INTEGRATED DATA BASED PROBLEM SOLVING:

Model Development & District Capacity

Don Kincaid and Brian GauntUniversity of South Florida

Advanced OrganizerContext & Foundation

1. MTSS Defined2. IDBPS process as core MTSS component 3. Core features of Problem Solving

Designing an IDBPS process4. Purpose, Assumptions, and Goals5. Defining/Characterizing “Integration”

Implementation and Sustainability6. Active Leadership7. Resource Management8. Data Technology/Management9. Effective Teaming/Coaching Supports/PD10. Fidelity of Data Use Practices11. Data System Alignment

Design vs. Use

• Designing an IDBPS process requires common language and understanding of a structured problem-solving process.

• Using an IDBPS process requires understanding of how key questions around PS guide integration of all MTSS components and implementation and sustainability of practices.

CONTEXT & FOUNDATION

General Data Use Practices & Critical PS Questions

1. MTSS Defined

MTSS is a term used to describe an evidence-based 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.

1. MTSS Key Components

• Resolute & Effective Leadership• Professional Development

– Systems Coaching/Supports– Content Coaching/Supports

• IDBPS Process• Three Tiered model of service delivery

– Tier 1 goals; HQ-EBPs; Aligned C-I-A• Family & Community Engagement• Fidelity & Accountability of Practices• Program Evaluation – “effectiveness”• Resource: MTSS Q&A Doc

2. IDBPS as Core Component

• Overall Assumptions:– “Data” should include both quantitative and

qualitative.– Data is used with all steps of a 4-step

problem-solving model.– Data should always be used to drive both

implementation practices and decisions around student supports/instruction.

– Guiding questions are an effective strategy to guiding efficient & effective data utilization practices.

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)

• 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)

2. Data Utilization – In General

• Ensure Common Lang/Understand (Wade, 2001; 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).

3. Core Features of an IDBPS process

• Let’s ensure common language and understanding of a 4-step PS model

• Handout – guiding questions– Tier 1– Tiers 2 & 3

DESIGNING AN IDBPS PROCESS

Purpose, Assumptions, & Goals

4. Purpose of an IDBPS Model

• 4-step PS process is core to integrating A & B

• Engaging in effective IDBPS process as a “way of work” requires – Common language and understanding of PS– Clear/shared strategies for implementing an

IDBPS framework • IDBPS process should include both micro

and macro applications.

4. Assumptions to Developing an IDBPS Process

• An IDBPS process should be a “best case scenario” for schools to set as a long-term goal

• School level application vs. District/State level support

• Description of IDBPS process requires context

4. Assumptions to Developing an IDBPS Process

• Common IDBPS process at all grades vs. use of different data types or sources across grades.

• An IDBPS process should be flexible to local context, prescriptive research-based practices, but also set a minimum expectation of common practice across all grades/content.

4. Goals of an IDBPS Model

1. Define and describe “integration”2. Articulate essential components of IDBPS

process3. Describe range of implementation levels4. Balance conceptual understanding &

prescriptive practices5. Use IDBPS process to guide development of

self-evaluative methods to monitor: 1. Implementation of IDBPS process, 2. Fidelity of use if IDBPS process3. Sustainability of IDBPS process over time.

5. “Integration” Defined

• An effective IDBPS process should allow us to “Integrate” the following:

– Academic standards & Behavior expectations– Tiers of instructional delivery and supports– Multiple sources/types of data– School & district resources to support fidelity of

PS

• All of the above are achievable through use of critical PS guiding questions.

5. Integrate Academic/Behavior

• Note: Academics need to be integrated in their own right. CCSS, anyone?

• Defining “behavior” or “engagement” on a continuum– Problem ID to integrate the Tiers; A& B goals– Problem Analysis to integrate academic and

behavior problem-solving– Plan Intervention to integrate A & B supports– Plan evaluation to integrate student outcomes

with fidelity of educator practices• Resource: handout -“Engagement” defined.

