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10/22/2018
1
The Wisconsin RtI Center (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this presentation and for the continued support of this federally‐funded grant program. There are no copyright restrictions on this
document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material.
PBISTier1TrainingDay 4: Data-based Decision Making
TeamRoles
• Keeps team time bound in
the process• Shares out to whole group
• Documents work, and decisions for team
• Keeps group on track, makes sure all voices are heard
Facilitator Recorder
Time‐keeper
Spokes‐person
UpdateReview the team action plan.
1. What progress has the team made on the identified action items?
‐re grounding‐setting expectations‐teaching expectations
‐reinforcing expected behavior‐error correction
2. What is one question your team needs answered by the end of the day
today? PAGE 23
Discussion
Write in your
workbook and prepare to share out.
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ObjectivesforTodayTeams will…• Build an understanding of how to use data to inform decision making
• Refine meeting practices
Today
• Create precision statements and solution‐focused action plans
• Review roles and function of your team
• Learn about fidelity assessments and plan around the Tiered Fidelity Inventory (TFI)
StrategicUseofData
Ongoing, reflective, and collaborative analysis of implementation and outcome data in a continuous improvement, problem‐solving process to inform decisions and actions leading to equity.
Source: https://dpi.wi.gov/sites/default/files/imce/rti/pdf/rti‐emlss‐framework.pdf
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Tier 1/Universal 80‐90%•All students•Preventive, proactive
DoestheUniversalServeALL?
Source: https://dpi.wi.gov/sites/default/files/imce/rti/pdf/rti‐emlss‐framework.pdf
Tier 3/Intensive 1‐5%•Individual students•Assessment‐based•High intensity
Tier 2/Selected 5‐15%•Some students (at‐risk)•High efficiency•Rapid response•Small group interventions• Some individualizing
Example
652 students
Race/Ethnicity:White
84% (548)
Black2.5% (16)
Asian1.5% (10)
American Indian1% (6)
Hispanic9% (59)
Multi‐racial2% (13)
Students w/Disabilities: 23% (150)
Economically Disadvantaged:
40% (262)
English Learners: 6.5% (42)
Example
% of total population
0‐1 referrals (80%‐90%)
2‐5 referrals(5%‐15%)
6+ referrals(1%‐5%)
White 84% 95% 4% 1%
Black 2.5% 81% 14% 5%
Asian 1.5% 90% 10% 0%
American Indian 1% 83% 17% 0%
Hispanic 9% 49% 39% 12%
Multiracial 2% 92% 8% 0%Students with Disabilities 23% 50% 30% 20%
Economically Disadvanataged 40% 60% 29% 11%
English Learners 6.5% 76% 18% 5%
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1‐ What is the make‐up of your school (%) by ethnicity, students with IEPs, and gender?
2‐ For each group, calculate the % of students who have received office referrals.* 2‐5 office referrals? * 6+ office referrals?
Does each group fall within the triangle’s guidelines? Highlight the groups that do not fall within the guidelines.
Note the types of referrals they are receiving. PAGE 24
Discussion
UniversalSystem
StrongUniversalConsidering the identified group(s) from the previous activity, reflect on school and district practices that do not align with your vision and mission.• Which practices focus on changing students/families
• Which practices focus on changing school/district beliefs and practices
TeamReflection
ContinuousImprovement
Plan
Do
Study
Act
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Plan
• Identify the problem with precision• Identify a goal for change• Identify a solution and create an implementation plan with contextual fit
• Identify what data will be collected– Process data– Implementation/Fidelity– Outcome
PrecisionStatementsPrecision statements include information about the five core “W” questions
• What?• Where?• When?• Who?• Why?
PrimarytoPrecisionStatementsPrimary Statements
• Too many referrals• September has more detentions than last year• Students are constantly late to class• The cafeteria is out of control• Student are really disrespectful• Missing assignments are getting out of hand
Source: Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Eugene, OR: University of Oregon, Educational and Community Supports. Unpublished training manual.
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PrimaryversusPrecisionStatementsPrimary Statement
• Too many referralsPrecision Statement
• There are more referrals for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of first, second, and third grade boys, and the aggression is related to getting access to the new playground equipment.
Source: Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Eugene, OR: University of Oregon, Educational and Community Supports. Unpublished training manual.
