1. Edit the text with your own short phrases. The animation is already done for you; just copy and paste the slide into your existing presentation.

2. Edit the text with your own short phrases. The animation is already done for you; just copy and paste the slide into your existing presentation. What is data-based decision making? Still learning and growing We know how to do it, now we’re working to sustain it Very fluent and very effective Becoming Data Based How are you currently embracing a data-based decision making process that leads to results?

3. Edit the text with your own short phrases. The animation is already done for you; just copy and paste the slide into your existing presentation. Session Agenda Introductions & Session Goals Analyzing Data to Enhance Decision Making Continuous Quality Improvement Big Idea ISIS-SWIS for Data-Based Decision Making

4. Edit the text with your own short phrases. The animation is already done for you; just copy and paste the slide into your existing presentation. Who is in the audience? School/FacilityImplementing at: Teacher PBIS Coach Administrator Tier I Tier II Tier III District/Regional/ Program Coordinator

5. Edit the text with your own short phrases. The animation is already done for you; just copy and paste the slide into your existing presentation. Who are we? PBISApps was developed and is operated by Educational and Community Supports (ECS), a research unit at the University of Oregon. The PBISApps team manages a series of educational tools related to the implementation of multi-tiered systems of support (MTSS): PBIS Applications have been implemented in more than 25,000 schools in the U.S. and abroad. School-Wide Information System (SWIS) Suite including SWIS, CICO-SWIS, ISIS-SWIS PBIS Assessment PBIS Evaluation

6. Edit the text with your own short phrases. The animation is already done for you; just copy and paste the slide into your existing presentation. Session Goals & Expectations Intended Audience Individuals wanting to aggregate data and monitor outcomes of students on Tier III comprehensive, individualized support plans. Intended Takeaways An overview of the ISIS-SWIS application Examples of how to use ISIS-SWIS data for monitoring outcomes Examples of how ISIS-SWIS aids continuous quality improvement

7. Data-Based Decision Making The value of data emerges only when analysis provides insight that direct decisions for students. —Stephen H. White, Beyond the Numbers, 2005

8. Edit the text with your own short phrases. The animation is already done for you; just copy and paste the slide into your existing presentation. Data-Based Decision Making 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. Big Idea

9. Edit the text with your own short phrases. The animation is already done for you; just copy and paste the slide into your existing presentation. Data-Based Decision Making Data help us ask the right questions. They do not provide the answers. We use data to: Identify & refine problems Define the questions that lead to solutions Data help place the “problem” in the context rather than on the students.

10. Edit the text with your own short phrases. The animation is already done for you; just copy and paste the slide into your existing presentation. What is Data-Based Decision Making? Data-based decision making (DBDM) is the process of planning for student success (both academic and behavioral) through the use of ongoing progress monitoring and analysis of data. Douglas County School District (Colorado)

11. Edit the text with your own short phrases. The animation is already done for you; just copy and paste the slide into your existing presentation. Value of Data-Based Decision Making Quality improvement Cycle of continuous improvement Improvement of : Fidelity Learning Environment Social Climate Student Learning Attendance Behavior Social Competence Academic Achievement

12. Edit the text with your own short phrases. The animation is already done for you; just copy and paste the slide into your existing presentation. Decision Making for Quality Improvement Outcome Data Fidelity Data Can also be thought of as Effect Data Can also be thought of as Cause Data Can also be thought of as Impact Data

13. Edit the text with your own short phrases. The animation is already done for you; just copy and paste the slide into your existing presentation. Decision Making for Quality Improvement Outcome Data Fidelity Data Office Discipline Referrals Minor (staff managed) referrals Absences Tardiness Climate/Culture School Safety Team assessments Self assessments Walkthrough reports PBIS Assessments SET Self-Assessment BoQ TIC Universal, Tier I

14. Edit the text with your own short phrases. The animation is already done for you; just copy and paste the slide into your existing presentation. Decision Making for Quality Improvement Outcome Data Fidelity Data Intervention outcomes at the student level Student identification procedures Consistent Daily Progress Report Defined staff implementation procedures Family communication procedure Decision making procedures Secondary & Tertiary Tiers

