1. Data Day: 1.0 Introduction DECEMBER 2013

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3. Opening Activity:  Talk to your neighbor about successes and challenges you experienced when using PBIS evaluation tools or analyzing student behavior data.  Take a moment to share your thoughts with your leadership team  Write Successes and Challenges on post-it notes and place on chart paper on the wall  Share “ah ha’s” with larger group and introduce your team 3

4. Agenda  1.0 Introduction  2.0 Leadership Team  3.0 Systems Review  4.0 Student Outcome Data  5.0 Building Internal Capacity 4

5. Purpose  School leadership teams use this time to plan PBIS improvements and student outcomes based on a review of data.  Leadership teams will develop internal capacity for continuous problem-solving and planning. 5

6. Objectives By the end of the training, leadership teams will have: Assessed their Leadership Team strengths and challenges Used the Team Initiated Problem Solving (TIPS) model Used SET, BoQ, BAT and “Big 7” behavior data to identify areas of need and develop action steps for universal and targeted supports Developed a plan for continuous data review and problem solving. 6

7. PBIS SYSTEMS PRACTICES DATA 5 Components of vtMTSS Component III: High-Quality Instruction & Intervention Supporting Staff Behavior Component I: Systemic & Comprehensive Approach Supporting Decision Making Component II: Effective Collaboration Supporting Student Behavior Component IV: Balanced & Comprehensive Assessment System Component V: Expertise – Well-designed Professional Learning Smallest effort Evidence-based Biggest, durable effect

8. Our Goal: Data Team Meeting Example 8

9. Differentiate based on your experience Foundations Think about how you plan to accomplish the work. Full Implementation: Think about how to make it easy, better, more effective. Sustainability: Think about how to continue the practice and ensure sustainability.

10. 2.0 Leadership Team DECEMBER 2013

12. Leadership Team  Share with your neighbor a team experience that you enjoyed. What were some of the team’s characteristics?  As a team, summarize these attributes and record. 12

13. Effective meetings extend before and after the actual meeting time. 13 BEFORE: Set agenda and send to team Collect data, review, and prepare summary statements DURING: Follow agenda & time frames Review data Make precision problem statements Develop solutions Take notes and set action items AFTER: Complete action items Follow-up on action item status

14. 14 “Critical to success is the administrator’s active role in supporting the school-based team process.” –Tim Lewis THANK YOU Administrators! Complete Administrator Self-Assessment for continuous improvement!

15. As a leadership team: 1. Complete the Leadership Team Meeting Self-Assessment tool 2. Review and update the Team Profile and Meeting Schedule, if needed. 1. You’ll be invited to share with the large group the following:  One strength of your leadership team based on your self-assessment.  One action step that your team identified after reviewing your system supports. 15 Team Time

16. 3.0 Systems Review DECEMBER 2013

17. 17 “However beautiful your strategy you should occasionally look at the results.” -Winton Churchill

18. 18 Highlights: 1.High Fidelity of Implementation 2.Increase in number of exemplar schools 3.Minimal change in ODRs

19. The Importance of Systems Review 19 What is the role/function of your Leadership Team to promote and ensure the implementation of PBIS? How does data help you in these efforts?

20. Organizing SWIS Data for Decision- making  Universal Screening Tool  Proportion of students with  0-1 Office Discipline Referrals (ODRs)  2-5 ODRs  6+ ODRs  Progress Monitoring Tool  Compare data across time  Prevent previous problem patterns  Define Problems with precision that lead to solvable problems 20

21. SWIS Big 7: Core Reports 21 Avg. Referrals Per Day Per Month Grade Student Problem Behavior Day of Week Location Time

22. CICO- Reports:  School-wide Report  Average Daily Points  Student Count  Student Period  Student Single Period 22

23. Using the Referrals by Student report as a Universal Screening Tool 23

24. Using data to determine what system to focus on… 24

25. 25 Where to find this information? SWIS: *School Summary *Drill Down *”Big 7” Graph

26. As a leadership team: 1. Complete the ODR Data Focus Worksheet to determine area in need of improvement. 26 Team Time

27. Using the SET, BoQ and/or BAT  SET and/or BoQ-Universal Systems  BAT – Targeted/Intensive Systems 27

28. School-wide Evaluation Tool (SET) 28 Purpose:Evaluate critical features of school-wide PBIS Format:Interview, Observation and Documents ( Completed by:External Evaluator (SU/SD Coordinator or Coach) When?Pre and post implementation or as requested

29. Benchmarks of Quality (BoQ): 29 Purpose:Assess leadership teams perceptions of PBIS implementation at the Universal Level Format:Survey (Electronic Scoring Form) Completed by:Leadership Team, School Coordinator and SU/District Coordinator When?Annually, in the Spring and Fall (optional)