Precision Statement• There are more referrals for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of first, second, and third grade boys, and the aggression is related to getting access to the new playground equipment.
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PrimarytoPrecisionStatementsPrimary Statements
• Too many referrals• September has more detentions than last year• Students are constantly late to class• The cafeteria is out of control• Student are really disrespectful• Missing assignments are getting out of hand
Source: Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. Version 2 (2012). The Team Initiated Problem Solving (TIPS) Training Manual. Eugene, OR: University of Oregon, Educational and Community Supports. Unpublished training manual.
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PrimarytoPrecision
Students are constantly late to class
There are a high number of tardy to class referrals, throughout the day, from 9th and 10th grade students. Students report that teachers don’t care or notice if they are in the classroom or not. They also indicate that nothing happens for the first five minutes anyway (avoid task). Staff report that students do not move in the hallway and are engaged in socializing (gain peer attention).
There are a high number of tardy to class referrals, throughout the day, from 9th and 10th grade students. Students report that teachers don’t care or notice if they are in the classroom or not. They also indicate that nothing happens for the first five minutes anyway (avoid task). Staff report that students do not move in the hallway and are engaged in socializing (gain peer attention).
Who?
There are a high number of tardy to class referrals, throughout the day, from 9th and 10th grade students. Students report that teachers don’t care or notice if they are in the classroom or not. They also indicate that nothing happens for the first five minutes anyway (avoid task). Staff report that students do not move in the hallway and are engaged in socializing (gain peer attention).
What?
There are a high number of tardy to class referrals, throughout the day, from 9th and 10th grade students. Students report that teachers don’t care or notice if they are in the classroom or not. They also indicate that nothing happens for the first five minutes anyway (avoid task). Staff report that students do not move in the hallway and are engaged in socializing (gain peer attention).
When?
There are a high number of tardy to class referrals, throughout the day, from 9th and 10th grade students. Students report that teachers don’t care or notice if they are in the classroom or not. They also indicate that nothing happens for the first five minutes anyway (avoid task). Staff report that students do not move in the hallway and are engaged in socializing (gain peer attention).
Where?
There are a high number of tardy to class referrals, throughout the day, from 9th and 10th grade students. Students report that teachers don’t care or notice if they are in the classroom or not. They also indicate that nothing happens for the first five minutes anyway (avoid task). Staff report that students do not move in the hallway and are engaged in socializing (gain peer attention).
Why?
PAGE 25LOOK AT YOUR DATA!IF YOU NEED DATA, LET US KNOW!
Activity
Precision Statement
WHO is most likely engaged in the behavior (disaggregated)?
WHAT is the behavior of concern (and frequency)?
WHERE is the behavior most likely to occur?
WHEN is the behavior most likely to occur?
WHY is the behavior sustaining?
IdentifyaGoalforChange• Goals allow you to analyze, monitor, and adjust professional practice– Specific–Measurable– Achievable– Relevant– Time Bound
• Plans should be made to evaluate goal effectiveness
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IdentifyaGoalforChange
Goal: Effectiveness of Implementation Measur
Precision Statement: There are more referrals for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of first, second, and third grade boys, and the aggression is related to getting access to the new playground equipment.
Goal: Decrease the number of referrals for aggression on the playground to one or fewer per day by the end of the month.
Effectiveness of Implementation Measure: Number of referrals for aggression for 1st – 3rd grade boys.
IdentifyaGoalforChange
Goal: Decrease the number of tardies by 20% over the next three weeks.
Effectiveness of Implementation Measure:
Precision Statement: There are a high number of tardy to class referrals, throughout the day, from 9th and 10th grade students (over 30% of the students in those grades have three or more tardies in two weeks). Students report that teachers don’t care or notice if they are in the classroom or not. They also indicate that nothing happens for the first five minutes anyway. Staff report that students do not move in the hallway and are engaged in socializing (gain peer attention).
Goal: Effectiveness of Implementation Measure: Student Information System‐tardy count.
PAGE 25LOOK AT YOUR DATA!
