DATA BASED PROBLEM SOLVING. Don Kincaid University of South Florida

Transcription

1 DATA BASED PROBLEM SOLVING Don Kincaid University of South Florida

2 1. MTSS Defined MTSS is a term used to describe an evidencebased framework of educating students that includes providing high quality, effective core instruction, intervention supports matched to student needs and uses data based problem solving to integrate all academic and behavior instruction and interventions.

3 2. Data Utilization In General Educators should use key questions to guide data use (Feldman & Tung, 2001; Lachat & Smith, 2005; Protheroe, 2001) Structured data use approaches: use data rather than be used by data (Wayman & Stringfield, 2006)

4

5 2. Data Utilization In General Recognize & plan for common barriers to data use (Coburn & Talbert, 2006; Honig & Venkateswaren, 2012; Kerr et al., 2006; Lachat & Smith, 2005; Little, 2012; Young, 2006) Expand definition of a data system beyond just technology include data practices/culture!! (e.g., Armstrong & Anthes, 2006; Honig & Venkateswaren, 2012; Ingram et al., 2004).

6 3. Foundation of DBPS: Using Data for Evaluation Data Evaluation: Process is in place for making informed decisions Process includes problem identification, problem analysis, intervention implementation and evaluation 4-step problem-solving process (RtI) Informs your Action Plan steps continue interventions/practices adapt, revise, modify interventions/practices discontinue interventions/practices

7 Evaluating Your Data Data Evaluation: Process is in place for making informed decisions Process includes problem identification, problem analysis, intervention implementation and evaluation 4-step problem-solving process (RtI) Informs your Action Plan steps continue interventions/practices adapt, revise, modify interventions/practices discontinue interventions/practices

8 Evaluating Your Data Evaluation Process Includes: System to efficiently and effectively collect, record and graph data Resources and expertise to review and analyze data Monthly review and analysis of discipline and outcome data SWPBS Action Plan updates based on data review and analysis Discussion: Are these steps included in your school s data evaluation process? If not, in what areas would you like additional support?

9 Discipline Data Sources Five major data sources: Average referrals/day/month Referrals by: problem behavior, location, time of day, and individual student Additional data sources Referrals by motivation or function (get/obtain, escape/avoid) Office-managed vs. classroom-managed referrals ISS/OSS data Discussion: Does your PBS team review and analyze your school s discipline data at each meeting? Does your team use the data to evaluate the PBS development and implementation process and develop next steps?

10 Other Data Sources Staff, student and/or parent surveys Staff and student attendance Teacher requests for assistance or school-wide behavioral screening ESE referrals Grades and/or standardized test scores (FCAT) Fidelity measures Benchmarks of Quality, PBS Implementation Checklist, Walkthrough Evaluations SWPBS Action Plan Direct observations Discussion: What are other sources of outcome data? Does your PBS team review other data sources at each meeting and use the data to evaluate progress?

11 Data Evaluation Questions to address at each monthly PBS meeting: Are problem behaviors improving? Are problem behaviors holding steady? Are problem behaviors getting worse? The following slides provide next steps to help address each of these questions.

12 Problem Behaviors Improving Discipline data shows a decrease in problem behavior At least 80% of students receive 0-1 ODRs Significant decrease in ODRs from previous month/quarter Decrease in OSS/ISS days Review other data sources to confirm progress At least 80% of students contact reward events PBS Implementation Checklist/Benchmarks of Quality Consistency exists across teachers, grade-levels/hallways, etc. School-climate/faculty surveys more positive or supportive ODRs are decreasing equally - disaggregate the data ESE, ethnicity/race, free/reduced lunch, male/female Classroom, grade-level, individual teachers

13 Problem Behaviors Holding Steady Look for areas of improvement Benchmarks of Quality, PIC, Action Plan implementation Increasing the level of support at Tier 1 may increase intervention effectiveness Are your interventions targeted appropriately? Review referrals by location, time of day, teacher, grad-level, etc. Review expectations and rules Are the expectations well-defined and have they been taught? Review discipline procedures and definitions Are problem behaviors well-defined? Are office-managed vs. teacher-managed behaviors well-defined? Do your interventions target the appropriate function/motivation of the problem behaviors?

