1. School School Teams Must Have Immediate Access to Data to Make Objective Decisions About School Climate & Safety -,Where to Start?

2. https://www.pbisapps.org/Applications/Pages/PBIS-Assessment.aspx

3. Information Systems for Data-Based Decision Making Fidelity of Implementation: School-wide Evaluation Tool (SET) Self Assessment Survey (SAS) Benchmarks of Quality (BOQ) Desired Outcomes: School Safety Survey (SSS) Suspensions, Expulsions, Remands Office Discipline Referrals (ODRs)

4. Information Systems for Data-Based Decision Making Desired Outcomes: School Safety Survey (SSS)

5. School Safety Survey (SSS) Data Collection Protocol Collected annually – usually in the spring. Completed by all adults in the school Completed by a representative sample of students at each school. (Each homeroom teacher at grades four and above select 4 students in his/her homeroom who represent the range of academic performance of his/her students: e.g. one student who is advanced, two students who are proficient, and one who is not proficient) Students in grades 4 and 5 take a different version of the survey that provides more extensive explanation of questions Overview The School Safety Survey (SSS) is a web-based instrument developed to obtain an efficient index of perceived school safety. The SSS provides a summary of "risk factors" and "protective factors" that are used to determine training and support needs related to school safety and violence prevention

7. School Safety Results Section 1: Risk Factors

8. School Safety Results

10. School Safety Data

11. Information Systems for Data-Based Decision Making Desired Outcomes: School Safety Survey (SSS) Suspensions, Expulsions, Remands

12. Information Systems for Data-Based Decision Making Desired Outcomes: School Safety Survey (SSS) Suspensions, Expulsions, Remands Office Discipline Referrals (ODRs)

13. Essential Data for School-Based Decision-Making   Referrals by problem behavior? – – What problem behaviors are most common?   Referrals by location? – – Are there specific problem locations?   Referrals by time of day? – – Are there specific times when problems occur?   Referrals by student? – – Are there many students receiving referrals or only a small number of students with many referrals?

14. Section Allocated on Team Meeting Agenda

15. Why Collect Discipline Information? Objective decision-making Professional accountability – confirm interventions are effective/successful Decisions made with data (information) are more likely to (a) be implemented and (b) be effective

16.  Web-based information system for gathering and summarizing problem behavior information.  Summarizes office discipline referral information by (a) how often, (b) where, (c) when, (d) what, and (e) who.  Summaries provided in tables and graphs.  Confidentiality protected.  $300 per school per year annual fee for SWIS. Additional $100 for SWIS-CICO TM.

17. Key Features of Data Systems that Work The data are accurate The data are accurate The data are very easy to collect (1% of staff time) The data are very easy to collect (1% of staff time)

20. Key Features of Data Systems that Work The data are accurate The data are very easy to collect (1% of staff time) Data are used for decision-making   The data must be available when decisions need to be made (weekly?)   Difference between data needs at a school building versus data needs for a district   The people who collect the data must see the information used for decision-making

21. Using Office Discipline Referral Data for On-Going Problem Solving  Use data in decision layers and the “Big Five”  Is there a problem? Attendance Attendance Faculty Reports Faculty Reports Office Referrals per Day per Month Office Referrals per Day per Month

22. Using Office Discipline Referral Data for On-Going Problem Solving   Use data in decision layers and the “Big Five” 1. Is there a problem? 2. What “system(s)” are problematic? 3. What individuals (individual units) are problematic?  Don’t drown in the data  It’s “OK” to be doing well  Be efficient

23. Using Office Discipline Referral Data for On-Going Problem Solving 1. Is there a problem?

25. Compare the trends for Total Number of Referrals Per Month with…. Average number of referrals per day per month

26. Days: 176 Referrals: 841

27. Interpreting Office Referral Data: Is there a problem?   Absolute level (depending on size of school) – – High Schools (1/95) – – Middle Schools (1/109) – – Elementary Schools (1/300)   Trends – – Peaks before breaks? – – Gradual increasing trend across year?   Compare levels to last year – – Improvement?

