1. Data Systems Review School-Wide Positive Behavioral Interventions and Supports Training Northwest AEA September 20, 2010

2. SW-PBS Data Systems Team Implementation Checklist (TIC) Office Discipline Referrals (ODRs) School-Wide Evaluation Tool (SET) Self-Assessment Survey

3. Team Implementation Checklist (TIC) Self-Assessment tool for monitoring process of implementing SW-PBS Are we doing what we should be doing? 17 items, 9 categories Overall Score

4. Team Checklist - Categories Commit = Establish Commitment (Q 1,2) Team = Establish and Maintain Team (Q 3,4,5) Assess = Self-Assessment (Q 6,7,8) Define = 3-5 behaviors defined with matrix (Q 9,10) Teach = plans developed and teaching directly (Q 11,12) Rewards = Acknowledgement system for SW expectations (Q 13) Violatio = Consequence Systems (Q 14) Infor = Data system and reporting of data (Q 15) Support =Function based support for at-risk behaviors (Q 16,17)

5. Using the Team Checklist Completed by school PBS 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 –Trainers/State Evaluation Purpose –To determine progress toward implementation –action planning

6. Team Checklist Example

7. Completing the Team Checklist www.pbssurveys.org

8. Team Checklist Review Review last year’s team checklist results –Areas of strength –Areas of focus for upcoming year Plan to complete four times this year - –When? –Include on Annual Plan

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

10. 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?

11. 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

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

13. Do they have it? Do they need it? Year 2 Self-Assessment Data

14. Self-Assessment Survey www.pbssurveys.org

15. Self-Assessment Survey Reviewing Your Results Begin with System Analysis –Are any areas above 80%? –Do you have a total score above 80%? –What are your strengths? –What do we need to work on?

16. Self-Assessment Survey Reviewing Your Results Look at the Individual Summary Charts –What does it tell us about practice and systems in each area School-Wide Non-Classroom Classroom Individual –What does it tells us about priority for improvement in each area School-Wide Non-Classroom Classroom Individual

17. 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-PBS efforts –For professional accountability

18. ODR Data Systems Information entered is based on clearly defined and mutually exclusive discipline categories Data is consistently gathered Data is easily collected (teacher time) and tabulated (entered into a data system) Data can be represented graphically Data entry responsibility is assigned and done frequently to ensure accurate data within a weeks time. –Minimum of three trained individuals –Work with with SW-PBS trainer, coaches, facilitator on use of data for decision making Data summary occurs at PBS team meetings and shared with school staff regularly

19. ODRs - The Basics where what who How often? What are the problems? Where are the problems? When are the problems? Who is creating the problems? Sort out the data by major and minor (teacher managed and Office managed)

20. Staff ManagedOffice Managed  Tardy  Unprepared - no homework/materials  Violation of classroom expectation  Inappropriate language  Classroom Disruption  Minor Safety Violation  Lying/Cheating Consequences are determined by staff  Repeated minor behaviors  Insubordination  Blatant disrespect  Abusive/Inappropriate language  Harassment/Intimidation  Fighting/Physical aggression  Safety violations that are potentially harmful to self, others and/or property.  Vandalism/Property destruction  Plagiarism  Theft  Skipping  Illegal: Arson Weapons Tobacco Alcohol/Drugs

21. SWIS Annual Summary Review the annual summary –What are the trends through the year? –Differences by grades? –Location? –What does the triangle graph tell you? How do you compare to other Schools? (use ODR worksheet)

22. School-Wide Evaluation Tool (SET) Designed to assess and evaluate the critical features of effective school-wide behavioral support Research Validated Instrument of SW-PBS outcomes tested for both reliability and validity Summary Score and seven core feature scores (Horner, et al, 2004)

23. Review of SET What can you share with your teachers, parents, school board? Use the SET protocol to determine –areas of strength –areas of concern

24. Data Systems and Action Planning 30 Minutes