14 Problem Behaviors Getting Worse Use the 4-step problem solving process: 1. Identify the Problem Be specific, problem behavior(s) should be well-defined 2. Analyze the Problem Hypothesis development Teaching Are the expectations being taught as planned? Fidelity Are the interventions being implemented as designed? Admin decisions & function of behavior: Is problem behavior being reinforced? 3. Design Interventions Do the interventions target the problem behavior(s)? Have the strategies been taught to all staff? 4. Evaluation (RtI) Is it working? Are the problem behaviors decreasing?

15 Problem Behaviors Getting Worse Problem-Solving Process Step 1: Problem Identification What s the problem? Step 4: Response to Intervention Is it working? Step 2: Problem Analysis Why is it occurring? Step 3: Intervention Design What are we going to do about it?

16 The PBIS Triangle: Another View Problem Identification I What is the Problem? Response to Intervention Is it working? II III Problem Analysis Why is it occurring? What are we going to do about it? Intervention Design

17 Florida s Guiding Questions Step 1 Problem ID What do we expect out students to know, understand, and do as a result of instruction? Do our students meet or exceed these expected levels? (How sufficient is the core?) Are there groups for whom core is not sufficient? Step 2 Problem Analysis If the core is NOT sufficient for either a domain or group of students, what barriers have or could preclude students from reaching expected levels? Step 3 Plan Development and Implementation What strategies or interventions will be used? What resources are needed to support implementation of the plan? How will sufficiency and effectiveness of core be monitored overtime? How will fidelity be monitored over time? How will good, questionable, and poor responses to intervention be defined? Step 4 Plan Evaluation of Effectiveness Have planned improvements to core been effective?

18 Step 1: Problem Identification Tier 1 What do we expect our students to know, understand, and do as a result of instruction? Do our students meet or exceed these expected levels? (How sufficient is the core?) Are there groups for whom core is not sufficient?

19 Expectations for Behavior 80% have 1 or fewer ODRs Are the # of ODRs, ISS and OSS per 100 students higher than the national or district average? Are the # of ODRs, ISS and OSS per 100 students decreasing? Is attendance steady?

20 Step 1: Problem Identification Tier 1 What do we expect our students to know, understand, and do as a result of instruction? Do our students meet or exceed these expected levels? (How sufficient is the core?) Are there groups for whom core is not sufficient?

21 Do 80% of students exhibit appropriate behavior?

22 Do 80% of students exhibit appropriate behavior?

23 During the current year, does the school have students with 2 or more ODRs by October 1?

24 Are the # of ODRs, ISS and OSS per 100 students higher than the national or district average? National Average for MS is.05 per 100 students

25 Are the # of ODRs, ISS and OSS per 100 students decreasing?

26 Are the # of ODRs, ISS and OSS per 100 students decreasing?

27 Is attendance steady?

28 Step 1: Problem Identification Tier 1 What do we expect our students to know, understand, and do as a result of instruction? Do our students meet or exceed these expected levels? (How sufficient is the core?) Are there groups for whom core is not sufficient?

29 Are there groups of students for whom the Tier 1 Core is not sufficient?

30 Are there groups of students for whom the Tier 1 Core is not sufficient?

31 Are there groups of students for whom the Tier 1 Core is not sufficient?

32 Problem Identification - Example

33 Step 2 Problem Analysis Tier 1 If the core is NOT sufficient for either a domain or group of students, what barriers have or could preclude students from reaching expected levels? Why are some students not successful (Initial Hypotheses)?

34 Step 2: Problem Analysis Tier 1 1. Instruction Are best practices in instruction being delivered to those students? Is instruction being delivered in sufficient amounts or as often as necessary? 2. Curriculum Are lesson plans in alignment with the appropriate core standards/expectations? Are the curricular materials being used with fidelity or as designed? Does staff have the knowledge and skills to utilize the curricular materials in alignment with grade-level/school-wide standards or expectations? 3. Environment Do all staff and students know the school-wide behavioral expectations? Are they being used consistently across all settings? (e.g., school climate)? Are the school-wide behavioral expectations in alignment with the school/district missions? Are best practices in classroom management being utilized and in alignment with the school-wide behavioral expectations? 4. Learner Are students accessing the available instruction? (e.g., attendance) Are students actively engaged in classroom instruction? Do students perceive having a positive relationship with their school/teachers?

