1. VTPBiS School and SU/SD Coordinators Webinar: Facilitating Data Days MARCH 2014

2. 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. 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. Well hello, Mr. PBIS Coach. Principal Smithers called for some help with implementation dips we’ ’ ve been having lately but I ’ m afraid we can ’ t find him at the moment. Seven months into the school-year

5. Opening Activity:  Think of 1-2 ways you can use PBIS data to address implementation dips.  In a moment, we will ask for a sampling of responses. 5

6. How to use PBIS Data to Address Implementation Dips? Share your data with others and acknowledge incremental success along the say Administer Self-Assessment Survey to show staff you value and use their input to make changes Use data to reward staff and student performance Use data to narrow scope of focus (hallways, cafeteria) Use data to determine taking breaks between “roll-outs” 6

7. Purpose  To build competence and confidence in your role as facilitators of Data Days  To review problem-solving strategies using school-wide and student outcome data  To review process for analyzing SAS  To enhance capacity for continuous PBIS problem-solving and planning. 7

8. Agenda 1.0 Importance of Data Days and Role of the Facilitator/Data Analyst 2.0 Using TIPS for Problem-Solving and Decision- Making 3.0 Self-Assessment Survey (SAS) – Understanding and sharing your results 4.0 Building Internal Capacity for Data-based Decision-Making 8

9. Muti-Tiered Systems of Support? What was I THINKING???!

10. 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.

11. 1.0 Importance of Data Days and Role of the Facilitator/Data Analyst

12. Characteristics of an Effective Data Team 12

13.  Role:  To create data summaries that will facilitate the team in  determining if there are problems  jump starting a problem solving discussion, and  evaluating the impact of solutions and fidelity of implementation  General Responsibilities:  Prepares a brief written summary for distribution at meetings using each of the data sources needed for problem solving and decision making  Help to generate reports during the meeting as questions of the data arise Data Analyst: Role & Responsibilities

14.  How?  Establish the role of a data analyst (and backup person)  Teach data analyst to develop data summary  DIBELS, SWIS…. Etc  Start problem solving by defining the problem with precision  Refine precision of problem statement through inferences and hypothesis  Have data accessible for custom report generation during the meeting Launch the meeting with a data summary that helps define the problem with precision

15. POLL: To what extent does someone function as data analyst in your PBIS planning meetings? 1. Data has not been used in our meetings so there has been no need for a data analyst 2. There is no one in particular serving in this role. The Team reviews and analyzes the data together at the meetings. 3. One person on the team brings data to the meeting for the team to review. 4. 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. 15

16. Effective meetings extend before and after the actual meeting time. Other key roles are necessary! 16 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. 17 Your Role as Coach in PBIS State TA Implementation Coaches SU/District Coordinator & School Coordinator COACHING Our goal is to become competent coaches

18. 18 Consider TIPS!

19. 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 A process for using data to make decisions: Formal roles (facilitator, recorder, data analyst) Specific expectations (before, during & after meetings) Access and use of data Use of electronic and projected meeting minutes A structured meeting process 19 TIPS offers:

20. Types of Data to Consider:  Student Outcome Data  Review ODR Data “Big 7”  CICO, SIMEO and/or ISIS Data  Staff Perception Data  Self-Assessment (SAS) Data  Leadership Team Self-Assessment  Implementation Fidelity Data  Benchmarks of Quality (BoQ)  Benchmarks of Advanced Tiers (BAT)  Action Planning Tools  Action Plan for Sustainability (Universal and Targeted) 20

21. Other data to consider 21 Leadership Team Self- Assessments Leadership Team Self- Assessment

22. SWIS Big 7: Core Reports 22 Avg. Referrals Per Day Per Month Grade Student Problem Behavior Day of Week Location Time

23. CICO- Reports:  School-wide Report  Average Daily Points  Student Count  Student Period  Student Single Period 23

24. Indicators of Possible Problems Identify problems based on your school’s: Desirable and undesirable trends Average Referrals Per Day Per Month for this year and for corresponding months of the previous year Average Referrals Per Day Per Month compared to the national median Faculty, parents and students opinions regarding if ODR levels are acceptable or not 24

25. What does this graph tell you? 25

26. Same graph looking at Majors Only 26

27. What does this graph tell you? 27

28. 28 I don’t know about you, Mrs. Smith, but I’m feeling like we could all use a little PBIS in this classroom!

