1. 4.0 Behavior Data Review and Action Planning WINTER 2012

2. Quick Big 5 blends all of the Big 5 Reports together into a single report. Universal Behavior Data: School- wide Data 2

3. Targeted Behavior Data: Individual & Targeted Practices Data 3

4. Team Initiated Problem Solving (TIPS)  Start with your Student Data:  SWIS Big 5 Report (school-wide)  SWIS CICO Graphs (individual & targeted practices) 4

5. Problem Solving Steps: Identify problems in terms of differences between…  Your school’s average Major ODRs/ Minors per school day per month and the national median  Your school’s Major ODRs/ Minors per school day per month for this year and for corresponding months of the previous year  A desirable trend and an undesirable trend 5

6. Problem Solving Steps Cont’d…  Define and clarify problems using SWIS data (ODRs by problem behavior, time, location, & student)  Determine what SWIS Custom Reports are needed to confirm/disconfirm your inferences  Write a precise problem statement that incorporates information about what, when, where, & who 6

7. Problem Solving Steps Cont’d…  Develop a hypothesis about why problem is occurring, & write hypothesis statement on Action Plan  Discuss and select solutions to problem, & write solution actions on Action Plan 7

8. Problem Solving Steps Cont’d…  Write TIPS Problem Solving Action Plan items for team-identified problems, including measurable Goals  Determine baseline & solution frequency for problems  Monitor progress at…  Completing tasks listed in Meeting Minutes  Solving problems listed in TIPS Problem Solving Action Plan 8

9. Collect and Use and UseData Develop Hypothesis Discuss and Select Solutions Develop and Implement Action Plan Evaluate and Revise Action Plan Team Initiated Problem Solving (TIPS) Model Identify Problems 9

10. Organizing SWIS Data for Decision- making  Universal Screening Tool  Proportion of students with  0-1 Office Discipline Referrals (ODRs)  2-5 ODRs  6+ ODRs  Progress Monitoring Tool  Compare data across time  Prevent previous problem patterns  Define Problems with precision that lead to solvable problems 10

11. Using the Referrals by Student report as a Universal Screening Tool 11

12. Using data to determine when to consider targeted interventions… 12

13. 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) 13

14. 1. Do we have a problem?  A problem is a gap between the desired outcome or objective and current status.  Data assists in defining the problem. 14

15. Identifying Problems/Issues  What data to monitor  ODR per day per month  OSS, ISS, Attendance, Teacher report  Team Checklist/ SET (are we doing what we planned to do?)  What question to answer  Do we have a problem?  What questions to ask of Level, Trend, Peaks  How do our data compare with last year?  How do our data compare with national/regional norms?  How do our data compare with our preferred/expected status?  If a problem is identified, then ask  What are the data we need to make a good decision? 15

16. 2. What is the precise nature of our problem? (What is the data we need for a decision?)  Precise Problem Statements include information about the following questions:  What is the problem and how often is it happening?  Where is it happening?  Who is experiencing the problem?  When is the problem most likely?  Why do we see this problem and what is sustaining it? 16

17. Problem Statement Guidelines:  Ultimately, you want to write a “problem statement” that precisely specifies the problem you identified  The more Ws (what, when, where, who… why) you incorporate into the problem statement, the more precise the problem statement will be  The more precise the problem statement, the easier it will be to generate a solution that “fits” the problem 17

18. Use School-wide Information System (SWIS) Data to Achieve Precision QuestionSWIS Table/Graph What problem behaviors are occurring? Referrals by problem behavior When are problem behaviors occurring? Referrals by time Where are problem behaviors occurring? Referrals by location Who is engaging in problem behaviors? Referrals by student Why do problem behaviors keep happening Referrals by motivation 18

19. Examples: Primary to Precise  Bullying behavior is increasing  Texting during school is becoming more negative  Bullying (verbal and physical aggression) on the playground is increasing during “first recess,” is being done mostly by four 4 th grade boys, and seems to be maintained by social praise from the bystander peer group.  A large number of students in each grade level (6, 7, 8) are using texting to spread rumors, and harass peers. Texting occurs both during the school day, and after school, and appears to be maintained by attention from others. 19

20. Problem Statement (primary) We have high rates of physical aggression, disrespect and inappropriate language on the playground Problem Statement We have high rates of physical aggression, disrespect and inappropriate language on the playground during second and third grade recess. Problem Statement (precise) We have high rates of physical aggression, disrespect and inappropriate language on the playground during second and third grade recess. Many students are involved and it appears they are trying to get access to equipment/games 20

21. 3. Why does the problem exist, & what can we do about it? (hypothesis & solution) Use precision problem statement to build and test hypotheses. Problem Statement: We have high rates of physical aggression, disrespect and inappropriate language on the playground during second and third grade recess. Many students are involved and it appears they are trying to get access to equipment/games. Hypothesis: There is not enough playground equipment for all children to access 21

22. Solution Development problem statement & hypothesis: PreventionHow can we avoid the problem context? TeachingHow can we define, teach and monitor what we want? Reward/RecognitionHow can we build systemic reward for desired behavior? ExtinctionHow can we prevent problem behavior from being rewarded? Corrective ConsequencesWhat are efficient, consistent consequences for problem behavior? Data CollectionHow will we collect and use data to evaluate (a) Implementation Fidelity, and (b) impact on student outcomes? Safety?Safety may need to be considered (i.e., procedures that may be required to decrease likelihood of injuries or property damage) 22

23. For each problem  Define how you will measure fidelity of solution implementation  How will you know that solutions were implemented as planned?  How often do you need to gather those data?  When will you use those data for problem solving?  Who will generate summaries of those data? 23

24. 4. What are the actual elements of our plan? (Action Plan)  Action Plan Elements:  Who?  By When?  Goal with Timeline  Fidelity of Implementation Measure  Effectiveness of Implementation Measure 24

25. 5. Is our plan being implemented & is it working? (evaluate & revise plan)  Define the goal for solving the problem  What will ‘it’ look like when you say it is not a problem  Define how you will know that the solutions were implemented as planned (with fidelity)?  How often will you conduct a status review?  Define how you will know that the solutions had a positive effect on student achievement, social competence, and/or safety?  How often will you monitor student progress? 25

26. Monitoring and Evaluation  What will the data tell you when the problem is solved?  Base on team-established standard  Easier to monitor if quantifiable (“countable”)  Record on meeting minute form for progress monitoring at future meeting(s) 26

27. Completed example 27 Problem Statement Action Plan & Evaluation Solution

28. Demonstration Using Data! www.swis.org

29. Team Time Using your Data: 1.Problem solve using your data Use the TIPS Meeting Minutes Form Use the TIPS Meeting Minutes Form 2.Use the following questions as a guide: 1. Do we have a problem? 2. What is the precise nature of our problem? 3. Why does the problem exist, & what can we do about it? 4. What are the actual elements of our plan? 5. Is our plan being implemented, & is it working? 3. If done, continue process for another problem 29

30. Team Time Using your Data: 1.Identify the problem using your data. 2.Develop a Precise Problem Statement Record the problem statement on your TIPS Problem Solving Action Plan Record the problem statement on your TIPS Problem Solving Action Plan 3.Be prepared to share your precise problem statement. 30

31. Team Time Using your Data: 1.Develop a Hypothesis Statement 2.Develop a solution 3.Complete the TIPS Problem Solving Action Plan 4.Be prepared to share your hypothesis and solution. 31