15. Edit the text with your own short phrases. The animation is already done for you; just copy and paste the slide into your existing presentation. Connecting Outcomes & Fidelity LuckySustaining Positive outcomes, low understanding of how they were achieved Replication of success is unlikely Positive outcomes, high understanding of how they were achieved Replication of success likely Losing GroundLearning Undesired outcomes, low understanding of how they were achieved Replication of failure likely Undesired outcomes, high understanding of how they were achieved Replication of mistakes unlikely Fidelity Outcomes

16. Edit the text with your own short phrases. The animation is already done for you; just copy and paste the slide into your existing presentation. Continuous Quality Improvement Evaluate Cycle of Continuous Improvement Data Collection and Organization Defining the Problem with Precision Goal Identification Solution Development Action Planning Action Plan Implementation

17. Edit the text with your own short phrases. The animation is already done for you; just copy and paste the slide into your existing presentation. Where does ISIS-SWIS fit? ALL 80% 15% 5% Individualized, Tier III ISIS-SWIS is a decision system for students requiring more intensive and individualized supports for academic, social, or mental health services.

18. ISIS-SWIS A decision system for students requiring more intensive and individualized supports for academic, social, or mental health services.

19. Edit the text with your own short phrases. The animation is already done for you; just copy and paste the slide into your existing presentation. Multi-Tiered Systems of Support ALL SOME FEW Universal, Tier I Targeted, Tier II Individualized, Tier III Primary Prevention: School-wide & Classroom-wide systems for all students and all staff in all settings. Secondary Prevention: Systems for targeted or group- based interventions for students needing additional support beyond the Universal, Tier I system Tertiary Prevention: Systems for students requiring more intensive & individualized supports for academic, social, or mental health services.

20. Edit the text with your own short phrases. The animation is already done for you; just copy and paste the slide into your existing presentation. Where does ISIS-SWIS fit? ALL 80% 15% 5% Individualized, Tier III ISIS-SWIS is a decision system for students requiring more intensive and individualized supports for academic, social, or mental health services.

21. Edit the text with your own short phrases. The animation is already done for you; just copy and paste the slide into your existing presentation. The ISIS-SWIS Advantage EfficiencyEquityQualityFlexibility

22. Edit the text with your own short phrases. The animation is already done for you; just copy and paste the slide into your existing presentation. Efficiency Provides structure and tools for creating and maintaining student files Brings individualized student progress monitoring, goal setting, and decision making into one place Supports efficient data entry to keep records current Allows teams to easily access data for timely review and decision making How does ISIS-SWIS enhance efficiency?

23. Edit the text with your own short phrases. The animation is already done for you; just copy and paste the slide into your existing presentation. Equity Provides equal access to quality support for students requiring individualized interventions Provides staff with predictability, leading to clear roles and responsibilities How does ISIS-SWIS enhance equity?

24. Edit the text with your own short phrases. The animation is already done for you; just copy and paste the slide into your existing presentation. Quality ISIS-SWIS brings together goals/objectives from a student’s support plan (e.g., FBA, BSP, IEP) into a comprehensive student file to allow for quality decision making. ISIS-SWIS supports compliance with federal procedures around Tier III Support (e.g., FBA, BSP, IEP). How does ISIS-SWIS enhance quality? ISIS-SWIS documents the history of student interventions and progress.

25. Edit the text with your own short phrases. The animation is already done for you; just copy and paste the slide into your existing presentation. Flexibility ISIS-SWIS allows progress monitoring to be individualized based solely on the team’s identification of the student’s needs. How does ISIS-SWIS enhance flexibility? Number of measures (fidelity and outcome) Team member access to data Measure details and metric types Data collection schedule(s) Individualized goal(s) Wide variety of reporting options History of plan changes and anecdotal notes

26. Edit the text with your own short phrases. The animation is already done for you; just copy and paste the slide into your existing presentation. Why was ISIS-SWIS developed? A way to efficiently enter, store, and summarize data for decision making. A system designed for team-based planning. A system with flexibility to monitor progress for students with a variety of behavioral and academic needs and supports. Schools needed: Developers: May, S., Talmadge, N., Todd, A. W., Horner, R. H., McGovern, S., Morris, J., Conley, K., Sampson, N., Eliason, B., & Cave, M.

