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Module C Using Data to Make Decisions Coaches’ Monthly Meeting

Module C Using Data to Make Decisions Coaches’ Monthly Meeting. Add DC Name Here. Reviewing Your School-Level Data. Av. Referrals per Day per Month Referrals by: Location Time Student Staff Custom Graphs, Reports “Referrals by Motivation” will be helpful to include Ethnicity Reports

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Module C Using Data to Make Decisions Coaches’ Monthly Meeting

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  1. Module C Using Datato Make DecisionsCoaches’ Monthly Meeting Add DC Name Here

  2. Reviewing Your School-Level Data • Av. Referrals per Day per Month • Referrals by: • Location • Time • Student • Staff • Custom Graphs, Reports • “Referrals by Motivation” will be helpful to include • Ethnicity Reports • Other information sources

  3. Other Information Sources for Tier 1 • Ask Coaches what other data can be collected… • Surveys • School-Wide behavioral screening • Walkthroughs • ESE referrals/Requests for assistance • Staff, Student attendance • Fidelity measures (Benchmarks, PIC, Action Plan) • Direct observation • Comment box

  4. At Your School… • Ask Coaches the following: • Is Problem Behavior • improving • holding steady • getting worse? • Let them know that you will be going through solutions to each

  5. Is Problem Behavior improving, holding steady, or getting worse? • If ODRs are improving, look at multiple sources of data to make sure you have a complete picture: • At least 80% of students receive 0-1 ODRs • At least 80% of students contact reward events • Benchmarks, PIC information • Additional information • Common pitfalls to look for: consistency, timing, resources, etc… • May be able to scale back frequency/intensity of Tier 1 efforts after 2 months of continuous improvement

  6. If ODRs are improving…Make sure they’re improving equally for everyone • Teams should disaggregate data: • Grade level/Classroom • Are there individual teachers who need support? • Classroom Consultation Guide: http://flpbs.fmhi.usf.edu/revision07/secondary/Classroom%20Consultation%20Guide.pdf • Race/Ethnicity • ESE status • FRL status • Adaptations to Tier 1 plan can be made to ensure success for all groups of students

  7. If ODRs are holding steady…Look for areas of improvement • How complete is your Tier 1 system? • Benchmarks of Quality, PIC, Action Plan • Increasing the level of support at Tier 1 may increase the effectiveness of your current interventions • Are your interventions targeted appropriately? • Look at settings, time, etc… • Review your behavior definitions, definitions of expectations, rules • Do your plans consider the function of most ODRs?

  8. If ODRs are Getting Worse…Use the Problem-Solving Process • Define the problem – be specific • Does your plan address the right target? • Is this an isolated problem? Is it some, or all? • As you’re developing hypotheses, consider common pitfalls: • Teaching strategies: frequency, intensity • Fidelity of implementation: consistency, completeness • Admin Decision & function: is problem behavior being reinforced?

  9. Generate a Variety of Hypotheses • Be sure to cover: • School-Level variables • Building remodeling, Visibility of campus locations, etc… • Classroom-Level variables • Organization, Cleanliness, Location, etc… • Curriculum-Centered variables • Expectations defined, Adequacy of lesson plans, etc… • Instruction-Centered variables • Frequency, Fidelity to lesson plan, Opportunity to practice, etc… • Family/Community variables • Security of route to/from school, Typical family structure, etc… • Student variables • Characteristics shared by the majority of the students in the school

  10. Using the Data to Guide Interventions • Matching interventions to function: • http://flpbs/coachescorner.asp (“Intervention Planning & RtI...Intervention Ideas Based on Function of Behavior”) • May consider interventions based on your hypotheses statements • What is the smallest thing your team can do to have the largest impact?

  11. Data Analysis • Is PBS/RtI:B being implemented? • Is it 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?

  12. Using the Data • Identify areas that need improvement • Improve Tier 1 supports • Expand and implement PBS/RtI:B strategies • Tier 2/Supplemental • Tier 3/Intensive • Support the acquisition of additional resources for further school improvement • Promote PBS/RtI:B within the community • Identify and celebrate successes

  13. Suggested Activity • District Coordinators: You may consider pasting data from one of your schools into this power point, and practice making data-based decisions as a group.

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