2. 1. Learn how data tools can be used to: ◦ help staff get started with School-wide PBIS ◦ check implementation fidelity ◦ monitor progress and establish sustainable implementation 2. Become (somewhat) familiar with using: ◦ Team Implementation Checklist (TIC) ◦ Self Assessment Survey (SAS) ◦ Office Discipline Referrals (ODR)

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

4. What is the QUESTION you are trying to answer?

5.  Team Implementation Checklist (TIC)  Self-Assessment Survey (SAS )

6. How is our Universal PBIS team functioning?

7.  Is used to evaluate the extent of the team implementation process  Is used to identify remaining implementation needs  Is used to assess the success of the implementation process

8.  Teams complete the TIC monthly  Results shared with all school personnel  Will evaluate progress toward meeting PBIS goals

9. 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:

10. 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.

11.  The Self-Assessment Survey measures..  Staff perceptions of what PBIS system components are in place (school-wide, non- classroom, classroom management, individual student)  Need for improvement, priority for change

12.  To determine the extent to which schools are already using School-wide Positive Behavior Support (PBIS)  To determine if training and technical assistance efforts result in change when using PBIS  To determine if use of PBIS procedures is related to valued change in the safety, social culture, and violent behavior in schools

13.  Assess features that are in place  Determine annual goals  Evaluate on-going efforts  Design and revise procedures  Compare year to year efforts in the area of PBIS

14.  Expectations defined  Behavioral expectations taught  Acknowledgement procedures  Correction procedures  Monitoring and evaluation  Management  District-level support

15.  SET = 80/80 Rule *  80% on teaching expectations  80% on overall implementation  *important because research shows changes in ODR

17. “Big 5” Graphs Triangle %

18. Report Options using SWIS: Average Referrals Per Day Per Month Referrals By Problem Behavior Referrals By Location By Student Referrals By Time The Big 5

19. How are we doing? Look for trends Plan time to re-teach

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

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

22. By Time

23. By Student

24. How are we doing? Look for trends Plan time to re-teach

26. Precise or Primary Statement?  Children are using inappropriate language with a high frequency in the presence of both adults and other children. This is creating a sense of disrespect and incivility in the school.  James D. is hitting others in the cafeteria during lunch, and his hitting is maintained by peer attention.

27. Precise or Primary Statement?  ODRs during December are higher than in any other month.  Minor disrespect and disruption are increasing over time, and are most likely during the last 15 minutes of our block periods when students are engaged in independent seat work. This pattern is most common in 7 th and 8 th grades, involves many students, and appears to be maintained by escape from work (but may also be maintained by peer attention… we are not sure).

28. Precise or Primary Statement?  Three 5 th grade boys are name calling and touching girls inappropriately during recess in an apparent attempt to obtain attention.  Boys are engaging in sexual harassment.