29. Ave Referrals per Day 0 0.5 1 1.5 2 SeptOctNovDecJanFebMarAprMayJun School Months Elem. School Office Referrals per Day per Month Is There a Problem? Maintain - Modify - Terminate 500 Students

30. 0 5 10 15 20 Ave Referrals per Day SeptOctNovDecJanFebMarAprMayJun School Months M.S. Office Referrals per Day per Month Is There a Problem? Maintain - Modify - Terminate 500 Students

31. 0 5 10 15 20 Ave Referrals per Day SeptOctNovDecJanFebMarAprMayJun School Months H.S. Office Referrals per Day per Month Is There a Problem? Maintain - Modify - Terminate 1000 Students

32. 0 5 10 15 20 Ave Referrals per Day SeptOctNovDecJanFebMarAprMayJun School Months H.S. Office Referrals per Day per Month Is There a Problem? Maintain - Modify - Terminate 2000 Students

33. 2. WHAT SYSTEMS ARE PROBLEMATIC?   Referrals by problem behavior?   What problem behaviors are most common?   Referrals by location?   Are there specific problem locations?   Referrals by time of day?   Are there specific times when problems occur?

38. Referrals: 841

42. Frequency of Discipline Referrals By Grade Level (WHO) 0 20 40 60 80 100 120 140 6th7th8th9th Discipline Referrals By Grade Level Number of Referrals

43. Referrals: 841

48. Referrals by Student? Are there many students receiving referrals or only a small number of students with many referrals? 3. Which students are receiving the referrals?

50. Referrals per Student

53. Designing Solutions If many students are making the same mistake it typically is the system that needs to change not the students. Teach, monitor, and reward before relying on punishment.

54. Is there a problem? What data did you use? Combining Information What systems are problematic? Where do you need to focus? The next level of information needed

55. As we go through the next 4 slides: 1.As a team, you will have 1 minute to discuss each slide to decide what the graph shows you about problem behaviors in the represented school 2.As a team, generate 1 idea your school could implement to combat the problem 3.Share with large group

59. Referrals per Student

63. RequirementTasks to CompleteWho will Complete By WhenDate of Completion 1.School-wide discipline is one of the top three goals for the school. 2. Administrative support for the implementation and use of SWIS™ is available. 3. A behavior support team exists, and they review referral data at least once a month. 4. The school uses an office discipline referral form that is compatible with SWIS™ referral entry. 5. The school has a coherent office discipline referral procedure that includes: a. definitions for behaviors resulting in office- managed vs. staff-managed referrals b.a predictable system for managing disruptive behavior 6. Data entry time is allocated and scheduled to ensure that office referral data will be current to within a week at all times. 7. Three People within the school are identified to receive one, 2-hour training on the use of SWIS™. 8. The school has computer access to Internet, and one of two web browsers. (Netscape 6, Internet Explorer 5) 9. The school agrees to on-going training for the team receiving SWIS™ data on uses of SWIS™ information for discipline decision-making. 10. The school district agrees to provide a facilitator who will work with school personnel on data collection and decision-making procedures. SWIS™ Readiness Checklist SWIS™ Facilitator: __________________School: ____________________Year: _________

