Did You Know?

Data and PBIS: A Basic Overview With slides borrowed from Bolger & Miller Illinois PBIS Network Presentation on August 8 th, 2013 Rob Purple Minneapolis Public Schools August 11, 2011

Goals  Be able to explain where data fits into the basics of PBIS  Be able to identify the 3 classes of data and name examples of each.  Be able to provide rationale for using data to effectively implement PBIS.  As a team, begin to develop procedures for data collection and discipline referrals  Become (somewhat) familiar with using:  Team Implementation Checklist (TIC)  Self Assessment Survey (SAS)  Office discipline referrals (ODR)

3 PBIS Areas for Effective Behavior Support 1. SYSTEMS (Support Staff Behavior) Data-based decision making Team based problem solving Long term sustainability 2. DATA (Support Decision Making) On-going data use 3. RESEARCH VALIDATED PRACTICES (Support Student Behavior) E.g., Social skills instruction Functional behavioral assessment Direct instruction SYSTEMS DATA PRACTICES

Why is This Important? Because research tells us that schools that sustain SW-PBIS beyond 3 years and demonstrate improved student outcomes are those whose teams are actively using data. McIntosh et al

Why use data? It takes the emotion out of our experiences It lets us know if our systems and practices are effective It reminds us to celebrate our accomplishments Graphs help people see the big picture It’s fun!

“All the 5 th grade boys do is horse around in the bathrooms!!!”

“Everybody is tardy!!!”

Percent of Students in Each Tardy Range Tri 2 as of Tardies 1 Tardy 2-5 Tardies 6-10 Tardies >10 Tardies

Developing Data Based Procedures (p 74) Ask the right questions What do you want to know? Develop evaluation questions What data can we collect? Identify measure for each question How and when do we gather the data? Develop methods and schedules for data collection What was the result and what comes next? Make decisions and develop action plans

Developing Data Based Procedures In general, a record keeping and decision making system must have: Structures and routines for data collection Mechanisms for data entry, storage, and manipulation Procedures and routines for review and analysis of data

Data and Evaluation Worksheet Evaluation Question Who needs the information When do they need the information Data indicators and sources Data collection methods and schedule (p. 75) Data systems must be: Accurate Timely Easily available

Selecting Data Practices Make choices from evidence based practices Implementation must fit your building Time Energy Budget Etc. Continuous monitoring and adjusted if needed

Data Guidelines (p. 76) Consider these as you develop data collection systems or as you review and improve existing systems Take 15 minutes and as a team complete this form and start to fill out the action plan on p. 77 as you come across items of need.

A Non-example

Classes of Data Fidelity data (Are we following the plan?) School Evaluation Tool (SET) Benchmarks of Quality (BoQ) Outcome data (Is it having an effect?) “Big 5” Graphs Triangle % Effort data (Are we moving forward?) Team Implementation Checklist (TIC) Self-Assessment Survey (SAS)

Fidelity Data School Evaluation Tool (SET) Baseline and end of year Benchmarks of Quality (BoQ) Used after sustained 80% on SET Available on PBIS Assessments web site

Outcome Data “Big 5” Graphs Triangle %

What are our “major” and “minor” behavior referral forms indicating? What data options are available when a student needs additional social interventions by a teacher in the classroom (minor) or when other school personnel need to be informed (major)? SWIS – Major & Minor Other district based system

SWIS Major and Minor Classroom – Office Managed The bare minimum: Average Referrals Per Day Per Month Referrals By Problem Behavior Referrals By Location By Student Referrals By Time The Big 5

Average Referrals per Day per Month How are we doing? Look for trends Plan time to re-teach

Are there target behaviors? Behavior of the week or Staff training/development By Problem Behavior

Look for hot spots Review the rules for the locations Review the lessons for teaching the rules By Location

By Time

By Student

Multiple Year Graphs (Comparison Graphs) How are we doing? Look for trends Plan time to re-teach

Building Triangle

Do we have a solid green zone? 80%?

Effort Data Self-Assessment Survey (SAS) Baseline and end of year Talk to your regional coach to open/close the SAS First one done by November 1st Team Implementation Checklist (TIC) Quarterly Available on PBIS Assessments web site

Navigating PBIS Assessments Know 3 types of reports – All tools Total score - Are we improving? (evaluation question) Subscale score What is working & Where do we focus next? Item report – Use to Action Plan M-RIP Cohort 8 Coach Mtg Oct

What support would staff like to receive, where and when? The Self-Assessment Survey (SAS) examines the status and need for improvement of four behavior support systems: School-wide discipline systems Non-classroom management systems (e.g., cafeteria, hallway, playground), Classroom management systems Systems for individual students engaging in chronic problem behaviors

Self-Assessment Survey (SAS) (name clarification) Title on Self-Assessment Survey (SAS) Title on Effective Behavior Support (EBS)

Self-Assessment Survey (SAS) (Appendix C) SCHOOL-WIDE SYSTEMS Current StatusFeaturePriority for Improvement In PlacePartial in Place Not in Place School-wide is defined as involving all students, all staff, & all settings. HighMedLow 1. A small number (e.g. 3-5) of positively & clearly stated student expectations or rules are defined. 2. Expected student behaviors are taught directly. 3. Expected student behaviors are rewarded regularly. 4. Problem behaviors (failure to meet expected student behaviors) are defined clearly. 5. Consequences for problem behaviors are defined dearly.

How is our Universal PBIS team functioning? The Team Implementation Checklist guides the development, implementation, monitoring and revision process for building a positive school wide culture.

Team Implementation Checklist (TIC) ( Appendix D) Checklist #1: Start-Up Activity Complete & submit Quarterly.Status: Achieved, In Progress, Not Started Date: (MM/DD/YY) Oct. Dec.Mar.May Establish Commitment 1. Administrator’s support & active involvement. Status: 2. Faculty/Staff support (One of top 3 goals, 80% of faculty document support, 3 year timeline). Status: Establish & Maintain Team 3. Team established (representative). Status: 4. Team has regular meeting schedule, effective operating procedures. Status: 5. Audit is completed for efficient integration of team with other teams/initiatives addressing behavior support. Status: Self-Assessment 6. Team/faculty completes EBS self-assessment survey. Status: 7. Team summarizes existing school discipline data.Status:

TIC Total Score- Are we improving? From 36% to 72%

TIC 3.1 Subscales What is working and where do we focus next? Focus on Teaching Expectations

Item Score Build the action plan – look at scores of 0 or 1 Next Steps: Action Items #11, #12 & #13

Tools & Relevance ToolPerspective/sourc e MethodRelevance TIC 3.1PBIS Leadership Team Self-reportProgress Action plan Fidelity SASSchool StaffSurveyStaff Needs Assessment Fidelity SETOutside evaluatorObservation/interv iew/ products Fidelity

Action Planning Time Go to Appendix D and do the TIC on paper When you’re done go to Under the Applications tab select PBIS Assessment Enter your school ID in the box and log in On the School Dashboard, find “Team Checklist” and click the arrow in the Actions column to the far right Team Implementation Checklist 3.1 should come up Click today’s date on the calendar then click the >> button Enter the answer to each question, follow until complete and submit!

Resources National PBIS Site MN PBIS website PBIS Apps PBIS World

Questions or Friendly Comments? Robert Purple Minneapolis Public Schools (612)