35 Problem Analysis - Example

36 Step 3: Plan Devel. and Implementation Tier 1 What strategies or interventions will be used? What resources are needed to support implementation of the plan? How will sufficiency and effectiveness of core be monitored overtime? How will fidelity be monitored over time? How will good, questionable, and poor responses to intervention be defined?

37 3. Intervention Design - Example

38 Step 4: Plan Evaluation Tier 1 Have planned improvements to core been effective?

39 Are the # of ODRs, ISS and OSS per 100 students higher than the national or district average? National Average for MS is.05 per 100 students Intervention in August produced immediate and sustained change.

40 Are the # of ODRs, ISS and OSS per 100 students decreasing? Over 50% reduction in two years.

41 Are the # of ODRs, ISS and OSS per 100 students decreasing? Implementation produced immediate and sustained change.

42 Are there groups of students for whom the Tier 1 Core is not sufficient? Do these bar graphs level out indicating no disproportionality?

43 Fidelity? Does the school see improvements next year in these area?

44 Response to Intervention - Example

45 Evaluation: Additional Guiding Questions Is PBS/RtI:B being implemented across campus? Is it being implemented with fidelity? Is there sustainability of implementation? Are there benefits to students over time with PBS/RtI:B implementation? Are there benefits for staff? Do students with greater needs benefit from implementation?

46 Guiding Questions: Tiers 2 and 3 Do any students meet or exceed expected levels? (How sufficient is the core?) Is there any disproportionality (race, ethnicity, sex, ESE, grade level, class distribution, etc.) in academic/behavior outcomes? Are no more than approximately 20% identified as needing additional supplemental supports (i.e., Tier 2)? If no, does the Tier 1 improvement plan address this? Are no more than approximately 5% of students identified as needing intensive supports (i.e., Tier 3)? If no, does the Tier 1 improvement plan address this? Are there groups for whom Tier 2 and Tier 3 services currently being provided are not sufficient? Are there any students who are represented in multiple groups (e.g., demonstrate needs in behavior and academic domains)? Has the team considered the function and/or type of the problem?

47 Guiding Questions: Tiers 2 and 3 Since the core and/or supplemental instruction is NOT sufficient for either a group of students or an individual student, what barriers have or could preclude students from reaching expected levels? Are hypotheses focused on alterable factors? Is there a clear understanding of the situations (i.e., antecedents) that result in the outcomes being achieved for the group/student who is not meeting expectations?

48 Guiding Questions: Tiers 2 and 3 Step 3 Plan Development and Implementation What strategies or interventions will be used? Matching intervention to function Limited number of generic approaches What resources are needed to support implementation of the plan? T2=quick turn around, limited teacher training, progress monitoring, etc., T3= team facilitation, behavioral expertise, etc.) How will sufficiency and effectiveness of Tier 2 supports be monitored overtime? Introduction of progress monitor tool consistent across all interventions Impact of Tier 2 and 3 interventions on Core outcome measures (ISS, OSS, ODRs) How will fidelity be monitored over time? Usefulness of PIC and BAT for fidelity How will good, questionable, and poor responses to intervention be defined? Goal level and criteria for attainment of goal developed by the Tier 2/3 team

49 Guiding Questions: Tiers 2 and 3 Have planned improvements/supports at Tier 2 been effective? Does the team have a set of guidelines to structure a common approach to analyzing the data (e.g., decision rules )? If students progress in response to Tier 2 or Tier 3 services demonstrates a good response, and there is no increase in Tier 1 performance, what decision(s) will the team make? If students progress in response to Tier 2 or 3 services demonstrates questionable or poor responses, is there adequate fidelity of intervention services being provided? If yes, or no, what decisions will the team make?

50 Intervention Outcomes

51 Implementation Fidelity

52 Guiding Questions: Tiers 2 and 3 Step 4 Plan Evaluation of Effectiveness Have planned improvements to Tier 2 been effective? Decreases in core behavioral issues (OSS,ISS, ODRs) Per student Per groups of students/interventions Per entire school/grade/classroom Improvement in progress monitoring tool s goal

53 Data for T2 and 3

54

55

56

57 Use Your Data Identify areas that are problematic Improve Tier 1 supports Expand and implement PBIS strategies Tier 2/Supplemental Tier 3/Intensive Support the acquisition of additional resources for further school improvement Promote PBIS within the community Identify and celebrate successes

58 Thank You! Questions/Comments?