Improving PBIS Practices Through Data Analysis

1. Improving PBIS Practices Through Data Analysis Kari Oyen Pat Hubert Becky Cain Penny McCormick-Gilles Crystal MengenhauseN

3. Agenda • Data Analysis • Critical Elements • Source of Data • Action Planning • Bullying Curriculum • Rob Horner’s curriculum for your PBIS • Action Planning • Functional Behavior Analysis (FBA in 1 Hour???) • Fluency practice at behavior planning • Behavior Intervention Strategies • Action Planning

4. Outcomes 1. Understand why/how to use data effectively - Plan to use data 2. Consider Bullying - Plan for Bullying - Universal 3. Learn how to analyze behavior better - Practice analyzing behavior 4. Get some ideas for interventions - Plan for intervention implementations

5. MakeYourselfComfortable TakeCareOfYourNeeds BeResponsible ListenAttentively participant BeSafe Expectations Participate KeepWorkAreasClear BeRespectful ReturnPromptlyFromBreaks TurnOffCellPhone

6. Working the Plan

7. Using the Action Plan • After each section identify: • Step 1: What you think the problem is? OR Which Elements are missing? • Step 2: Why do you think it is occurring? • Step 3: Brainstorm interventions (what needs to be done, by whom, start date/end date) • Step 4: How are you going to know if the intervention worked?

8. Critical Elements of PBIS (Kincaid, Childs & George, 2005)

9. PBIS Team, Administrative Support • Broad representation • Administrator(s) attended training • Active role in the PBS process • Actively communicate commitment • Support PBS Team decisions • Attend all team meetings • Clear Mission

10. Rationale for a Team Process • Higher functioning teams = higher PBIS implementation scores (Cohen, 2005) • Sustain long-term change • Avoid 1person effort • Checks and balances • Informed decisions

11. Common Team Member Roles

12. When roles & responsibilities are not well defined…

13. Sources of data for team process: School-wide evaluation tool (SET) Team Implementation Checklist (TIC) Self Assessment Survey (SAS) Meeting notes/agenda

15. Action Planning • Do you have a PBIS mission statement? • Couldyou increase administrator support • Could team support administrator better? • Is your team representative of your school? • How might it be better? • Are roles defined & working for your team?

16. Faculty Commitment & Participation Faculty feedback obtained throughout the year • Faculty aware of behavior problems across the school • Regular data sharing • Faculty involved in establishing and reviewing goal

17. Sources of data for PBIS commitment: • School-wide evaluation tool (SET) • Team Implementation Checklist (TIC) • Self Assessment Survey (SAS) • This is likely the best source of faculty commitment data • Meeting notes/agenda • Staff survey • Data sharing • Emails from PBIS team to staff

18. Action planning • Have you shared your behavior data with staff? • Have you surveyed staff? • If so, what do you do with the data you gather? • If not, what might you ask? • How can you make PBIS more visible to your staff in your school? • For ALL staff: Food service, Bus Drivers, Paraprofessionals, etc.

20. Effective Discipline Process… • Described in narrative/graphic format • Includes documentation procedures • Referral form includes useful information for decision making • Behaviors DEFINED • - Major/minor behaviors are clearly identified and understood

22. Effective Discipline Process… • Suggested array of appropriate responses to minor (non office-managed) problem behaviors • Suggested array of appropriate responses to major (office-managed) problem behaviors majors minors

23. Good Referral Forms… • Student’s Name • Date • Time of Incident • Student’s Teacher (opt) • Student’s Grade Level • Referring Staff • Location of Incident • Problem Behavior • Possible Motivation • Others Involved • Administrative Decision • Other Comments (brief)

24. DISCIPLINE FLOW CHART Is the Incident Office-Managed? Write Referral (Attach teacher tracking forms if applicable.) Send the student with the referral to Room 1. 1st Step Verbal Warning. Restate Expectation/rule Behavior ceases.  No further action 2nd Step (Same behavior) Complete Tracking formIntervention Behavior ceases. No further action Administration determines course of action or consequences • 3rd Step (Same behavior) • Complete tracking form • Intervention • Contact Parent Behavior ceases. No further action a) Copy of referral and/or letter sent to the parent b) School retains copies c) Copy of referral to (how given to teacher?) teacher for files (when?…time frame?) • 4th Step (Same behavior) • Seek Assistance from PBS Team

25. Sources of data for discipline: • School-wide evaluation tool (SET) • Team Implementation Checklist (TIC) • ODRs (Office Discipline Referrals) • Classroom Infraction Forms • Office Discipline Flow Chart • Behavior Matrix/Behavior Definitions • Behavior interventions chart for major & minor behaviors

26. Action PlanningYour ODR Form… • Does it have the critical elements? • Who is entering the data? • How is it shared with staff? • Do you have a Office Discipline Flow Chart? • Does it need to be modified? • Are there interventions for major and minor behaviors? • Do they need modification/re-shared with staff? • Does all staff know the discipline referral process? • Food service, Bus drivers, paraprofessionals, etc.?