64. SWIS™ Readiness Checklist SWIS™ Facilitator:_____________________________ School: _________________________ Year: ____________________ RequirementTasks to Complete Who When Date Completed 1. School-wide discipline is one of the top three goals for the school.1. Photocopy the SIP and highlight the portions that address discipline as a high priority. 2. Administrative support for the implementation and use of SWIS™ is available. 1. Once each of the tasks in this column are complete, check off that this requirement is complete. 3. A behavior support team exists, and they review referral data at least once a month. 1. Form a team that is a.) composed of respected members of faculty and staff and b.) is representative of the school. 2. Schedule data review meeting at least monthly for the remainder of the year AND publish this schedule for the school and district. Provide facilitator with schedule. 4. The school uses an office discipline referral form that is compatible with SWIS™ referral entry. 1. Review current ODR form. 2. Go to SWIS.org and review “Add/Revise Referral”. 3. Make ODR form match SWIS components (use checklist to assist but make sure you look at SWIS for assistance). 4. Review definitions for infractions, locations and motivation. 5. Using the flowchart from SWIS to decide what is office managed and what is classroom managed? What is major? What is minor? 6. Document all of these decisions and photocopy for all team members and your facilitator. 5. The school has a coherent office discipline Referral procedure that includes: a. definitions for behaviors resulting in office-managed vs. staff managed referrals b. a predictable system for managing disruptive behavior. 6. Data entry time is allocated and scheduled to ensure that office referral data will be current to within a week at all times. 1. Determine a schedule and procedures for entering data. 2. Write schedule of who is entering data and when. Provide copies for all team members and your facilitator. 7. Three people within the school are identified to receive one, 2½ -3 hour training on the use of SWIS™. 1. Decide who will enter data. 2. Schedule training with facilitator for three targeted people. 8. The school has computer access to the Internet, and one of the following web browsers (Internet Explorer 6.1 or higher for PC, Internet Explorer 5.0 or higher 1. Document that each data entry person has access to a computer at the time noted in his/her schedule that has one of the Internet browsers to the left or higher. 9. The school agrees to on-going training for the team receiving SWIS™ data on uses of SWIS™ information for discipline decision- making. 1. With your facilitator review times to meet with team to engage in data review and decision making. 10. The school district agrees to provide a facilitator who will work with school personnel on data collection and decision-making procedures. 1. Talk to district level people about who can do “our responsibilities” so the school and eventually the district can become self sustaining.

65. Information Systems for Data-Based Decision Making Fidelity of Implementation: http://www.pbis.org/blueprint/evaluation-tools Tier 1: School-wide Evaluation Tool (SET) Desired Outcomes: School Safety Survey (SSS) Suspensions, Expulsions, Remands Office Discipline Referrals (ODRs)

66. School-wide Evaluation Tool (SET) Data Collection Protocol Conducted annually by outside person Conducted before school-wide positive behavior support interventions begin Conducted annually in September thereafter Overview The School-wide Evaluation Tool (SET) is designed to assess and evaluate the critical features of primary preventions within school-wide positive behavior support across each academic school year. SET results are used to: assess features that are in place determine annual goals for school-wide effective behavior support evaluate on-going efforts toward school-wide behavior support design and revise procedures as needed compare efforts toward school-wide effective behavior support from year to year

67. Expectations Defined Behavioral Expectations Taught System for Rewarding/Acknowledging Behavioral Expectations System for Responding to Behavioral Violations Monitoring and Decision Making Management/Leadership District Level Support

70. Information Systems for Data-Based Decision Making Fidelity of Implementation: School-wide Evaluation Tool (SET) Self Assessment Survey (SAS) Desired Outcomes: School Safety Survey (SSS) Suspensions, Expulsions, Remands Office Discipline Referrals (ODRs)

71. Self-Assessment Survey (SAS) Data Collection Protocol Conducted prior to implementation of SWPBS and annually in April thereafter Conducted prior to implementation of SWPBS and annually in April thereafter Completed by all staff Completed by all staff Use results to design annual action plan Use results to design annual action planOverview The Self-Assessment is an online survey that helps determine what staff perceive to be already in place and what they believe to be a priority across four systems: school wide, classroom, non-classroom, and individual. Year 1: The Self-Assessment is used to determine buy-in of faculty and staff. Year 2: The Self-Assessment examines the status and need for improvement of SWPBS implementation. Self-Assessment results are used to: Self-Assessment results are used to: assess features that are in place assess features that are in place determine annual goals for SWPBS determine annual goals for SWPBS evaluate on-going efforts toward SWPBS implementation evaluate on-going efforts toward SWPBS implementation design and revise procedures as needed design and revise procedures as needed compare efforts toward SWPBS implementation from year to year compare efforts toward SWPBS implementation from year to year