What is the Problem?

Why is itoccurring?

Is it working?

What are we going to do about it?

5. Integrate Tiers of Service Delivery

I

II

III

Problem Identification

Problem Analysis

Intervention Design

Responseto

Intervention

5. Integrate Data Sources/Types

• Use Critical PS questions to:– Align assessments/data with appropriate

questions.– Develop decision-rules for interpretation

and decision-making for particular questions.

– Ensure availability of appropriate data to answer questions.

– Design efficient data management systems

5. Integrate school/district data resources

• Resource Types: –Communication Resources (schedules,

data reports, culture of data use/expectations)

–Human Resources (knowledge, skills, availability)

–Material Resources (Curr./Instruc./Assess/tech-management)

–Financial Resources (flexible vs. fixed allocation)

5. Integrate school/district data resources

• Implications for guiding…–Avail. of Personnel–Leadership roles/responsibilities–Coaching roles/responsibilities–Teacher roles/responsibilities–Technology design and operation

Available Data/Resources

Problem-Solving Questions

Benefits to Resource Mapping

Data available to answer PS questions

Gaps in data system infrastructure

Wasted time/$?Or

Compliance Reporting?

Alignment of Critical PS

Questions & Available Data

Resources

IMPLEMENTATION & SUSTAINABILITY

Structures, Resources, & Skills to Support IDBPS Practices

Active Leadership• Ensure “culture of valuing data use” (Armstrong & Anthes, 2001; Bernhard, 2000; Honig & Venkateswaren, 2012; Ingram et al., 2004; Kerr et al., 2006; Lachat & Smith, 2005; Supovitz & Klein, 2003)

– Create sense of urgency for improvement through data

– Communicate and Model IDBPS Expectations– Monitor efficiency and fidelity of IDBPS practices.– Promote IDBPS as a “way of work” – roles/respons.– Ensure selection/use of evidence-based practices– Monitor and ensure sufficient resources

Active Leadership

• Invest in ongoing PD on IDBPS practices (Cromey, 2000; Leithwood, 2010)

• Develop effective schedules to support IDBPS practices that are goal oriented

IDBPS Resource Management

• Time to collect, organize, enter, share, & use the data to make important decisions

• User-friendly technology – integrated reports

• Authority to make decisions/allocate

• Personnel skills sets (common & advanced)

IDBPS Resource Management

• Communication• Matched PD for staff based on

data• Available curr./instruc./assess.

Materials• “resource mapping” as a tool.

Data Technology

• Technology is only good if it is used!

• Critical PS questions guide tech development and report options.

• Staff roles & responsibilities for data system from collection to interpretation.

Data Technology

• Efficiency of access to relevant data.• Build with “end user” in mind.• Align tech use demands with

roles/responsibilities of staff• User Friendly – PD needs/Coaching?• Potential to integrate multiple

sources/types

Effective Teams &Coaching Supports

• Effective team structures/processes• Communication protocols and

decision rules for data use (i.e., triggering resource allocations)

• Alignment of roles/responsibilities• Common skills vs. Unique/Expert

Skills

Effective Teams &Coaching Supports

• Effective team facilitation• Coaching: PD & fidelity of IDBPS

process• Knowledge of available resources

& allocation authority to design instruction/interventions

More Infrastructure & Fidelity of IDBPS

• Goal: All students receive matched, integrated instruction/supports as needed and when needed!

• Some threats to reaching goal:– Fidelity of using a structured IDBPS process– Adherence (fidelity) to assessment protocols

and appropriate assessment selections– Fidelity of implementing

instruction/intervention plans.

Data System Alignment

• Common “data use” barriers – (high probability hypotheses)

• Use structured problem solving process as leaders to resolve system barriers affecting educators’ efficient and effective use of data at the grade/classroom/individual levels.

• Handout – Common Data Use Barriers • Handout – Checklist of Data System Components

Thank You!

• Questions/Comments?