planning.

Research ToolAnnual Assessment Tool Progress Monitoring Tool Universal Intervention (Tier I) SETBoQ SAS ECBoQ SET TIC Targeted & Intensive Interventions (Tiers II & III) ISSETSAS BAT MATT

A Quick Review SAS, TIC, SET

TIC Subscale Report  Designed to monitor the activities of implementation of seven critical features  Progress-monitoring  Results used to plan activities to support and improve the implementation of MBI 9

School-wide Evaluation Tool (SET): A Tool for Measuring Implementation Fidelity of School- wide Discipline  Measures fidelity of implemented school-wide behavior support systems  Interviews  Observations  Permanent Product Review  Conducted annually 10

SAS: Total, Subscale, and Individual Scores Total Score reported for each of the four systems Subscale Systems Items report provides % score for each of the items

Example: Action Planning Using SAS Areas of Strength  Team exists for behavior support and problem solving  School administration supports MBI team  Student behavioral expectations are taught Areas Not in Place, High Priority for Improvement  Distinction between office vs. classroom managed are clear  Booster training activities are developed based on data *  Patterns of student problem behavior are reported to teams and faculty for decision making monthly

Example: Action Planning Using SAS Goal to be added to MBI Action Plan  Booster training activities are developed for staff based on data.  MBI team will present mini-modules on critical features of program at monthly faculty meetings. Topics to include: 1. Teaching behavior lessons 2. Active supervision 3. Redirecting 4. Inappropriate behaviors Goal Selected

TIPS II Meeting Minutes and Problem-Solving Action Plan Form Today’s Meeting: Session III 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 with Timeline Fidelity of Imp measure (How to,measure) Effectivenes s of measure (How to Assess) New Problems Agenda for NEXT Meeting Implementation and Evaluation Precise 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 Effective ness 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)

Activity: Looking at Implementation Data  Take 10 minutes to log in to PBIS Assessments and generate your school’s SAS, SET, and TIC reports)*  What are your area’s of strength?  What are areas that might need attention?  Areas not in place  High priority for improvement  List focus areas for action planning

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 )