Activity
Goal Statement and
Effectiveness of Implementation
Measure
Using your precision statement, identify:1. A goal2. Effectiveness of
Implementation Measure
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DesigningSolutions
• Behavior support is the redesign of environments, not the redesign of individuals
• Behavior support defines changes in the behavior of those who implement
ConsiderationsDocumentationEnvironment
FeedbackRelationshipsTeaching
Positive Behavior Support KeyReminder: Families are the experts on their children. Family
communication should be intentional, collaborative, and ongoing. Communication with families is not a disciplinary action.
Reminder: Families are the experts on their children. Family communication should be intentional, collaborative, and ongoing.
Communication with families is not a disciplinary action.
85‐90% of students should respond to the proactive and response
strategies. If not, reconsider what is
being done universally.
SolutionDevelopment
Essential Elements Explanation
1. Prevention How can we avoid the problem context?
2. Teaching How can we define, teach, and monitor what we want?
3. Reinforcement How can we build in systematic reinforcement for desired behavior?
4. Response to Behavioral Error What are efficient, consistent responses for problem behavior?
5. Data Collection How will we collect and what data will we use to evaluate?
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SolutionDevelopment
There are more referrals for aggression on the playground than last year.
These are most likely to occur during first recess, with a large number of first, second, and third grade boys, and the aggression is related to getting access to the new playground equipment.
Example:SolutionDevelopment• Physical Aggression: – Definition– Skills• Conflict/Resolution • Calm down strategies• Regulate emotions• Communication• Help seeking• Turn taking (IDENTIFY THE STEPS HERE)
PAGE 27
SolutionDevelopmentSolution
Components Action Steps Individual(s) Responsible By When How Fidelity will be
Measured Notes/Comments
PreventHow can we avoid the problem context?
TeachHow can we define, teach, and monitor what we want?
ReinforceHow can we build in systematic reinforcement for positive behavior?
Corrective ConsequenceWhat are efficient, consistent responses to behavioral error?
Solution Components Action Steps Individual(s)
Responsible By When How Fidelity will be Measured
Notes/Comments
PreventHow can we avoid the problem context?
Ensure that supervisors are on the playground and are engaged in active supervision (scan, move, interact).
Ms. Smith, Mrs. Jones
Ms. Smith and Mrs. Jones will meet with supervisors, go over action plan, and get feedback.
Mon., Oct. 6
Ms. Smith will do a walkthrough at recess daily for the first week then intermittently after noting supervisor location and activity.
Provide high rates of specific positive feedback to supervisors as they implement this plan (Mrs. C. will do this)
Solution Components Action Steps Individual(s)
ResponsibleBy
When
How Fidelity will be
Measured
Notes/Comments
TeachHow can we define, teach, and monitor what we want?
Teach school‐wide playground behavior expectations of being safe, respectful, and responsible (highlighting how they pertain to playground equipment) and do the teaching on the playground where problem behaviors occurring. Make sure to highlight conflict/resolution skills as well.
Playground supervisors will re‐teach the playground lessons.
Ms. Smith and Mrs. Jones will coordinate with playground supervisors on the when and how to teach the plans.
Wed., Oct. 8
Mon., Oct. 6
Supervisor self‐report
Observations from Ms. Smith during walkthroughs.
Solution Components Action Steps Individual(s)
ResponsibleBy
When
How Fidelity will be
Measured
Notes/Comments
ReinforceHow can we build in systematic reinforcement for positive behavior?
Supervisors will hand out purple Warrior Way tickets paired with specific positive feedback throughout recess to every student demonstrating expected conflict/resolution skills and safe play on the playground equipment.
Playground supervisors will reinforce student behavior on the playground.
Ms. Smith and Mrs. Jones will coordinate with playground supervisors on the when, how, and why to reinforce student behavior (tickets and feedback).
Wed., Oct. 8
Mon., Oct. 6
Count of purple Warrior Way tickets in classroom buckets.
Observations from Ms. Smith during walkthroughs.
Solution Components Action Steps Individual(s)
ResponsibleBy
When
How Fidelity will be
Measured
Notes/Comments
Corrective ConsequenceWhat are efficient, consistent responses to behavioral error?
Take student aside, talk with them, and provide additional practice from lesson plan on safe play and/or conflict resolution skills. Redirect them to different activities for the rest of the recess.
Playground supervisors will implement.
Ms. Smith and Mrs. Jones will teach playground supervisors the what and how of re‐teaching and practice of skills.