30. Benchmarks for Advanced Tiers (BAT) 30 Purpose:Assess leadership teams perceptions of PBIS implementation at the Targeted and Intensive Level Format:Survey (Electronic Scoring Form) Completed by:Leadership Team, School Coordinator and SU/District Coordinator When?Annually, in the Spring (optional)

31. As a leadership team: 1. Review or complete the SET, BoQ and/or BAT to prioritize and develop action steps. 31 Team Time

32. 4.0 Student Outcome Data DECEMBER 2013

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34. TIPS Problem-Solving “Mantra” 1. Do we have a problem? (identify) 2. What is the precise nature of our problem? (define, clarify, confirm/disconfirm inferences) 3. Why does the problem exist, & what can we do about it? (hypothesis & solution) 4. What are the actual elements of our plan? (Action Plan) 5. Is our plan being implemented, & is it working? (evaluate & revise plan) Innovation neutral: Use for Reading, Behavior, Math, School Improvement REMEMBER to use…..

35. 1. Do we have a problem (identify)? Look for gaps and trends in your data 35

36. Identifying Problems/Issues 36

37. What trend do you notice?

39. 39 Which location might need attention?

40. 2. What is the precise nature of our problem (define, clarify, confirm/disconfirm inferences)? 40 QuestionSWIS Table/Graph What problem behaviors are occurring? Referrals by problem behavior When are problem behaviors occurring? Referrals by time Where are problem behaviors occurring? Referrals by location Who is engaging in problem behaviors? Referrals by student Why do problem behaviors keep happening? Referrals by motivation What is the data we need for a decision?

41. Examples: Primary to Precise  inappropriate behavior is increasing  Inappropriate language and disruptive behavior is increasing in the cafeteria during “first lunch period,” is being done mostly by four 6th grade boys, and seems to be maintained by social praise from the bystander peer group. 41 Precise Problem Statements include information about the what, when, where, who, when and why

42. 3. Why does the problem exist, & what can we do about it? (hypothesis & solution) Problem Statement: The sixth graders are disruptive & use inappropriate language in the cafeteria between 11:30 AM and 12:00 PM Hypothesis: We believe they are trying to get attention from their peers. 42

43. 4. What are the actual elements of our plan……? Prevention *Teach behavioral expectations in cafeteria *Maintain current lunch schedule, but shift classes to balance numbers. Teaching Reward Establish “Friday Five”: Extra 5 min of lunch on Friday for five good days. Extinction Encourage all students to work for “Friday Five”… make reward for problem behavior less likely Corrective Consequence Active supervision, and continued early consequence (ODR) Data Collection Maintain ODR record and supervisor weekly report

44. ….including logistics: 44

45. 5. Is our plan being implemented & is it working? (evaluate & revise plan) 45

46. Team Time Using your Data: 1.Based on area in need of improvement answer the following questions: 1. Do we have a problem? 2. What is the precise nature of our problem? 3. Why does the problem exist & what can we do about it? 4.What are the actual elements of our plan? 5. Is our plan being implemented & is it working? 2.Complete Action Plan and Evaluation section of the TIPS Meeting Minute Form 46

47. 5.0 Building Internal Capacity for Data-based Decision-Making DECEMBER 2013

48. Why? 48 Building Staff, Building Staff,Students and Families School Leadership Team Supervisory Union /District Leadership Team and Coordinator(s) State Level Trainers, Implementation Coaches and Technical Assistance Providers

49. So That... 49

50. When? Who? 50

51. How? 51

52. Learn More: Facilitating VTPBiS Data Days Webinar for School and SU/District Coordinators  Fall: December 11, 2013, 9:00 – 11:00, Webinar: https://uvmcdci.adobeconnect.com/data1_registration/ event/event_info.html https://uvmcdci.adobeconnect.com/data1_registration/ event/event_info.html  Winter: March 26, 2014, 9:00 – 11:00, Webinar: https://uvmcdci.adobeconnect.com/data2_registration/ event/event_info.html https://uvmcdci.adobeconnect.com/data2_registration/ event/event_info.html  Spring: May 28, 2014, 9:00 – 11:00, Webinar: https://uvmcdci.adobeconnect.com/data3_registration/ event/event_info.html https://uvmcdci.adobeconnect.com/data3_registration/ event/event_info.html 52

53. Team Time As a leadership team,  Identify 1-2 people to participate in the March and/or May Data Day Webinar  Schedule a date and time for your Spring Data Day 53

54. Large Group Discussion  Review the successes and challenges on the chart paper on the wall  What were common themes among responses?  How has this Data Day helped to address the challenges?  Please share one “ah-ha” that your team had, as a result of looking at data. 54

55. Thank you!