Module 1 Part 1 : Using Data to Problem-Solve Implementation Issues

1. Module 1 Part 1 : Using Data to Problem-Solve Implementation Issues Session 2 Phase I Team Training Presented by the MBI Consultants

2. 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.

3. 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

4. ATTENTION SIGNAL • Trainer will raise his/her hand • Participants will raise their hand and wait quietly

5. PHASE I TRAINING MATRIX

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

7. 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

8. 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

9. 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)

10. 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

11. 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.

12. 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

13. TEAM PROBLEM-SOLVING METHOD

14. TIPS II Meeting Minutes and Problem-Solving Action Plan Form 1 Today’s Meeting: Winter MBI TrainingDate, time, location: Facilitator: Minute Taker: Data Analyst: Next Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst: Team Members (bold are present today________________________________________________________________ Agenda for Today: 1. Analyze TIC and SAS Results to determine current level of implementation . 2 Previously Defined Problems/Solutions (Update) Administrative/General Information and Issues Problem-Solving Action Plan

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

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

17. 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 https://www.pbisapps.org/Applications/Pages/PBIS-Assessment.aspx 22 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.”

18. 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*

19. Self-Assessment Survey (SAS) • Todd, A.W., Sugai, G., and Horner, R.H. (2003). Effective Behavior Support (EBS) Survey. University of Oregon, Retrieved from https://www.pbisapps.org/Applications/Pages/PBIS-Assessment-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.

20. 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

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

22. TIC Subscale Report Discipline data Classroom Intensive Individual Regular Meetings Subscales

23. Team Implementation Checklist Items

24. 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.

25. Graphics from PBISApps: Self-Assessment Survey: Overall Status

26. Subscale Report

27. Item Analysis

28. 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)

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