1. VTPBiS School and SU/SD Coordinators Webinar: Facilitating Data Days 1.0 Introduction DECEMBER 2013

2. Thank you for attending my webinar on using Adobe Connect as a webinar platform! My name is Brendan and I will be providing technical support for this webinar. If you have any difficulties during the webinar you can send a question to me by hovering your mouse over the “Brendan Donaghey" icon and selecting "Start Private Chat" and I will attempt to solve your problem. Our presenters Cassandra Townshend and Sherry Schoenberg will pause during the webinar to answer questions you may have. While I am presenting you can send your questions directly to me by using the private chat option for “Brendan Donaghey," or by type them into the general chat box.

3. 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. 3

4. 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. 4

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6. Opening Activity:  Think about 1-2 successes and challenges you’ve experienced as a facilitator of team decision-making processes.  In a moment, we will ask for a sampling of responses. 6

7. Purpose  To help School Leadership Teams plan PBIS improvements based on a review of data and the use of a problem-solving/decision-making process.  To develop internal capacity for continuous PBIS problem-solving and planning.  To build competence and confidence in your role as facilitators of Data Days 7

8. Agenda  1.0 Introduction, Importance of Data Days and Role of the Facilitator  2.0 Leadership Team and Assessment  3.0 Systems Review: How to Use PBIS School-wide Data to Prioritize Efforts and Review of PBIS Evaluation Tools  4.0 Problem-Solving Process for Decision-Making  5.0 Planning for Internal Capacity 8

9. PBIS SYSTEMS PRACTICES DATA 5 Components of vtMTSS Component III: High-Quality Instruction & Intervention Supporting Staff Behavior Component I: Systemic & Comprehensive Approach Supporting Decision Making Component II: Effective Collaboration Supporting Student Behavior Component IV: Balanced & Comprehensive Assessment System Component V: Expertise – Well-designed Professional Learning Smallest effort Evidence-based Biggest, durable effect

10. Our Goal: Data Team Meeting Example 10

11. 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.

12. 12 Your Role as Coach in PBIS State TA Implementation Coaches SU/District Coordinator & School Coordinator COACHING Our goal is to become competent coaches

13.  Never stop doing what is already working  Always look for the smallest change that will produce the largest effect  Do no add something new without also defining what you will stop doing  Collect and use data for decision making 13 Guiding Principles for Using data to Plan for Sustainability:

14. What do you need to know?  Survey says....  Facilitation skills  Purpose and function of Data Tools  How to “drill down” with the data  Problem-solving, decision-making process  How to find time before, during and after meetings  How to deal with reluctance and naysayers  Marketing skills  Cheerleading nature  Recognizing/acknowledging the strengths of the team and of individual team members 14

15. 2.0 Leadership Team DECEMBER 2013

17. Effective meetings extend before and after the actual meeting time. 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 17

18. 18 “Critical to success is the administrator’s active role in supporting the school-based team process.” –Tim Lewis THANK YOU Administrators! Complete Administrator Self-Assessment for continuous improvement!

19. As a leadership team: 1. Complete the Leadership Team Meeting Self-Assessment tool 2. Review and update the Team Profile and Meeting Schedule, if needed. 1. Identify and celebrate 2-3 Team strengths and 2-3 action steps your Team will take Leadership Team Time 19

20. 3.0 Systems Review DECEMBER 2013

21. Think and Share:  Think about successes and challenges you’ve experienced when using PBIS evaluation tools or analyzing student behavior data.  After a moment, we will ask for a sampling of your responses. 21

22. 22 “However beautiful your strategy you should occasionally look at the results.” -Winton Churchill

23. 23 Highlights: 1.High Fidelity of Implementation 2.Increase in number of exemplar schools 3.Minimal change in ODRs

24. The Importance of Systems Review 24 What is the role/function of your Leadership Team to promote and ensure the implementation of PBIS? How does data help you in these efforts?

