VTPBiS School and SU/SD Coordinators Webinar: Facilitating Data Days MAY 2014

Introductions: When we call your name please: 1) Say “hello” 2) Tell us what school you are from. 3) Indicate who is in the room with you, if anyone.

Webinar Logistics:  2 Ways to Interact:  Raise your hand using the icon on your screen  Type a question into the text box  Intermittently we will provide opportunities to interact.  This webinar will be recorded.  Please note, your microphone will be muted unless otherwise indicated.

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Opening Activity:  What were your successes and challenges in using PBIS data this year? (fidelity and/or student outcome measures)  In a moment, we will ask for a sampling of responses. 5

How to use PBIS data to ensure successes… Share your data with others, use your data to plan for next year and acknowledge incremental success along the say Use your BoQ data to determine areas of focus Use SAS data to show staff you value and use their input to make changes Use data to reward staff and student performance Use data to determine taking breaks between “roll- outs” 6

Purpose  To build competence and confidence in your role as facilitators of Data Days  To introduce/review useful tools and strategies to wrap- up this year  Plan for sustainability! 7

Differentiate based on your experience Foundations Think about how you plan to accomplish the work. Full Implementation: Think about how to make it easy, better, more effective. Sustainability: Think about how to continue the practice and ensure sustainability.

1.0 Importance of Data Days and Role of the Facilitator/Data Analyst

Characteristics of an Effective Data Team 11

 Role:  To create data summaries that will facilitate the team in  determining if there are problems  jump starting a problem solving discussion, and  evaluating the impact of solutions and fidelity of implementation  General Responsibilities:  Prepares a brief written summary for distribution at meetings using each of the data sources needed for problem solving and decision making  Help to generate reports during the meeting as questions of the data arise Data Analyst: Role & Responsibilities

 How?  Establish the role of a data analyst (and backup person)  Teach data analyst to develop data summary  DIBELS, SWIS…. Etc  Start problem solving by defining the problem with precision  Refine precision of problem statement through inferences and hypothesis  Have data accessible for custom report generation during the meeting Launch the meeting with a data summary that helps define the problem with precision

POLL: To what extent does someone function as data analyst in your PBIS planning meetings? 1. Data has not been used in our meetings so there has been no need for a data analyst 2. There is no one in particular serving in this role. The Team reviews and analyzes the data together at the meetings. 3. One person on the team brings data to the meeting for the team to review. 4. There is a person identified in this role who prepares data for review and points out trends in advance for discussion and problem solving at meetings. 14

Effective meetings extend before and after the actual meeting time. Other key roles are necessary! 15 BEFORE: Set agenda and send to team Collect data, review, and prepare summary statements DURING: Follow agenda & time frames Review data Make precision problem statements Develop solutions Take notes and set action items AFTER: Complete action items Follow-up on action item status

16 Consider TIPS!

Formal problem solving steps that a group can use to build and implement solutions. Access to the right information at the right time in the right format A process for using data to make decisions: Formal roles (facilitator, recorder, data analyst) Specific expectations (before, during & after meetings) Access and use of data Use of electronic and projected meeting minutes A structured meeting process 17 TIPS Offers:

Types of Data to Consider:  Student Outcome Data  Review ODR Data “Big 7”  CICO, SIMEO and/or ISIS Data  Staff Perception Data  Self-Assessment (SAS) Data  Leadership Team Self-Assessment  Implementation Fidelity Data  Benchmarks of Quality (BoQ)  Benchmarks for Advanced Tiers (BAT)  Action Planning Tools  Action Plan for Sustainability (Universal and Targeted) 18

Other data to consider 19 Leadership Team Self- Assessments Leadership Team Self- Assessment

SWIS Big 7: Core Reports 20 Avg. Referrals Per Day Per Month Grade Student Problem Behavior Day of Week Location Time

CICO- Reports:  School-wide Report  Average Daily Points  Student Count  Student Period  Student Single Period 21

Indicators of Possible Problems Identify problems based on your school’s: Desirable and undesirable trends Average Referrals Per Day Per Month for this year and for corresponding months of the previous year Average Referrals Per Day Per Month compared to the national median Faculty, parents and students opinions regarding if ODR levels are acceptable or not 22

What does this graph tell you? 23

Same graph looking at Majors Only 24

What does this graph tell you? 25

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TIPS Problem-Solving “Mantra” 1. Do we have a problem? (identify) 2. What is the precise nature of our problem? (define, clarify, confirm/disconfirm inferences) 3. Why does the problem exist, & what can we do about it? (hypothesis & solution) 4. What are the actual elements of our plan? (Action Plan) 5. Is our plan being implemented, & is it working? (evaluate & revise plan) Innovation neutral: Use for Reading, Behavior, Math, School Improvement REMEMBER to use…..

