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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 - PowerPoint PPT Presentation
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Booster/Refresher Training:Evaluation
Benchmarks of Quality Items # 49 – 53
2011-2012
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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 ImplementationDiagnost
ic Progress Monitoring Outcome
BaselineBoQ
BoQ
PIC
Surveys:•Faculty•Student•Parent
•PBS Walkthrough
•Participation in Reward Activities
•Artifacts of Lessons
•Focus Groups
•Observations
ODRs
Minors
OSS/ISS
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?
Look at your BoQ Data
Survey faculty: get input &
support
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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
Step 2: Problem Analysis
Step 3: Intervention Design
Step 4: Response to Intervention
Why is it occurring?
What’s the problem?
What are we going to do about it?
Is it working?
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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 issuesTarget non-classroom locations at first…Classroom
implementation will be addressed over time
USE YOUR DATAto 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 Environment Learner
Relevancy, Content, Difficulty, Ease
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 SightCommunity Characteristics
Reinforcement/ Punishment/ Instructional History;Preference for rewards
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DOMAINS Hypothesis RReview
IInterview
OObserve
TTest
IInstruction
CCurriculum
EEnvironment
LLearner
A variety of data sources should be used to validate a
variety of hypotheses
Validating Hypotheses: ICEL by RIOT
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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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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