PBIS in the Classroom: Data Collection Application Greetings, After watching the Data Collection module for PBIS in the Classroom, we are here to day to review how and when to collect behavior data. So, let’s get started with the 4 elements of PBIS and how data drive all of our decisions.(Click) (Your campus) PBIS Team Student Services Department

DATA DRIVE ALL DECISIONS! Supporting Social Competence & Academic Achievement 4 PBIS Elements DATA DRIVE ALL DECISIONS! OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS Say, “The four elements of positive behavioral interventions and supports are represented by concentric circles; each is crucial to successful implementation.” Click and say, “The element that drives the PBIS process is the outcomes selected by the stakeholders. These outcomes support social competence and academic achievement for all students. Click and say, “We need data to indicate our progress toward our outcomes and to support our decision-making. Click and say, “We use evidence-based practices to support student behavior. This is where PBIS in the Classroom fit into the model.” [Click.] Click and say, “The systems are at the heart of PBIS; the systems support staff behavior through adequate training, feedback, and technical assistance as needed. This training today is an example of systems to support staff behavior.” After all, we cannot simply change student behavior; what we do is change the behavior of adults in order to increase the likelihood of the behavior we want to see from our students. It is much easier to change our behavior and the environment that to change someone else.” Like evidence-based classroom management practices! PRACTICES Supporting Student Behavior www.pbis.org

What does data collection look like? Say: So far, we all know that data drives our work and our decisions for both academics and behavior. Data collection is a vital part of any systemic approach. Especially for PBIS in the Classroom. “Once we’ve determined and defined our target behavior, we need to decide how we are going to collect data on that behavior.” Solicit feedback from participants by asking: From watching the Data Collection module, what are the 2 possible dimensions of collecting data discussed? (Answer: Frequency and Duration) Note: Handout the document, Frequency and Duration Data Collection and Monitoring. Be sure to include the example document as well.(Click)

How do I collect Frequency Data? Say: Explain the document and emphasis the top section on how to complete the document. Then, read the definition on when to collect frequency monitoring data and duration monitoring data. Say: Today, we will see a quick video clip to further explain Frequency and Duration. First, let’s watch the clip to address the top portion of the document on frequency monitoring data. Click the picture on the slide to start the video. Say: While while the document used in he video look differently than ours, the method used to collect frequency data is the same.

How do I collect Duration Data? Refer the participants back to the handout with emphasis on the bottom portion for duration monitoring data section. Say: Now, let’s watch a quick video clip to further explain duration monitoring data. Click the picture on the slide to start the video.

Follow-up teacher activity Complete the FREQUENCY portion of the blank data collection form while watching the video. First, watch and tally the number of aggressive acts. Second viewing, tally the number of open- handed slaps. Say: After watching the frequency and duration videos, let’s practice! Using the Frequency and Duration Data Collection and Monitoring handout. Watch this clip 2 minute video. (Click the data collection icon in the lower left-hand corner.) If time permits, allow participants to watch the video 2 time. First, instruct the participants to watch the clip looking for the number of aggressive acts. Then, prompt the participants to discuss (1 to 2 minutes). Before the participants watch for the second time (give explicit instructions), now watch the video and tallying the number of open-hand slaps using the Frequency and Duration Data Collection and Monitoring Form. If time is limited (only show the video once and provide explicit instructions before you start), instruct participants to watch the video and tally the number of open-handed slaps using the Frequency and Duration Data Collection and Monitoring Form.

Outcome that includes condition, behavior, and criterion for success Sample data collection plan (adapted from Simonsen & Myers, 2015, p. 88)   Outcome: (must list condition [antecedent], behavior, and criterion for success) When finished with independent seat work (condition), students will take out a book or another approved quiet activity (behavior) during 8 out of 10 sampled opportunities across the first marking period (criterion). Data: Operational definition of behavior (include examples and non-examples) After completing his or her independent seatwork assignment, a student will put the assignment on the corner of his or her desk, take out a book or another approved quiet activity (e.g., crossword puzzle, word search) from his or her desk or bag, and engage in the activity until the rest of the class is finished with the task. Examples of this behavior: Student puts his assignment on the corner of his desk, reaches into his bag quietly, removes a book, and reads until his peers are finished. Student puts her assignment on the corner of his desk, quietly opens her desk to take a word search out of her folder, quietly closes her desk, and works on the word search until her peers are finished. Non-examples of this behavior: Student raises his hand and says, “I’m done. What do you want me to do?” Student rustles loudly in bag and then in his desk, looking for an activity. Student gets out of seat to turn in assignment and asks teacher if he can use the computer. Relevant dimensions of the behavior Frequency (how often the behavior occurs); convert into percentage by dividing the number of times the behavior occurs by the total number of opportunities for the behavior. (For example, students take out a book or quiet activity 12 times across 17 observed opportunities. 12/17 = 0.706, or 71%). Measurement system Tally marks on a post-it note, app, or other data sheet (keep track of total opportunities observed and opportunities with desired behavior). Summary and graph Teacher enters data into Excel spreadsheet that graphs the frequency of the behavior Using data to make decisions If data are below desired goal of 80%, re-teach the expectation and increase reinforcement for desired behavior. If students meet goal, continue the current approach and collect data periodically to ensure maintenance of behavior. Outcome that includes condition, behavior, and criterion for success Operational definition of the behavior Examples and non-examples of the behavior Relevant dimension(s) of the behavior Handout Sample data collection plan and blank data collection plan Say: Since we have practiced how and when to collect data, let’s take a look at the handout that provides us with a sample data collection plan. This plan will help us develop targeted outcomes for behaviors we what want to see and hear in our classroom. (Click and read each arrow to the participants) Measurement system & graphing Using data to make decisions

For More Information Refer to the Student Services intranet website. From inside AISD, click on: w3.aisd.net/studentservices Consult with member(s) of your campus PBIS team. Who do I contact for more information? (read information on the slide)

PBIS Intranet Website District PBIS news, events, and updates. To access, select intranet, click on “Student Services”, then select the PBIS tab. Select “Teacher/Classroom Resources” Click to show how to access Student Services intranet website.