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.  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.

 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

 Trainer will raise his/her hand  Participants will raise their hand and wait quietly ATTENTION SIGNAL

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) 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

FORMAT OF PRESENTATIONS  Lecture with slides  Workbook/work time &  Action plan development  Workbook guides Activity = Please read =

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

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

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)

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

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.

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 summary Updates, identify problem, problem solve Minutes posted, tasks completed

TEAM PROBLEM-SOLVING METHOD

TIPS II Meeting Minutes and Problem-Solving Action Plan Form Today’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 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) 1 2

Decision-making at many levels  Whole school  Small groups or school areas  Individual student   Same basic process Carol SWIS

Implementation Measures Interpreting the TIC and SAS Early Childhood Benchmarks of Quality (ECBoQ)*

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 from 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.”

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*

Self-Assessment Survey (SAS)  Todd, A.W., Sugai, G., and Horner, R.H. (2003). Effective Behavior Support (EBS) Survey. University of Oregon, Retrieved from 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.

COMMON FEATURES TIC AND SAS  Establish Commitment  Establish and Maintain Team  Self ‐ Assessment  Prevention Systems (defining and teaching expectations, rewarding appropriate behavior, and responding to violations)  Classroom System (a new category)  Information System  Build Capacity for Function ‐ based Support

Graphics from PBISApps: Team Implementation Checklist Total Score (Percentage of Points)

TIC Subscale Report Subscales Regular Meetings Classroom Discipline data Intensive Individual

Team Implementation Checklist Items Establish & Maintain Team 3. Team Established (Representative) 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

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.

Graphics from PBISApps: Self-Assessment Survey: Overall Status In Place 59% Partial35% Not6% High19% Medium31% Low50%

Subscale Report Expectations Defined Expectations Taught Reward System Violations System MonitoringManagementDistrict Support Implementatio n Average 11/11/201197%100%91%76%80%67%64%77%

Item Analysis Current StatusFeatureImprovement Priority In Place Partial Not System: schoolwideHigh 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 % 50 %46 %4 %5. Consequences for problem behaviors are defined clearly. 28 %40 %32 % 38 % 25 %6. Distinctions between office v. classroom managed problem behaviors are clear. 33 %29 %38 %

SAS Report Color Code Key for Current Status White = 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: Review the features in red and determine 2 features which staff identified as “High” priority. List here: Yellow Review: Review the yellow features and identify 1 or 2 features the team could address to easily improve implementation. List here: White Review: Review the white features and 1 or 2 features that your school can celebrate. Self-Assessment Survey Report Analysis Schoolwide System Only School: 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)

Work Time Complete the “Problem-Solving Implementation Issues – Part 1” section of your workbook