Expected Topics for discussion Notes from Discussion Participants All provisional Monitoring Implementation and Outcomes: Fidelity Data: collection and use—challenges may include feeling a lack of facilitators. 2 Big Questions: Are we doing what we said time—multiple responses; unsure what to collect—multiple responses. Lack Interested we would do and Is it making a difference? of resources—several responses. independent Importance of collecting and analysis of fidelity data is critical facilitators. Are we teaching expectations and reinforcing the expectations? Interested Are staff using practices? state What should we be looking at? So many sources of data. What do we need to leadership do leading to positive outcomes? team *EC PBIS Data Requirement document: provides the ‘why’ or purpose of the members. data collection tools. (This document is found on the PAPBS Network website, available to ECE PBIS Facilitators) The Benchmarks of Quality – How are you Is the BoQ shared with staff and program administrators? using this data form? Start each PBIS meeting by reviewing the BoQ to see how fidelity is What documentation are you using to proceeding. It is reinforcing to be able to add some additional checkmarks confirm the data points? for having things farther along. BoQ serves as a foundation for the action plan. Some date each new check so they can monitor their progress. Coaches Logs – Coaches logs are a good source of documentation for the BoQ if you record your team meetings within the coaches logs. This strategy makes it very easy to send the notes to everyone because you can email from the database. Developing process for measuring TPOT: how does that TPOT support teachers’ skill development? How do outcomes: teachers support children? Skills of the staff TPOT was initially used with teachers that were interested in piloting this Skills of the children tool. Teachers expressed interest in participating in PBIS implementation. Needs of staff and children Intentional decision making about implementation some but not all Data Requirements classrooms. Other data tools? How is the TPOT information used to support coaching and implementation? How do you embed data collection into your Do staff see TPOT as a supportive tool? Support to teachers for concrete
Expected Participants Topics for discussion Notes from Discussion All provisional facilitators. Interested independent facilitators. Interested state leadership team members. Monitoring Implementation and Outcomes: 2 Big Questions: Are we doing what we said we would do and Is it making a difference? Fidelity Data: collection and use—challenges may include feeling a lack of time—multiple responses; unsure what to collect—multiple responses. Lack of resources—several responses. Importance of collecting and analysis of fidelity data is critical Are we teaching expectations and reinforcing the expectations? Are staff using practices? What should we be looking at? So many sources of data. What do we need to do leading to positive outcomes? *EC PBIS Data Requirement document: provides the ‘why’ or purpose of the data collection tools. (This document is found on the PAPBS Network website, available to ECE PBIS Facilitators) The Benchmarks of Quality – How are you using this data form? What documentation are you using to confirm the data points? Is the BoQ shared with staff and program administrators? Start each PBIS meeting by reviewing the BoQ to see how fidelity is proceeding. It is reinforcing to be able to add some additional checkmarks for having things farther along. BoQ serves as a foundation for the action plan. Some date each new check so they can monitor their progress. Coaches Logs – Coaches logs are a good source of documentation for the BoQ if you record your team meetings within the coaches logs. This strategy makes it very easy to send the notes to everyone because you can email from the database. Developing process for measuring outcomes: Skills of the staff Skills of the children Needs of staff and children Data Requirements Other data tools? How do you embed data collection into your TPOT: how does that TPOT support teachers’ skill development? How do teachers support children? TPOT was initially used with teachers that were interested in piloting this tool. Teachers expressed interest in participating in PBIS implementation. Intentional decision making about implementation some but not all classrooms. How is the TPOT information used to support coaching and implementation? Do staff see TPOT as a supportive tool? Support to teachers for concrete