27. Edit the text with your own short phrases. The animation is already done for you; just copy and paste the slide into your existing presentation.

28. Edit the text with your own short phrases. The animation is already done for you; just copy and paste the slide into your existing presentation. Continuous Quality Improvement for Students Carly Johnson Carly is in fourth grade. She enjoys music and being with friends and family. Carly has an IEP with academic and self-care goals. Most of Carly’s instruction is provided in a special education classroom, but she spends part of each day in a general education setting.

29. Edit the text with your own short phrases. The animation is already done for you; just copy and paste the slide into your existing presentation. ISIS-SWIS Navigation Dashboard ISIS-SWIS Main School-wide Report Carly’s Student File Set-up Data Entry Reports

30. Edit the text with your own short phrases. The animation is already done for you; just copy and paste the slide into your existing presentation. School-wide Report Guiding Questions What is the “temperature” across this school year and today? Which students are we serving? Are we monitoring the fidelity of plan implementation? Are students making progress? Which student plans need additional attention?

31. Edit the text with your own short phrases. The animation is already done for you; just copy and paste the slide into your existing presentation. Student File Guiding Questions Are we implementing Carly’s plan? What data, measures, and documents do we have readily available? Who are the members of Carly’s team? What questions do we have regarding the progress of the plan? What data might we look at next?

32. Edit the text with your own short phrases. The animation is already done for you; just copy and paste the slide into your existing presentation. Data Entry Guiding Questions Is our data collection system working efficiently and effectively? Do we know what data to enter?

33. Edit the text with your own short phrases. The animation is already done for you; just copy and paste the slide into your existing presentation. Report Type: Measure Guiding Questions How is the student performing in relation to the outcome goal? What are the trends, peaks and patterns? What are the next steps? How do these data compare to fidelity and other outcome data?

34. Edit the text with your own short phrases. The animation is already done for you; just copy and paste the slide into your existing presentation. Report Type: Measure with Fidelity Comparison Guiding Questions How is the student performing in relation to the outcome goal? What are the trends, peaks and patterns? What are the next steps? How do these data compare to fidelity and other outcome data? How do fidelity of implementation data compare with the outcome data?

35. Edit the text with your own short phrases. The animation is already done for you; just copy and paste the slide into your existing presentation. Report Type: Time Segment Guiding Questions How is the student performing across segments of the day? During what time segment is the student having the most success? During what time segment is the student having the least success?

36. Edit the text with your own short phrases. The animation is already done for you; just copy and paste the slide into your existing presentation. Report Type: Single Time Segment Guiding Questions How is the student performing in relation to the outcome goal during this time segment? What are the trends, peaks and patterns? What are the next steps? How do these data compare to fidelity and other outcome data?

37. Edit the text with your own short phrases. The animation is already done for you; just copy and paste the slide into your existing presentation. Continuous Quality Improvement for Students After evaluating Carly’s data, the Tier III team would plan for quality improvement and keep/revise implementation of the intervention.

38. Edit the text with your own short phrases. The animation is already done for you; just copy and paste the slide into your existing presentation. PBIS Applications

39. Edit the text with your own short phrases. The animation is already done for you; just copy and paste the slide into your existing presentation. Continuous Quality Improvement Evaluate Cycle of Continuous Improvement Data Collection and Organization Defining the Problem with Precision Goal Identification Solution Development Action Planning Action Plan Implementation

40. Edit the text with your own short phrases. The animation is already done for you; just copy and paste the slide into your existing presentation. Connecting Outcomes & Fidelity LuckySustaining Positive outcomes, low understanding of how they were achieved Replication of success is unlikely Positive outcomes, high understanding of how they were achieved Replication of success likely Losing GroundLearning Undesired outcomes, low understanding of how they were achieved Replication of failure likely Undesired outcomes, high understanding of how they were achieved Replication of mistakes unlikely Fidelity Outcomes

41. Edit the text with your own short phrases. The animation is already done for you; just copy and paste the slide into your existing presentation. What is data-based decision making? Still learning and growing We know how to do it, now we’re working to sustain it Very fluent and very effective Becoming Data Based How will you embrace a data-based decision making process that leads to results?