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Booster/Refresher Training: Evaluation

Booster/Refresher Training: Evaluation. Benchmarks of Quality Items # 49 – 53 2011-2012. Implementation is a Process…. First 1-2 years (or more), teams work to establish their core, refine their procedures, & develop system-level supports for implementation

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Booster/Refresher Training: Evaluation

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  1. Booster/Refresher Training:Evaluation • Benchmarks of Quality Items # 49 – 53 • 2011-2012

  2. Implementation is a Process… • First 1-2 years (or more), teams work to establish their core, refine their procedures, & develop system-level supports for implementation • Lack of buy-in can slow implementation down • Critical elements, student outcomes, & integrity of Tier 1 interventions must be monitored at the same time • Your Action Plan provides accountability • Revisit it, Revise it, Add to it, Evaluate your progress • Items should align to evaluation data

  3. Evaluating Tier 1 Implementation

  4. Evaluating Systems Change • How well did your leadership team: • Teach the discipline system to all staff? • Train staff and students on HOW to teach the expectations/rules/rewards? • Provide booster/refresher trainings to staff and students throughout the school year? • Plan a yearly reward/recognition schedule of events? • Orient new staff and students? • Involve families and community members?

  5. Look at your BoQ Data Survey faculty: get input & support

  6. Data Review • How did your team score on Items 49-53 on the BoQ? • What is working? • What needs to be improved?

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

  8. Step 1: Problem ID • What’s the difference (“gap”) between what you want and what you have • What systems are problematic? • The “Big 5” • Referrals by location, problem behavior, time of day, staff & student • Focus on school-wideissues • Target non-classroom locations at first…Classroom implementation will be addressed over time USE YOUR DATA to identify and analyze the problems

  9. Step 2: Problem Analysis • Brainstorm a variety of reasons that may contribute to the problem: • Instruction • Curriculum • Environment • Learner • Choose the reason with data to support it, aligns with the proposed function of the behavior, and can be addressed with current resources.

  10. Relevancy, Content, Difficulty, Ease Reinforcement/ Punishment/ Instructional History; Preference for rewards Opportunity to Respond, Location, Schedule of Lessons, Review of Skills, Feedback on Skills, Pre-Corrections/Cues Reward System, Consequence System, Visual Cues, Physical Environment, Staff Proximity/Line of Sight Community Characteristics

  11. Validating Hypotheses: ICEL by RIOT A variety of data sources should be used to validate a variety of hypotheses

  12. Step 3: Intervention Design Once problem is identified, determine why it’s occurring: Proactive: prevent the behaviors from recurring; look at the antecedents and environment Educative (Replacement Behaviors): teach/re-teach desired/replacement behavior Reinforcement (Encourage appropriate behaviors and discourage problem behaviors): only reinforce desired behaviors, address function of behavior How will you know when you’re successful?

  13. Step 4: Response to Intervention • How will you know if your school intervened with fidelity? • How will you know when you’re successful? • Did we meet the goal? • Do we need to develop a new plan? • How accurate were our problem ID & hypotheses? • Were we accurate in identifying the function? • Did our interventions address the function of the inappropriate behavior? • Or, develop a plan to fade out the intervention if it was successful

  14. https://demo.flrtib.org

  15. Action Plan!Refine Evaluation Plan Record action items for low-scoring Benchmarks items(49-53) Outline your plan how you will use data for decision making across the school year Record action items to inform/involve your stakeholders (faculty, students, families) Implementation Tips may help BoQ Element: Evaluation

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