25. Using the SET, BoQ and/or BAT  SET and/or BoQ-Universal Systems  BAT – Targeted/Intensive Systems 25

26. School-wide Evaluation Tool (SET) 26 Purpose:Evaluate critical features of school-wide PBIS Format:Interview, Observation and Documents ( Completed by:External Evaluator (SU/SD Coordinator or Coach) When?Pre and post implementation or as requested

27. Benchmarks of Quality (BoQ): 27 Purpose:Assess leadership teams perceptions of PBIS implementation at the Universal Level Format:Survey (Electronic Scoring Form) Completed by:Leadership Team, School Coordinator and SU/District Coordinator When?Annually, in the Spring and Fall (optional)

28. Benchmarks for Advanced Tiers (BAT) 28 Purpose:Assess leadership teams perceptions of PBIS implementation at the Targeted and Intensive Level Format:Survey (Electronic Scoring Form) Completed by:Leadership Team, School Coordinator and SU/District Coordinator When?Annually, in the Spring (optional)

29. As a leadership team: 1. Review or complete the SET, BoQ and/or BAT to prioritize and develop action steps. Leadership Team Time 29

30. 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 30

31. SWIS Big 7: Core Reports 31 Avg. Referrals Per Day Per Month Grade Student Problem Behavior Day of Week Location Time

32. CICO- Reports:  School-wide Report  Average Daily Points  Student Count  Student Period  Student Single Period 32

33. Using the Referrals by Student report as a Universal Screening Tool 33

34. Using data to determine what system to focus on… 34

35. 35 Where to find this information? SWIS: *End of Year Report *Custom Report *Custom Graph *”Big 7” Graph

36. As a leadership team: 1. Complete the ODR Data Focus Worksheet to determine area in need of improvement. Leadership Team Time 36

37. 4.0 Student Outcome Data DECEMBER 2013

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39. 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…..

40. Look for gaps and trends in your data 40 1. Do we have a problem (identify)?

41. Identifying Problems/Issues 41

42. What trend do you notice?

44. 44 Which location might need attention?

45. 2. What is the precise nature of our problem (define, clarify, confirm/disconfirm inferences)? 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 45 What is the data we need for a decision?

46. Examples: Primary to Precise  inappropriate behavior is increasing  Inappropriate language and disruptive behavior is increasing in the cafeteria during “first lunch period,” is being done mostly by four 6th grade boys, and seems to be maintained by social praise from the bystander peer group. 46 Precise Problem Statements include information about the what, when, where, who, when and why

47. 3. 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. 47

48. 4. What are the actual elements of our plan……? Prevention *Maintain current lunch schedule, but shift classes to balance numbers. *Teach behavioral expectations in cafeteria Teaching Reward Establish “Friday Five”: Extra 5 min of lunch on Friday for five good days. Extinction Encourage all students to work for “Friday Five”… make reward for problem behavior less likely Corrective Consequence Active supervision, and continued early consequence (ODR) Data Collection Maintain ODR record and supervisor weekly report

49. ….including logistics: 49

50. 5. Is our plan being implemented & is it working? (evaluate & revise plan) 50

51. Leadership Team Time Using your Data: 1.Based on area in need of improvement answer the following questions: 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? 2.Complete Action Plan and Evaluation section of the TIPS Meeting Minute Form 51

52. 5.0 Building Internal Capacity for Data-based Decision-Making DECEMBER 2013

53. Why? 53 Building Staff, Building Staff,Students and Families School Leadership Team Supervisory Union /District Leadership Team and Coordinator(s) State Level Trainers, Implementation Coaches and Technical Assistance Providers

54. So That... 54

55. When? Who? 55

56. How? 56

57. Learn More: Facilitating VTPBiS Data Days Webinar for School and SU/District Coordinators  Winter: March 26, 2014, 9:00 – 11:00, Webinar: https://uvmcdci.adobeconnect.com/data2_registration/ event/event_info.html https://uvmcdci.adobeconnect.com/data2_registration/ event/event_info.html  Spring: May 28, 2014, 9:00 – 11:00, Webinar: https://uvmcdci.adobeconnect.com/data3_registration/ event/event_info.html https://uvmcdci.adobeconnect.com/data3_registration/ event/event_info.html 57

58. Leadership Team Time 58 As a leadership team,  Identify 1-2 people to participate in the March and/or May Data Day Webinar  Schedule a date and time for your Spring Data Day

59. Next Steps: 1. Schedule your Data Day 2. Download this ppt and use as a guide for your data day 3. Print the Data Day Workbook for your team to use during your data day All materials found at: http://www.pbisvermont.org/resources/evaluation -tools/data-days-materials http://www.pbisvermont.org/resources/evaluation -tools/data-days-materials 59

60. 60 What supports do you need from us?

61. Thank you!