INTEGRATED DATA BASED
PROBLEM SOLVING:
Model Development &
District Capacity
Don Kincaid and Brian Gaunt
University of South Florida
Advanced Organizer
Context & Foundation
1.
2.
3.
MTSS Defined
IDBPS process as core MTSS component
Core features of Problem Solving
Designing an IDBPS process
4.
5.
Purpose, Assumptions, and Goals
Defining/Characterizing “Integration”
Implementation and Sustainability
6.
7.
8.
9.
10.
11.
Active Leadership
Resource Management
Data Technology/Management
Effective Teaming/Coaching Supports/PD
Fidelity of Data Use Practices
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 evidencebased 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 problemsolving 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.
2.
3.
4.
Define and describe “integration”
Articulate essential components of IDBPS process
Describe range of implementation levels
Balance conceptual understanding & prescriptive
practices
5. Use IDBPS process to guide development of selfevaluative methods to monitor:
1. Implementation of IDBPS process,
2. Fidelity of use if IDBPS process
3. 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.
5. Integrate Tiers of
Service Delivery
Problem Identification
What is the Problem?
I
II
Response
to
Intervention
III
Problem Analysis
Is it working?
Why is it
occurring?
What are we going to do about it?
Intervention Design
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/techmanagement)
– 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
Benefits to Resource Mapping
Available
Data/Resources
Alignment of
Critical PS
Questions &
Available Data
Resources
Data available to
answer PS questions
Gaps in data system
infrastructure
Wasted time/$?
Or
Compliance
Reporting?
Problem-Solving
Questions
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?