Wed., Oct. 8
Mon., Oct. 6
Supervisor self‐report
Observations from Ms. Smith during walkthroughs.
Solution Components Action Steps Individual(s)
ResponsibleBy
WhenHow Fidelity will be Measured
Notes/Comments
PreventHow can we avoid the problem context?
Ensure that supervisors are on the playground and are engaged in active supervision (scan, move, interact).
Ms. Smith, Mrs. Jones
Ms. Smith and Mrs. Jones will meet with supervisors, go over action plan, and get feedback.
Mon., Oct. 6 Ms. Smith will do a walkthrough at recess daily for the first week then intermittently after noting supervisor location and activity.
Provide high rates of specific positive feedback to supervisors as they implement this plan (Mrs. C. will do this)
TeachHow can we define, teach, and monitor what we want?
Teach school‐wide playground behavior expectations of being safe, respectful, and responsible (highlighting how they pertain to playground equipment) and do the teaching on the playground where problem behaviors occurring. Make sure to highlight turn takingskills.
Playground supervisors will review playground expectations and indicators and prompt for these skills throughout recess.
Playground supervisors will re‐teach lessons on turn taking and prompt for turn taking skills.
Ms. Smith and Mrs. Jones will coordinate with playground supervisors on the when and how to teach the plans.
Wed., Oct. 8, (prompt 9, 10)
Thur., Oct. 9, 10, Mon., (prompt) Oct 13‐17
Mon., Oct. 6
Supervisor self‐report
Observations from Ms. Smith during walkthroughs.
ReinforceHow can we build in systematic reinforcement for positive behavior?
Supervisors will hand out purple Warrior Way tickets paired with specific positive feedback throughout recess to every student demonstrating expected turn taking skills and safe play on the playground equipment.
Playground supervisors will reinforce student behavior on the playground.
Ms. Smith and Mrs. Jones will coordinate with playground supervisors on the when, how, and why to reinforce student behavior (tickets and feedback).
Wed., Oct. 8
Mon., Oct. 6
Count of purple Warrior Way tickets in classroom buckets.
Observations from Ms. Smith during walkthroughs.
Corrective ConsequenceWhat are efficient, consistent responses to behavioral error?
Take student aside, talk with them, and provide additional practice from lesson plan on safe play and/or turn taking skills. Redirect them to different activities for the rest of the recess.
Playground supervisors will implement.
Ms. Smith and Mrs. Jones will teach playground supervisors the what and how of re‐teaching and practice of skills.
Wed., Oct. 8
Mon., Oct. 6
Supervisor self‐report
Observations from Ms. Smith during walkthroughs.
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SolutionDevelopmentThere are a high number of tardy to class referrals, throughout the day, from 9th and 10th grade students (over 30% of the students in those grades have three or more tardies in two weeks).
Students report that teachers don’t care or notice if they are in the classroom or not. They also indicate that nothing happens for the first five minutes anyway.
Staff report that students do not move in the hallway and are engaged in socializing (gain peer attention).
GroupActivity:SolutionDevelopment
PAGE 26
SolutionDevelopment
PAGE 27
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GroupActivity:SolutionDevelopment
What data are you collecting to ensure implementation is working?
PAGE 26
PAGE 26WITH YOUR DATA!
Activity
Solution‐Focused Action
Plan
Create a solution focused action plan using the precision
statement your team created (page 25).
Do
Implement the plan with high integrity
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Study
Monitor the impact of the solution and compare against the goal• Evaluate fidelity of implementation compared to the goal– How does the team know?
• Evaluate effects of solutions on student outcomes as compared to the goal
Study
High Fidelity Low Fidelity
Good Outcomes Celebrate and duplicate!
Re‐examine the fidelity
assessment
Poor Outcomes Modify/Contextualize Start over
Source: National Implementation Research Network, AI Hub Module 6: Usable Innovations
Act
Summative evaluation decision• If we met the goal, how do we maintain it?• Should we cycle through the problem‐solving process again?
• Do we need to modify the solution to have a stronger impact?
• Do we need to revise the goal?• Do we need to discuss the feasibility of this solution?
• Do we need to revise the precision statement for the problem?
