Databased Decision Making and Problem Solving in PBIS

Data-based Decision Making and Problem Solving in PBIS Schools VTPBi. S Leadership Forum October 7, 2016

Agenda • • • TIPS Meeting Process Data Analyst Drilling Down and Solution Development Next Steps: Sharing Data with Staff SWIS Updates Additional Resources

Activity 1: With your neighbor, discuss the following: What were your successes and challenges in using PBIS data so far this year? (fidelity and/or student outcome measures) We will ask for a sampling of responses

Data based decision making Team Initiated Problem Solving (TIPS): http: //www. uvm. edu/~cdci/best/pbswebsite/S WISand. TIPS. htm

TIPS offers: A structured meeting process A process for using data to make decisions: • • Formal roles Specific expectations Access and use of data Use of electronic and projected meeting minutes • Formal problem solving steps that a group can use to build and implement solutions • Access to the right information at the right time in the right format Newton, J. S. , Todd, A. W. , Algozzine, K. , Horner, R. H. , & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. 6

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: AFTER: • Follow agenda & time frames • Complete action items • Review data • Follow-up on action item status • Make precision problem statements • Develop solutions • Take notes and set action items

Skills for Meeting Roles Facilitator Note Taker Data Analyst • Asks questions • Implements group norms • Keeps people on track (back on track) • Uses computer • Word processer • Save files • Edit files • Listens to a discussion and paraphrase critical information • Is fluent with meeting minute form • Likes data • Navigates through application • Discriminates what to ask when creating custom reports • Creates a story from data summary • For new problems • Status on old • problems Newton, J. S. , Todd, A. W. , Algozzine, K. , Horner, R. H. , & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

Data Analyst Role & Responsibilities • Create relevant data summaries for team to review • Facilitate a problem solving discussion • Evaluate the impact of solutions and fidelity of implementation • Prepare a brief written summary for distribution at meetings • Help to generate reports during the meeting as questions of the data arise

Question: To what extent does someone function as data analyst in your PBIS planning meetings? • There is a person identified in this role who prepares data for review and points out trends in advance for discussion and problem solving at meetings. • One person on the team brings data to the meeting for the team to review. • There is no one in particular serving in this role. The Team reviews and analyzes the data together at the meetings. • Data is not used in our meetings so there is no need for a data analyst

Team Initiated Problem Solving (TIPS) Model Identify Problems Develop Hypothesis Evaluate and Revise Action Plan Collect and Use Data Discuss and Select Solutions Develop and Implement Action Plan Problem Solving Meeting Foundations 11

TIPS Problem-Solving “Mantra” (Innovation neutral: Use for Reading, Behavior, Math, School Improvement) 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)

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

Types of data to consider

2. What is the precise nature of our problem? (define, clarify, confirm/disconfirm inferences) Question: SWIS Table/Graph: When are problem behaviors occurring? Referrals by time/Day of the week Where are problem behaviors occurring? Referrals by location What problem behaviors are occurring? Referrals by problem behavior Who is engaging in problem behaviors? Referrals by grade/student Why is the problem behavior occurring? Referrals by motivation

Drilling Down and Solution Development https: //www. pbisapps. org/Pages/Default. aspx

What is the precise nature of our problem ? Question: Answer: When are problem behaviors occurring? 9: 15 am and 1: 00 pm Monday and Tuesday Where are problem behaviors occurring? Hallway Common Areas What problem behaviors are occurring? Inappropriate Language Harassment/Defiance Who is engaging in problem behaviors? 7 th Grade and 4 th Grade Why is the problem behavior occurring? Obtain Peer Attention

3. Why does the problem exist & what can we do about it? (hypothesis & solution) Hypothesis? Solution? ? ?

Go to Your Data!

Activity 2: Spend 10 -15 minutes looking at your own SWIS (or other school) data in order to begin identifying your own precise problem statement We will ask for a sampling of responses

4. What are the actual elements of our action plan? Prevention Remove/alter “trigger” for problem behavior How can we avoid the problem context? Teaching Define, instruct & model expected behavior How can we define, teach, and monitor what we want? Reward Expected/alternative behavior when it occurs; prompt as necessary How can we build in systematic reward for desired behavior? Extinction Increase acknowledgement of presence of desired behavior How can we prevent problem behavior from being rewarded? Corrective Consequence Use non-rewarding/non-reinforcing responses when problem behavior occurs What are efficient, consistent consequences for problem behavior? Data Collection Indicate how you know when you have a solution How will we collect and use data to evaluate (a) implementation fidelity, and (b) impact on student outcomes?

Include logistics: !

5. Is our plan being implemented & is it working? (evaluate & revise plan) Ask the following: • What will ‘it’ look like when you say it is not a problem? • How often will you conduct a status review? • 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? • What will the data tell you when the problem is solved?

Next Steps… At the end of the meeting: • Finalize next meeting date and agenda items • Evaluate how the meeting went After the meeting: • Distribute Meeting Minutes and Problem- Solving Form to team members within 24 hours

Now what? Share data and plan with your staff!

Example Data Team Meeting https: //youtu. be/ZCr 4 My. TCAxw

SWIS Updates https: //www. pbisapps. org/Pages/Default. aspx

Question: What is one strategy you plan to implement back at your school?

Resources and Next Steps • Review VTPBi. S Assessment Schedule: – Complete the SAS & TFI (January – March 2017) • Check out the VTPBi. S Professional Learning Calendar for training opportunities • Contact your State TA for support • Use each other as resources

Your VTPBi. S State TA

THANK YOU!