1. Module C Using Data to Make Decisions Coaches’ Monthly Meeting Add DC Name Here

2. 2 Reviewing Your School-Level Data Av. Referrals per Day per Month Referrals by: –Location –Time –Student –Staff Custom Graphs, Reports –“Referrals by Motivation” will be helpful to include Ethnicity Reports Other information sources

3. 3 Other Information Sources for Tier 1 Ask Coaches what other data can be collected… Surveys School-Wide behavioral screening Walkthroughs ESE referrals/Requests for assistance Staff, Student attendance Fidelity measures (Benchmarks, PIC, Action Plan) Direct observation Comment box

4. 4 At Your School… Ask Coaches the following: Is Problem Behavior improving holding steady getting worse? Let them know that you will be going through solutions to each

5. 5 Is Problem Behavior improving, holding steady, or getting worse? If ODRs are improving, look at multiple sources of data to make sure you have a complete picture: –At least 80% of students receive 0-1 ODRs –At least 80% of students contact reward events –Benchmarks, PIC information –Additional information Common pitfalls to look for: consistency, timing, resources, etc… –May be able to scale back frequency/intensity of Tier 1 efforts after 2 months of continuous improvement

6. 6 If ODRs are improving… Make sure they’re improving equally for everyone Teams should disaggregate data: –Grade level/Classroom Are there individual teachers who need support? Classroom Consultation Guide: http://flpbs.fmhi.usf.edu/revision07/secondary/Classroom%20 Consultation%20Guide.pdf http://flpbs.fmhi.usf.edu/revision07/secondary/Classroom%20 Consultation%20Guide.pdf –Race/Ethnicity –ESE status –FRL status Adaptations to Tier 1 plan can be made to ensure success for all groups of students

7. 7 If ODRs are holding steady… Look for areas of improvement How complete is your Tier 1 system? –Benchmarks of Quality, PIC, Action Plan –Increasing the level of support at Tier 1 may increase the effectiveness of your current interventions Are your interventions targeted appropriately? –Look at settings, time, etc… –Review your behavior definitions, definitions of expectations, rules Do your plans consider the function of most ODRs?

8. 8 If ODRs are Getting Worse… Use the Problem-Solving Process 1.Define the problem – be specific Does your plan address the right target? Is this an isolated problem? Is it some, or all? 2.As you’re developing hypotheses, consider common pitfalls: Teaching strategies: frequency, intensity Fidelity of implementation: consistency, completeness Admin Decision & function: is problem behavior being reinforced?

9. 9 Generate a Variety of Hypotheses Be sure to cover: –School-Level variables Building remodeling, Visibility of campus locations, etc… –Classroom-Level variables Organization, Cleanliness, Location, etc… –Curriculum-Centered variables Expectations defined, Adequacy of lesson plans, etc… –Instruction-Centered variables Frequency, Fidelity to lesson plan, Opportunity to practice, etc… –Family/Community variables Security of route to/from school, Typical family structure, etc… –Student variables Characteristics shared by the majority of the students in the school

10. 10 Using the Data to Guide Interventions Matching interventions to function: –http://flpbs/coachescorner.asp (“Intervention Planning & RtI...Intervention Ideas Based on Function of Behavior”)http://flpbs/coachescorner.asp May consider interventions based on your hypotheses statements What is the smallest thing your team can do to have the largest impact?

11. 11 Data Analysis Is PBS/RtI:B being implemented? Is it 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?

12. 12 Using the Data Identify areas that need improvement 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

13. 13 Suggested Activity District Coordinators: You may consider pasting data from one of your schools into this power point, and practice making data- based decisions as a group.