Why does the problem exist, & what can we do about it? (hypothesis & solution) Problem Statement: The sixth graders are disruptive & use inappropriate language in the cafeteria between 11:30 AM and 12:00 PM Hypothesis: We believe they are trying to get attention from their peers. 28

29 Solution development for disruption in cafeteria Prevention: Remove/alter “trigger” for problem behavior Maintain current lunch schedule, but shift classes to balance numbers. Teaching: Define, instruct & model expected behavior Teach behavioral expectations in cafeteria Reward: Expected/alternative behavior when it occurs; prompt as necessary Establish “Friday Five”: Extra 5 min of lunch on Friday for five good days. Extinction: Increase acknowledgement of presence of desired behavior Encourage all students to work for “Friday Five”… make problem behavior less rewarding than desired behavior Corrective Consequence: Use non- rewarding/non-reinforcing responses when problem behavior occurs Active supervision and continued early consequence (ODR) Data Collection: Indicate how you know when you have a solution Maintain ODR record and supervisor weekly report

….include logistics: 30

Is our plan being implemented & is it working? (evaluate & revise plan) 31

2.0 Benchmarks of Quality (BoQ) – Understanding your results

Navigating 33

Benchmarks of Quality (BoQ) 34 Purpose:Assess leadership teams perceptions of PBIS implementation at the Universal Level Format:Survey on Completed by:Leadership Team, School Coordinator and SU/District Coordinator When?In the Spring

BoQ 10 Critical Features: 1. PBIS Team 2. Faculty/Staff Commitment 3. Effective Procedures for Dealing with Problem Behaviors 4. Data Entry and Analysis Plan Established 5. Expectations and Rules Developed 6. Reward Recognition Program Established 7. Lesson Plans for Teaching Expectations/Rules 8. Implementation Plan 9. Classroom Systems 10. Evaluation

36 Understanding BoQ Results: 1)Total Score 2)Subscale 3)Items

37 Total Score:

38 Subscale:

39 Items:

BoQ Team Summary Sheet 40

Leadership Team Activity for BoQ Review and Planning  As a leadership team, review your BoQ Data using the BoQ Team Summary Sheet:  Using the Individual Items Report identify three areas of Strength  Using the same report, list three areas in need of development  If there are other Action Items, place those under the Other Action Items section on the Team Summary sheet  Come up with 2 priority focus areas for next school year 41

EXAMPLE: Presentation to Staff

This year 74% of our staff completed the SAS. 67% indicated that they think school-wide system is in place compared to 48% last year. However, 61% still say this is a medium or high priority for improvement. 43

58% of staff think that non-classroom settings are in place, an increase of 19% since last year. However, 33% say this is still a high priority for improvement. 44 Non-classroom settings

Overall, implementation has improved in all domains 45

Based on your feedback our team has determined the following areas for improvement: Example: 1) Focus on maintaining our Universal Efforts 2) Enroll more students in Targeted Supports (USE the SAS Summary to help articulate these)

Questions/Comments?

3.0 Planning for PBIS Sustainability

Four Principles for Sustaining School-wide Systems 1. Promote Priority  Maximize Visibility  Present data to people with resources  Describe effects of abandoning support for the practice  Get into written policy  Braid project with other initiatives  Show how practice can lead to outcome of new initiatives 49 Kent McIntosh, University of Oregon

Four Principles for Sustaining School-wide Systems 2. Ensure Effectiveness  Focus on fidelity of Implementation  Assess it regularly  Use it to enhance what you already do  Share data showing how fidelity is related to effects 3. Increase Efficiency  Get it down on paper  Lesson Plan  Schedules  Agendas  Focus on efficient team meetings (think TIPS) 50 Kent McIntosh, University of Oregon

Four Principles for Sustaining School-wide Systems 4. Use data for Continuous Regeneration  Collection of data to monitor fidelity, outcomes and context  Adaptation over time while keeping critical features intact  Ongoing investment in building local capacity  How?  Adjust practice for a changing environment  Connect with a “community of practice” 51 Kent McIntosh, University of Oregon

Create Communities of Practice!  Share fairs, networking session, district mini- conference, web-based sharing  Opportunities for school teams to:  Celebrate successes  Learn from peers  Continue momentum  Invite important stakeholders 52 Kent McIntosh, University of Oregon

Consider using the following tools….  SUBSIST PBIS Sustainability Checklist:  A research validated self-assessment and action planning tool for school leaderships teams  Available for free at: and  VTPBiS Action Plan for Sustainability  Available at 53

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Responsibilities for facilitating data review and improvement planning for next year:  Schedule next year’s Data Days – Fall, Winter, Spring  Identify/enhance the role of the Data Analyst  Plan Professional Development around priorities identified through assessments – NOW!  Consider TIPS/SWIS learning module  Consider training in Universal Screening  Consider training in classroom management, FBA/BIP, crisis prevention an intervention, other 56

As a Leadership Team: 57  Review your School-wide/CICO Big Graphs and Identify Problems and Possible Solutions  Schedule time to analyze your BoQ using the BoQ Team Summary Sheet.  Consider using the SUBSIST Sustainability Checklist and the VTPBiS Action Plan for Sustainability  Schedule date and time to share data with staff, school board, families, students to CELEBRATE SUCCESSES!  Schedule your next PBIS Leadership Team Mtg before schools starts in the fall!

58 What supports do you need from us?