29. 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…..

30. 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. 30

31. 31 Solution development for disruption in cafeteria Prevention: Remove/alter “trigger” for problem behavior Maintain current lunch schedule, but shift classes to balance numbers. Teaching: Define, instruct & model expected behavior Teach behavioral expectations in cafeteria Reward: Expected/alternative behavior when it occurs; prompt as necessary Establish “Friday Five”: Extra 5 min of lunch on Friday for five good days. Extinction: Increase acknowledgement of presence of desired behavior Encourage all students to work for “Friday Five”… make problem behavior less rewarding than desired behavior Corrective Consequence: Use non- rewarding/non-reinforcing responses when problem behavior occurs Active supervision and continued early consequence (ODR) Data Collection: Indicate how you know when you have a solution Maintain ODR record and supervisor weekly report

32. ….include logistics: 32

33. Is our plan being implemented & is it working? (evaluate & revise plan) 33

34.  Never stop doing what is already working  Always look for the smallest change that will produce the largest effect  Do not add something new without also defining what you will stop doing  Collect and use data for decision making 34 Guiding Principles for Making Changes in your School

35. My PBIS implementation coach called; I hung up

36. 2.0 Self-Assessment Survey (SAS) – Understanding and sharing your results

37. Navigating www.pbisapps.orgwww.pbisapps.org 37

38. Self-Assessment Survey (SAS) 38 Purpose:Assess staff perceptions of PBIS practices in place and priority for changes Design annual action plan Format:Survey Completed by:All staff Manual or on-line scoring, graphing When?Annually, preferably in the spring

39. Two main questions 1. What systems are in place now? 2. What systems are most in need of improvement?

40. 40 Understanding SAS Results: www.pbisapps.org 1)Total Score 2)Subscale 3)Items

41. Total Score: School-wide 41

42. SAS: Total Score Non-Classroom 42

43. SAS School-wide System Subscale 43

44. Total Score 44

45. 45 SAS Summary Sheet

46. Leadership Team Activity for SAS Review and Planning  As a leadership team, record results on the SAS Summary Sheet:  Using the Total Scores Report, circle High, Medium or Low Priority by school domain.  Using the Individual Items Report, list the three major strengths in each of the four systems areas  Using the same report, list three major areas in need of development  For each system, circle one priority are for focusing development activities  Come up with 2 priority focus areas for next school year 46

47. EXAMPLE: SAS Presentation to Staff

48. This year 74% of our staff completed the SAS. 67% indicated that they think school-wide system is in place compared to 48% last year. However, 61% still say this is a medium or high priority for improvement. 48

49. 58% of staff think that non-classroom settings are in place, an increase of 19% since last year. However, 33% say this is still a high priority for improvement. 49 Non-classroom settings

50. Overall, implementation has improved in all domains 50

51. Based on your feedback our team has determined the following areas for improvement: Example: 1) Focus on maintaining our Universal Efforts 2) Enroll more students in Targeted Supports (USE the SAS Summary to help articulate these)

52. Questions/Comments?

53. 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 53

54. Think about….. What evidence based practices might help you address gaps in your data? 54

55. 4.0 Enhancing Capacity for Data- based Decision-Making

56. Why? 56 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

57. So That... 57

58. When? Who? 58

59. How? 59

60. Learn More: Facilitating VTPBiS Data Days Webinar for School and SU/District Coordinators  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 60

61. As a Leadership Team: 61  Review your School-wide/CICO Big Graphs and Identify Problems and Possible Solutions  Schedule time to analyze your SAS using the SAS Summary Sheet.  Schedule date and time to share data with staff, school board, families, students  Schedule a date and time for your Spring Data Day

62. 62 What supports do you need from us?