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Did You Know?

Learn the importance of using data in implementing PBIS, identify classes of data, and develop procedures for data collection and discipline referrals.

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Did You Know?

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  1. Did You Know?

  2. Data and PBIS:A Basic Overview With slides borrowed from Bolger & Miller Illinois PBIS Network Presentation on August 8th, 2013 Rob Purple Minneapolis Public Schools robert.purple@mpls.k12.mn.us August 11, 2011

  3. Goals • Be able to explain where data fits into the basics of PBIS • Be able to identify the 3 classes of data and name examples of each. • Be able to provide rationale for using data to effectively implement PBIS. • As a team, begin to develop procedures for data collection and discipline referrals • Become (somewhat) familiar with using: • Team Implementation Checklist (TIC) • Self Assessment Survey (SAS) • Office discipline referrals (ODR)

  4. SYSTEMS DATA PRACTICES 3 PBIS Areas for Effective Behavior Support • SYSTEMS (Support Staff Behavior) • Data-based decision making • Team based problem solving • Long term sustainability • DATA (Support Decision Making) • On-going data use • RESEARCH VALIDATED PRACTICES (Support Student Behavior) • E.g., Social skills instruction • Functional behavioral assessment • Direct instruction

  5. Why is This Important? Because research tells us that schools that sustain SW-PBIS beyond 3 years and demonstrate improved student outcomes are those whose teams are actively using data. McIntosh et al

  6. Why use data? • It takes the emotion out of our experiences • It lets us know if our systems and practices are effective • It reminds us to celebrate our accomplishments • Graphs help people see the big picture • It’s fun!

  7. “You have to do something about these bathrooms!!!!” “All the 5th grade boys do is horse around in the bathrooms!!!”

  8. “You have to do something about these tardies!!!!” “Everybody is tardy!!!”

  9. Percent of Students in Each Tardy Range Tri 2 as of 2-22-11 >10 Tardies 6-10 Tardies 0 Tardies 2-5 Tardies 1 Tardy

  10. Developing Data Based Procedures (p 74) Ask the right questions • What do you want to know? • Develop evaluation questions • What data can we collect? • Identify measure for each question • How and when do we gather the data? • Develop methods and schedules for data collection • What was the result and what comes next? • Make decisions and develop action plans

  11. Developing Data Based Procedures • In general, a record keeping and decision making system must have: • Structures and routines for data collection • Mechanisms for data entry, storage, and manipulation • Procedures and routines for review and analysis of data

  12. Data and Evaluation Worksheet (p. 75) • Data systems must be: • Accurate • Timely • Easily available

  13. Selecting Data Practices • Make choices from evidence based practices • Implementation must fit your building • Time • Energy • Budget • Etc. • Continuous monitoring and adjusted if needed

  14. Data Guidelines (p. 76) Consider these as you develop data collection systems or as you review and improve existing systems Take 15 minutes and as a team complete this form and start to fill out the action plan on p. 77 as you come across items of need.

  15. A Non-example

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

  17. Fidelity Data • School Evaluation Tool (SET) • Baseline and end of year • Benchmarks of Quality (BoQ) • Used after sustained 80% on SET • Available on PBIS Assessments web site

  18. Outcome Data • “Big 5” Graphs • Triangle %

  19. What are our “major” and “minor” behavior referral forms indicating? What data options are available when a student needs additional social interventions by a teacher in the classroom (minor) or when other school personnel need to be informed (major)? SWIS – Major & Minor Other district based system

  20. SWIS Major and Minor Classroom – Office Managed The bare minimum: • Average Referrals Per Day Per Month • Referrals By Problem Behavior • Referrals By Location • By Student • Referrals By Time The Big 5

  21. Average Referrals per Day per Month How are we doing? Look for trends Plan time to re-teach

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

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

  24. By Time

  25. By Student

  26. Multiple Year Graphs(Comparison Graphs) How are we doing? Look for trends Plan time to re-teach

  27. Building Triangle

  28. Building Triangle Do we have a solid green zone? 80%?

  29. Effort Data • Self-Assessment Survey (SAS) • Baseline and end of year • Talk to your regional coach to open/close the SAS • First one done by November 1st • Team Implementation Checklist (TIC) • Quarterly • Available on PBIS Assessments web site

  30. Navigating PBIS Assessments • Know 3 types of reports – All tools • Total score - Are we improving? (evaluation question) • Subscale score What is working & Where do we focus next? • Item report – Use to Action Plan M-RIP Cohort 8 Coach Mtg Oct 23 2012

  31. What support would staff like to receive, where and when? • The Self-Assessment Survey (SAS) examines the status and need for improvement of four behavior support systems: • School-wide discipline systems • Non-classroom management systems (e.g., cafeteria, hallway, playground), • Classroom management systems • Systems for individual students engaging in chronic problem behaviors

  32. Self-Assessment Survey (SAS)(name clarification) • Title on www.pbssurveys.org: • Self-Assessment Survey (SAS) • Title on www.pbis.org: • Effective Behavior Support (EBS)

  33. Self-Assessment Survey (SAS)(Appendix C) SCHOOL-WIDE SYSTEMS

  34. How is our Universal PBIS team functioning? The Team Implementation Checklist guides the development, implementation, monitoring and revision process for building a positive school wide culture.

  35. Team Implementation Checklist (TIC)(Appendix D)

  36. TIC Total Score-Are we improving? From 36% to 72%

  37. TIC 3.1 SubscalesWhat is working and where do we focus next? Focus on Teaching Expectations

  38. Item Score Build the action plan – look at scores of 0 or 1 Next Steps: Action Items #11, #12 & #13

  39. Tools & Relevance

  40. Action Planning Time • Go to Appendix D and do the TIC on paper • When you’re done go to https://www.pbisapps.org/ • Under the Applications tab select PBIS Assessment • Enter your school ID in the box and log in • On the School Dashboard, find “Team Checklist” and click the arrow in the Actions column to the far right • Team Implementation Checklist 3.1 should come up • Click today’s date on the calendar then click the >> button • Enter the answer to each question, follow until complete and submit!

  41. Resources • National PBIS Site • www.pbis.org • MN PBIS website • www.pbismn.org • PBIS Apps • www.pbisapps.org • PBIS World • www.pbisworld.com

  42. Questions or Friendly Comments? Robert Purple Minneapolis Public Schools ropur001@mpls.k12.mn.us (612) 668-5486

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