1. Positive Behavioral Interventions and Supports: Data Systems Northwest AEA September 7, 2010

2. Major portions of the following material were developed by: George Sugai and Rob Horner OSEP Funded Technical Assistance Center www.pbis.org In conjunction with The Iowa Department of Education

3. Establishing a School-wide Discipline System Define School-wide Behavioral Expectations Teach School-wide Behavioral Expectation Monitor and Acknowledge Appropriate Behavior Use a Continuum of Consequences for Inappropriate Behavior Use of Data for Decision Making

4. Goals Identify the five major data systems used to measure PBIS implementation, outcomes, and sustainability

5. Collection of Data Hard Data Soft Data A visit to the Doctor Vital signs Temperature Blood Pressure Weight Pulse A visit to the Doctor How do you feel? Where does it hurt? How much does it hurt? How long have you been feeling like this?

6. Collection of Data Hard Data  Team Implementation Checklist  Self-Assessment Survey  School-wide Evaluation Tool  School-Wide Implementation Inventory  Office Discipline Referral data

7. Collection of Data Soft Data  How does the climate in our school feel?  What are parents telling us?  What are the kids telling us?  Do teachers feel more confident in dealing with behavior in non-classroom settings?  What do visitors to our school report seeing?

8. SW-PBIS Data Team Implementation Checklist (TIC) Office Discipline Referrals (ODRs) School-Wide Evaluation Tool (SET) Self-Assessment Survey School-Wide Implementation Inventory

9. Team Implementation Checklist – Verson 3.0 (TIC) Self-Assessment tool for monitoring process of implementing SW-PBIS Are we doing what we should be doing? 22 items, 7 categories Overall Score

10. Team Checklist - Categories Commit = Establish Commitment (Q 1-2) Team = Establish and Maintain Team (Q 3-5) Assess = Self-Assessment (Q 6-8) Schoo = Establish School-Wide Expectations (Q 9-14) Classr = Classroom Behavior Support Systems (Q 15-17) Inform = Data systems and reporting of data (Q 18-19) Support =Function based support for at-risk behaviors (Q 20-22)

11. Using the Team Checklist Completed by school PBIS team - best completed on-line at www.pbssurveys.org At least quarterly, best done monthly in first year of implementation Who looks at the data?  Team  Coach  PBIS Trainers Purpose  To determine progress toward implementation  action planning

12. Team Checklist Example

14. Completing the Team Checklist www.pbssurveys.org Enter your school account number Complete Team Checklist (Version 3)  Items completed by team consensus  Ask if you don’t understand an item

15. Self-Assessment Survey Self-assessment tool to determine to what extent PBIS practices and systems are in place within a school Is PBIS warranted? Four Systems  School-Wide  Non-classroom settings  Classroom  Individual Student

16. Self-Assessment Survey What Information Does It Give Us? For each of the 4 systems  Current Status % in place, % partially in place, % not in place  Priority for Improvement % of High, % of Medium, % of Low Two main questions  What behavior supports are in place?  What behavior support features are most in need of improvement?

17. Using the Self-Assessment Survey Completed by as many staff members as possible Completed prior to initial planning and annually (usually in the spring) Best completed on-line at www.pbssurveys.org

18. Using the Self-Assessment Survey Who looks at the data?  Team  Coach  PBIS Trainers Share the data - teachers, parents, superintendents, school boards Purpose  To determine if PBIS practices and systems are in place  To determine which behavioral systems need to be addressed (action planning)

19. Self-Assessment Survey Example: School-Wide System (common language, vision, experience Involving all students, all staff, & all settings) Priority For Improvement

20. School-Wide Evaluation Tool (SET) Designed to assess and evaluate the critical features of effective school-wide behavioral support Research Validated Instrument of SW-PBIS outcomes tested for both reliability and validity Summary Score and seven core feature scores that align with basic PBIS practices Completed by an outside observer – formal report provided to the school (Horner, et al, 2004)

21. PBIS Implementation Inventory A self-assessment that evaluates a school’s engagement in the process of systems change through the implementation of SW-PBIS  Completed by the School PBIS Leadership Team  Developed by Tim Lewis and Lori Newcomer (University of Missouri) Organized to assess your schools current implementation along a continuum (Universal, Targeted, Tertiary) and across practices, systems support, and data collection/decision making

22. Office Discipline Referrals A systematic process of collecting staff managed and office managed behavioral issues with kids Purpose  For decision making  To monitor the outcomes of SW-PBIS efforts  For professional accountability

23. ODRs and Decision Making Problem Solutions From To Problem Problem Solving and Information Solutions

24. ODRs for Problem Solving How often are the problems occurring? Who is causing the problems? Where are the problems occurring? When are the problems occurring? What are the types of problems? Look for simple solutions in the data…

25. Using Data Collection Tools To Build Action Plans Small change for big effect Focus on student outcomes Include  Action step  By when  By whom

26. Develop Action Plan Use the Self-Assessment Survey data and Team Checklist data Develop and action plan for the year  Action Step  By who  By when Keep and revise the plan throughout the year

27. Summary Five major data systems used to measure PBIS implementation and outcomes. Each system provides important data to use in evaluating PBIS implementation and effectiveness. Evaluations should result in Action Plans.