2. Using Data: Which, When, How Susan Barrett sbarrett@pbismaryland.org Sheppard Pratt Health System

3. Goals Define use of data driven decision to reach full implementation of school-wide PBS Team Checklist EBS Survey Safety Survey SWIS

4. School counseling servicesSecond StepFBAs/BIPsSchool health servicesSocial skills, bully proofing, and/or anger management groups Student Intervention Plans UNIVERSAL TARGETED INTENSIVE School wide PBIS Check-in/Check-out Section 504 Plans and/or IEPs Health Education Voluntary State Curriculum Behavioral contracting Alternative programs Character Education Responsive counseling School mental health services Bullying Prevention Expanded School Mental Health Initiatives and Interagency Partnerships Leadership Team Student Services Team Family ESMH Wrap Team

5. Which? Process Tools- fidelity –TIC, Survey, Safety, BOQ, Other checklists/ tracking forms Progress Monitoring Tools –SWIS, CICO-SWIS, DIBELS, AIMS web Outcomes –Decrease problem behavior, increase safety, increase academic achievement, teacher/staff satisfaction, decrease special ed referral, increase parent and community participation, decrease discrepancy

6. When Frequency ? Data Entry, Report Generation- Must see value to be reliable, valid –Tied to school improvement, curriculum –Priority –Buy in, feedback, voice –Common approach, language

7. How

8. Data Base SWIS Decision Making Precision Statements Build Solutions Marketing and Dissemination Presentations Newsletters Annual Reports Evaluation Questions School Improvement Goals and Objectives

9. Assumptions School teams will be successful if: –They start with sufficient resources and commitment –They focus on the smallest changes that will result in the biggest difference –They have a clear action plan –They use on-going self-assessment to determine if they are achieving their plan –They have access to an external coach who is supportive, knowledgeable and persistent.

10. Data Driven Solutions- Using the Process Measures Survey, Safety Team Checklist- (TIC) –Self-assessment for Primary Prevention systems. –Emphasis is on milestones Are we doing what we should be doing?

11. Team Checklist Self-assessment tool for monitoring implementation of School-wide PBS. Start-Up Elements (17 items) –Establish Commitment –Establish and Maintain Team –Self-assessment –Establish school-wide expectations (Prevention) »Establish consequences for behavioral errors –Establish information system –Establish capacity for function-based support On-going Elements (6 items) Team Checklist

12. Use of the Team Checklist Who completes the Team Checklist? The school-team (individually or together) When is Team Checklist completed? At least quarterly, best if done monthly Check with your local coordinator (www.pbssurveys.org) Who looks at the data? Team Coach Trainers/State Evaluation Action Planning

13. Action Planning with the Team Checklist Define items (or POINTS) In place or Partially in place. –Points: 2=in place, 1= partial, 0=not in place Identify the items that will make the biggest impact Define a task analysis of activities to achieve items. Allocate tasks to people, time, reporting event.

14. Implementation by Feature This report shows, for each completed Checklist, the percentage implemented and partially implemented for each of the following features: Establish commitment (questions 1-2) Establish & maintain team (3-5) Conduct self-assessment (6-8) Define expectations (9) Teach expectations (10-12) Establish reward system (13) Establish violations system (14) Establish information system (15) Build capacity for function-based support (16-17)

16. Putting your School in Perspective Use % of Total Items/ or % of points Compare multiple schools –Messages: It is possible You don’t need to be perfect immediately

17. Overall Implementation This report shows, for each completed Checklist, overall scores as (a) the percentage of items fully implemented and partially implemented and (b) the percentage of implementation points. The report displays one row of this data for each Checklist in ascending date order. The associated column chart shows the percentage of items implemented and partially implemented on each Checklist and, in a separate area, the percentage of implementation points.

19. Data Driven Solutions Using Outcome Measures to Make Decisions School-wide Information System –www.swis.orgwww.swis.org

20. Using Data - Does your Data give you an accurate picture? Reliable? What is your confidence level? Do you share with all staff?Does your Data give you an accurate picture? Reliable? What is your confidence level? Do you share with all staff? General Data Decision RulesGeneral Data Decision Rules Are you able to make precision statements ? Do you present to faculty to get buy in?Are you able to make precision statements ? Do you present to faculty to get buy in? How do you know when to move “up the triangle”?How do you know when to move “up the triangle”?

21. Data System- Checklist What is the process? How do I refer? How do I complete form? How does it get to office? Do you want to know when I refer to school nurse? Or school counselor? When should I expect to hear back from office? Do we track minor offenses? Is the form different for minors? What is the process for referring minors?What is the process? How do I refer? How do I complete form? How does it get to office? Do you want to know when I refer to school nurse? Or school counselor? When should I expect to hear back from office? Do we track minor offenses? Is the form different for minors? What is the process for referring minors?

22. Computer Application Can I enter in referrals easily? 30 seconds/referralCan I enter in referrals easily? 30 seconds/referral Can I generate reports easily? 5 second rule !!Can I generate reports easily? 5 second rule !! Do I have access to the Big 5? What other reports do I need on a regular basis?Do I have access to the Big 5? What other reports do I need on a regular basis?

23. Decision Making Is there a problem?Is there a problem? What areas/systems are involved?What areas/systems are involved? Are there many students or a few involved?Are there many students or a few involved? What kinds of problem behaviors are occurring?What kinds of problem behaviors are occurring? When, where, with whom are these behaviors occurring?When, where, with whom are these behaviors occurring? Do we have agreement on precision statement?Do we have agreement on precision statement? What is the most effective use of our resources to address this problem?What is the most effective use of our resources to address this problem?

24. Guidelines When does a recurring behavior become a major?When does a recurring behavior become a major? Same behavior (3 minors = 1 major)Same behavior (3 minors = 1 major) From one particular teacherFrom one particular teacher Suggested time frame ( 3minors within 4 weeks)Suggested time frame ( 3minors within 4 weeks) Used as a tool to identify patterns of behaviorUsed as a tool to identify patterns of behavior When are the behaviors occurring? (math, transition)When are the behaviors occurring? (math, transition) What are the recurring behaviors?What are the recurring behaviors? What are the classroom interventions that have been used? Are these interventions working or does something else need to be utilized?What are the classroom interventions that have been used? Are these interventions working or does something else need to be utilized? Why is the behavior occurring? (motivation, example: Johnny rips up his math sheet and is given time out and gets out of his work. He always gets to avoid doing his math work)Why is the behavior occurring? (motivation, example: Johnny rips up his math sheet and is given time out and gets out of his work. He always gets to avoid doing his math work)

25. From Problem to Precise

27. Precise or Primary ???

30. Examples Cost Benefit Data Template Alexander Hamilton BEP at Indian Head Elementary CICO SWIS Data Review