Report page 37

The collection and use of data for decision-making are critical to multi-tiered prevention efforts.

At all tiers, teams should consider two primary sources of information. The first is fidelity data. That is, to what extent were the plans or interventions implemented as intended?

The second is outcome data. That is, to what extent are students benefiting from the interventions or plans?

Together, these data sources can guide a continuous improvement model (see Table 3).

This process begins with teams using data to understand the current context and identify goals and objectives for improvement and specific evidence-based practices aligned with those goals. Next, teams use data to identify supports and barriers to improvement and develop systems to support the implementation of selected practices.

Then, the team implements the plans and monitors the extent to which they are implemented as intended. This ensures that all students can access the intervention before determining its effectiveness.

Finally, teams evaluate the effectiveness of the plans and ensure all students are benefiting as expected. New goals and objectives are identified as needed, and the process continues.

All data must be used to promote improved student outcomes and not punish educators or students for failed implementation or outcomes.

If implementation goals or student outcomes are not realized, teams should return to the process of evaluating strengths and barriers in the system and adjust the plans by increasing implementation supports or increasing the intensity of the plan’s components.

Using data for decision-making within this framework can support BTAM teams by facilitating access to a range of data sources that can be used to fully understand the context of any concerning behaviors and systems for monitoring the implementation and effectiveness of support and management plans when needed.