Transcript Slide 1

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
• 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
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Evaluating Tier 1 Implementation
Diagnostic
Progress Monitoring
Outcome
OSS/ISS
Baseline
BoQ
BoQ
PIC
•PBS
Walkthrough
ODRs
Surveys:
•Faculty
•Student
•Parent
•Participation in
Reward
Activities
Minors
•Artifacts of
Lessons
•Focus Groups
•Observations
Attendance
SESIR
% Students
w/ Referrals
Surveys:
•Climate
•Bullying
•Sub.Abuse
Academics
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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?
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Look at your BoQ Data
Survey faculty:
get input &
support
Data Review
• How did your team score on Items 49-53 on
the BoQ?
• What is working?
• What needs to be improved?
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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?
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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-wide issues
Target non-classroom locations at first…Classroom
implementation will be addressed over time
USE YOUR DATA
to identify and analyze the problems
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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.
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Instruction
Curriculum
Relevancy, Content,
Difficulty, Ease
Opportunity to Respond,
Location,
Schedule of Lessons,
Review of Skills,
Feedback on Skills,
Pre-Corrections/Cues
Environment
Learner
Reinforcement/
Punishment/
Instructional History;
Preference for rewards
Reward System,
Consequence System,
Visual Cues,
Physical Environment,
Staff Proximity/Line of Sight
Community Characteristics
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Validating Hypotheses: ICEL
DOMAINS
Hypothesis
by RIOT
R
I
O
T
Review
Interview
Observe
Test
I
Instruction
C
Curriculum
E
Environment
A variety of data sources
should be used to validate a
variety of hypotheses
L
Learner
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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?
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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
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https://demo.flrtib.org
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Action Plan!
Refine Evaluation Plan
BoQ Element: Evaluation
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
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