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ActionPlanPart11TFI1.13
PAGE 41
Building Capacity to
Create Precision Statements and Solution Focused
Action Plans
MeetingComponentsTeam norms/agreements• Meeting roles• Regular meeting schedule (at least monthly)• Regular meeting format/agenda• Process for taking meeting minutes and disseminating information
• Use of process, performance and outcome data• A current action plan using a continuous improvement process
Start 25 seconds to 2:38Part 1
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TeamMeetingsTFI1.2
Team ‐ create steps for how the team will establish or refine
• Regular meeting schedule• Team norms/agreements• Meeting roles• Regular meeting format/agenda• Process for taking meeting minutes
and disseminating information• Use of process, performance and
outcome data• A current action plan using a
continuous improvement process
PBISAssessment• Provides surveys and reports for teams• Free• Roles–1 Coordinatorper district–Team member–Read only
SystemAssessmentsSelf‐Assessment Survey (SAS)• Baseline• Annually – fall• Full staff
Tiered Fidelity Inventory (TFI)• Annually – spring• Team
Fidelity Score
80%
70%
http://www.pbisapps.org
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SelfAssessmentSurvey(SAS)• Staff perception of implementation• Status and priority for improvement• 20‐30 minutes to complete• TAC or External Coach/Coordinator will support the staff in taking the SAS the initial time
TieredFidelityInventory(TFI)• Team perception of implementation• Measures all three tiers; can take for one tier• Includes a walk‐through • May be used to progress monitor (as often as quarterly)• TAC or External Coach/Coordinator will support the team in taking the TFI the initial time
ConductingtheTFI
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Teams:1. When will your team take the SAS and
TFI? Put meeting dates on calendar2. When will your team action plan for the
SAS & TFI?Tip: Use a scheduled team meeting date to take the TFI and another meeting date to analyze and action plan3. Look at TFI Items and discuss what
possible evidence sources and how they will be housed
Example
Activity
Learn to take the TFI
Tiered Fidelity Inventory
HowtoAccessandReadReportsLive Demonstration
DeterminePriorityforActionSteps
• TFI– Look for quick wins for example‐smaller easier steps (like get a
teacher on the team)?– Foundational elements first (such as expectations/matrix and
definitions around that, then instruction and feedback…)– What could be done to affect several line items?
• SAS– Look at items rated high priority by staff– Look for quick wins for example‐smaller easier steps (like get a
teacher on the team)?– Foundational elements first (such as expectations/matrix and
definitions around that, then instruction and feedback…)– What could be done to affect several line items?
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ActionPlanning
1) Review all action plans 2) Connect to the TFI – Find/highlight or add action steps that are directly connected to the TFI:• 1 foundational element action step• 1 quick win action step
ACTION PLANTAB
Reflection
Teams will…• Build an understanding of how to use data to inform decision making
• Refine meeting practices
EvaluationandFeedbackTier 1 ‐ Day 4
T1d4.questionpro.com
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Stayconnected,jointheconversation
@WisconsinRtICenter
@WisRtICenter
Tips to your inbox
Technical assistance Live webinars and networking events
Online resources
@Wisconsin RtI Center/PBIS Network
Discuss with your team:1. What was your biggest a‐ha from the day?2. In the next two months, what are two action
steps the team will accomplish?3. What is one thing a technical assistance
coordinator can do to support tier 1 implementation at your school?
CheckInandShareOut
Resources
Training• Implementation Calendar (Team tasks for every month)
• PBIS Apps (Assessment)• PBIS Assessment Users Manual• Team Meeting Minutes and Decision Guidelines (2016)
• TIPS Meeting Minute Form• Meeting Minute Form‐Google Sheet• Precision Statement Template• Solution Development Template
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Resources
Self‐Assessments• System Assessments in a Multi‐Level System of Support
• Taking Multiple Response Surveys Tutorial (SAS, School Climate)
• Taking the TFI Tutorials (TFI overview and TFI Administration parts 1 – 4)
• TFI Administration Slide Deck
ResourcesMovingForwardExtension• Classroom Management Webinars• Family Engagement• Mental Health–Wisconsin School Mental Health Framework– Interconnected Systems Framework– Interconnected Systems Framework Companion Guide to the TFI
• Trauma‐Sensitive Schools Learning Modules