27. Data Entry and Analysis Data system to collect and analyze office discipline referral data Additional data collected (attendance, grades, faculty attendance, surveys) Data entered weekly (minimum) Data analyzed monthly (minimum) Data shared with team and faculty monthly (minimum)

28. Sources of Data: • Office Discipline Referrals • Classroom Infraction Forms • Data entry system • Infinite Campus/SWIS/Excel/Google Docs

29. Action planningData systems…. • What is your system for collecting data? • Does it have critical elements of the referral form entered? • What kind of reports can you generate? • Who is generating the reports? • Does this need to be streamlined? • Who is entering the data? Is it entered on a regular basis? • Talk about how this can be more effective and efficient. • How do we systematically share data with staff? • If not systematic, how can we improve our practice?

31. Expectations & Rules • 3-5 positively stated school-wide expectations posted around school • Expectations apply to both students and staff • Rules developed and posted for specific settings (where problems are prevalent) • Rules are linked to expectations • Staff feedback/involvement in expectations/rule development

32. Sources of Data for expectations • Expectation Matrix • Posters in specific locations identifying rules • PowerPoints • Videos

33. Action Planning • Do you have expectations developed and rules for specific locations in your school? • If so, review. If needed add locations and/or review if rules still make sense for you • Are your rules positively stated? • If not, revise as needed

34. Expanding PBIS in the classrooms • Provides tools that: • Support teachers in embedding PBS into their classroom practices • Support groups of students in need of behavioral support in addition toexisting school-wide supports

35. Classroom Rules • DEVELOPED BY THE CLASSROOM TEACHER • Aligned to the school-wide expectations • Positively stated…state what to do…avoid dead man’s rule • Limited in number (maximum 5) • Example: • BE RESPONSIBLE: Complete all assignments

36. Sources of Data Classroom Rules Matrix Classroom Rules Posters

37. Expectation/RulesAction Planning • How can we expand our school-wide practices into the classroom? • How do we teach teachers how to develop rules and expectations for their classrooms? • Are the rules positively stated? • Do we have a system to teach teachers how to develop rules for their classrooms? • Do teacher know how to access support from the PBIS team if they need help?

38. Reward/Recognition Program • A system of rewards has elements that are implemented consistently across campus • A variety of methods are used to reward students • Rewards are linked to expectations • Rewards are varied to maintain student interest • System includes opportunities for • naturally occurring reinforcement

39. Reward/Recognition Program Ratios of reinforcement to corrections are high Students are involved in identifying and developing incentives The system includes incentives for staff/faculty

40. Sources of data for reward system • Reward schedule • Reward flow chart • Nested reward system plan • Systematic plan of how to reward students • Agendas from PBIS meetings

41. Rewards System Action Planning • Do you have a systematic reward system? • If not, what might work for you? • If so, talk about the automaticity of the system and if all staff are using the system. How can we increase fidelity? • What are some ideas to add to the reward system? • What are your top 3 problem behaviors? • What are the top 3 locations? • Can you revamp your reward system to target these problems and locations? • Do all staff know how to reward appropriately? • How do we ensure that the expectations for giving rewards is known?

42. Lesson Plans for Teaching Behavior A behavioral curriculum includes concept and skill level instruction Lessons include examples and non-examples Lessons use a variety of teaching strategies Lessons are embedded into subject area curriculum Faculty/staff and students are involved in development and delivery of lesson plans Strategies for reinforcing to community are developed and implemented

43. Sources of data for teaching behavior • Rotation stations schedule • Lesson plans • Lesson plans teaching schedule • Behavior curriculum • VIDEOS!!!!! • PowerPoints

44. Behavior Curriculum Action Planning What do you use for teaching behavior? Is it systematic? Do all staff know the expectations for how to teach behavior? Do we have a plan on how to show new students our expectations? Do we have booster trainings scheduled throughout the year?

45. Implementation Planning • Develop, schedule, and deliver plans to teach: • Discipline and data system • Lesson plans for teaching students • Teaching students expectations, rules, and rewards • Booster sessions • Rewards/incentives planned • Plans for new staff/students • Incorporating community

46. Sources of Data for Implementation • Implementation schedule • Newspaper articles • Product book

47. Implementation Action planning • Do you have a schedule for teaching behavior? • If not, develop. If so, is it systematic and clear? • How do/will you teach staff, students, & PARENTS the referral system, rules, and rewards? • Can you involve the community in PBIS efforts? Visibility? • What about new staff? • New students? • New parents?

48. Crisis Planning • Faculty taught how to respond to crisis situations • Responding to crisis situations is rehearsed • Procedures for crisis situations are accessible

49. Sources of Data • Crisis manual • PRACTICE for crisis related to your area

50. Crisis PlanAction Planning Do you have a developed crisis plan that is current? Do you practice the crisis plan regularly? Does it include most common crisis that would occur in your school?