72. Self Assessment Survey- Effective Behavior Support (EBS) Assessing and Planning Behavior Support in Schools SCHOOL-WIDE SYSTEMS Current StatusFeaturePriority for Improvement In Place Partial 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 clearly. 6. Distinctions between office v. classroom managed problem behaviors are clear. 7. Options exist to allow classroom instruction to continue when problem behavior occurs. 8.Procedures are in place to address emergency/dangerous situations. 9. A team exists for behavior support planning & problem solving. 10. School administrator is an active participant on the behavior support team. Nonclassroom Setting Systems Classroom Setting Systems Individual Student Systems School-wide Systems

73. School-wide Non-classroom Self Assessment “Systems” Charts

74. Classroom Individual

75. School YearNumber of ResponsesDate Completed 2007-082910/19/2007 Current StatusFeatureImprovement Priority In Place Parti al Not System: school wide HighMediu m Lo w 100 %0 % 1. A small number (e.g. 3-5) of positively and clearly stated student expectations or rules are defined.0 %20 %80 % 72 %28 %0 %2. Expected student behaviors are taught directly.0 %50 % 90 %10 %0 %3. Expected student behaviors are rewarded regularly.8 %31 %62 % 90 %7 %3 %4. Problem behaviors (failure to meet expected student behaviors) are defined clearly.8 %16 %76 % 83 %14 %3 %5. Consequences for problem behaviors are defined clearly.8 %23 %69 % 86 %11 %4 %6. Distinctions between office v. classroom managed problem behaviors are clear.4 %38 %58 % 45 % 10 % 7. Options exist to allow classroom instruction to continue when problem behavior occurs.15 %42 % 96 %4 %0 %8. Procedures are in place to address emergency/dangerous situations.0 %16 %84 % 76 %17 %7 %9. A team exists for behavior support planning & problem solving.12 %28 %60 % 86 %7 % 10. School administrator is an active participant on the behavior support team.16 % 68 % 59 %34 %7 %11. Data on problem behavior patterns are collected and summarized within an on-going system.12 %46 %42 % 64 %21 %14 % 12. Patterns of student problem behavior are reported to teams and faculty for active decision-making on a regular basis (e.g. monthly). 15 %35 %50 % 75 %21 %4 %13. School has formal strategies for informing families about expected student behaviors at school.8 %23 %69 % 38 %31 % 14. Booster training activities for students are developed, modified, & conducted based on school data.35 %38 %27 % 36 %39 %25 % 15. School-wide behavior support team has a budget for (a) teaching students, (b) on-going rewards, and (c) annual staff planning. 20 %48 %32 %

76. Information Systems for Data-Based Decision Making Fidelity of Implementation: School-wide Evaluation Tool (SET) Self Assessment Survey (SAS) Benchmarks of Quality (BOQ) Desired Outcomes: School Safety Survey (SSS) Suspensions, Expulsions, Remands Office Discipline Referrals (ODRs)

77. F. The reinforcement system is codified in the school’s written document(s) (e.g., faculty and staff handbook(s) and student handbook) 1. Task review 2. Discussion 3. Tasks negotiated today 11.Assessment Results & Resultant Recommendations/Priorities (10 minutes) A. School-wide Evaluation Tool (September/ October) 1. Task Review 2. Discussion 3. Tasks negotiated today B. School Safety Survey (January) 1. Task Review 2. Discussion 3. Tasks negotiated today C. Self-Assessment/Effective Behavior Support (EBS) (April) Action Plan Actions from the Self-Assessment (EBS) (45 minutes) School-Wide System Priorities 1-3Tasks associated with priorities Classroom System

78. www.edprodevelopment.com 78

79. EdPro Development, Inc. 79

80. Questions & Answers