Participants will develop their understanding of data for decision making practices not only for building a PBIS framework, but also for ongoing evaluation of the effectiveness of this framework in schools and districts. Initially, we will focus on critical guiding questions and how to integrate data (both academic and behavioral), problem-solving, and action planning into team-based work across all three tiers of support. Following the introduction of this general decision-making model, we initially will move into general team procedures for data based decision making.
Once this foundation has been provided, we will review data sources and problem-solving that can address specific questions at each tier of support. For example, at Tier 1, we will support participants in developing evaluation plans and decision rules for addressing questions of staff buy-in, implementation fidelity, school climate, and student outcomes. At Tier 2, we will discuss multiple sources of data for identifying students in need of additional supports (including universal screening measures), matching students with appropriate interventions, evaluating student progress, and intervention fidelity. At Tier 3, we will address more intensive strategies and routines for data collection for assessment, progress monitoring, and decision making to most effectively support student progress. Our strand will also review the tool developed by the VT Family Network to assess how schools are engaging families. Lastly, a survey to all participants will be provided ahead of time to better understand which areas of data based decision making are of most interest to the group. Data will be used to determine which domains focus.
Across all tiers, we will emphasize the integration and alignment of academic and behavioral data for decision making. Finally, at each tier we will incorporate examples and activities, and address critical systems that support data for decision making, including strategies for data collection, analysis, and sharing data with staff, school communities, and stakeholders.
Adam B. Feinberg, Ph.D., BCBA-D, is an Assistant Research Professor at the University of Connecticut and the Director of the Northeast PBIS Network. He earned his Ph.D. in school psychology from Lehigh University, and currently is a licensed Psychologist in Massachusetts. His research and clinical interests include the development and implementation of Multi-Tier Systems of Supports in schools and districts, with a focus on developing and supporting coaching knowledge, skills, and networks.
Susannah Everett received her Ph.D. in clinical and school psychology from the University of Virginia and completed her internship and postdoctoral fellowship at Dartmouth Hitchcock Medical Center. She worked as a clinical and school psychologist in communities in Oregon and Connecticut prior to joining the Center for Behavioral Education and Research (CBER) at the University of Connecticut. Susannah’s research associate position at CBER is dedicated primarily to supporting the implementation of Positive Behavior Interventions and Supports within schools, districts, and states throughout the Northeast PBIS Network. She provides training, evaluation, and technical assistance to schools with a specific focus on supporting data-based decision making and implementation fidelity across tiers of interventions.