Did You Know?Did You Know?

Data and PBIS:A Basic Overview

With slides borrowed fromBolger & Miller

Illinois PBIS NetworkPresentation on August 8th, 2013

Rob PurpleMinneapolis Public Schools

robert.purple@mpls.k12.mn.usAugust 11, 2011

GoalsGoals 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)

3 PBIS Areas for 3 PBIS Areas for

Effective Behavior SupportEffective Behavior Support

1. SYSTEMS (Support Staff Behavior)• Data-based decision making• Team based problem solving• Long term sustainability

2. DATA (Support Decision Making) • On-going data use

3. RESEARCH VALIDATED PRACTICES (Support Student Behavior)• E.g., Social skills instruction• Functional behavioral assessment• Direct instruction

SYST

EMS D

ATA

PRACTICES

Why is This Why is This Important?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

Why use data?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!

““All the 5All the 5thth grade boys grade boys do is horse around in do is horse around in

the bathrooms!!!”the bathrooms!!!”

““Everybody is tardy!!!”Everybody is tardy!!!”

Percent of Students in Each Tardy Range

Tri 2 as of 2-22-11

0 Tardies

1 Tardy

2-5 Tardies

6-10 Tardies

>10 Tardies

Developing Data Based Developing Data Based Procedures (p 74)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

Developing Data Developing Data Based Procedures 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

Data and Evaluation Data and Evaluation WorksheetWorksheet

Evaluation Question

Who needs the information

When do they need the information

Data indicators and sources

Data collection methods and schedule(p. 75)

Data systems must be:•Accurate•Timely•Easily available

Selecting Data PracticesSelecting Data Practices

Make choices from evidence based practices

Implementation must fit your building Time Energy Budget Etc.

Continuous monitoring and adjusted if needed

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.

A Non-exampleA Non-example

Classes of DataClasses 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)

Fidelity DataFidelity 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

Outcome DataOutcome Data“Big 5” GraphsTriangle %

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

SWIS Major and Minor SWIS Major and Minor Classroom – Office ManagedClassroom – 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

Average Referrals per Day per Average Referrals per Day per

MonthMonthHow are we doing?Look for trendsPlan time to re-teach

Are there target behaviors?Behavior of the week orStaff training/development

By Problem Behavior

Look for hot spotsReview the rules for the locationsReview the lessons for teaching the rules

By Location

By Time

By Student

Multiple Year GraphsMultiple Year Graphs

(Comparison Graphs)(Comparison Graphs)

How are we doing?Look for trendsPlan time to re-teach

Building TriangleBuilding Triangle

Building TriangleBuilding Triangle

Do we have a solid green zone?

80%?

Effort DataEffort 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

Navigating PBIS Navigating PBIS AssessmentsAssessments

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

What support would staff What support would staff like to receive, where and like to receive, where and

when?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

Self-Assessment Survey Self-Assessment Survey

(SAS)(SAS)

(name clarification)(name clarification)• Title on www.pbssurveys.org: Self-Assessment Survey (SAS)

• Title on www.pbis.org: Effective Behavior Support (EBS)

Self-Assessment Survey (SAS)Self-Assessment Survey (SAS)(Appendix C)(Appendix C)SCHOOL-WIDE

SYSTEMSCurrent Status Feature Priority for Improvement

In Place Partial in Place

Not in Place

School-wide is defined as involving all students, all staff, & all settings.

High Med Low

1 . A small number (e.g. 3-5) of positively & clearly stated student expectations or rules are defined.

2. Expected student behaviors are taught directly.

3. Expected student behaviors are rewarded regularly.

4. Problem behaviors (failure to meet expected student behaviors) are defined clearly.

5. Consequences for problem behaviors are defined dearly.

How is our Universal PBIS team How is our Universal PBIS team

functioning? functioning?

The Team Implementation Checklist guides the development, implementation, monitoring and revision process for building a positive school wide culture.

Team Implementation Checklist (TIC)Team Implementation Checklist (TIC)

((Appendix D)Appendix D)

Checklist #1: Start-Up Activity

Complete & submit Quarterly. Status: Achieved, In Progress, Not Started

Date:(MM/DD/YY)

Oct. Dec. Mar. May

Establish Commitment1. Administrator’s support & active involvement.

Status:

2. Faculty/Staff support (One of top 3 goals, 80% of faculty document support, 3 year timeline).

Status:

Establish & Maintain Team3. Team established (representative).

Status:

4. Team has regular meeting schedule, effective operating procedures.

Status:

5. Audit is completed for efficient integration of team with other teams/initiatives addressing behavior support.

Status:

Self-Assessment6. Team/faculty completes EBS self-assessment survey.

Status:

7. Team summarizes existing school discipline data. Status:

TIC Total Score-TIC Total Score-Are we improving?Are we improving?

From 36% to 72%

TIC 3.1 SubscalesTIC 3.1 Subscales

What is working and where do we focus next?What is working and where do we focus next?Focus on Teaching

Expectations

Item Score Item Score

Build the action plan – look at scores of 0 or 1Build the action plan – look at scores of 0 or 1

Next Steps: Action Items #11, #12 & #13

Tools & RelevanceTools & Relevance

Tool Perspective/source

Method Relevance

TIC 3.1 PBIS Leadership Team

Self-report ProgressAction planFidelity

SAS School Staff Survey Staff Needs AssessmentFidelity

SET Outside evaluator

Observation/interview/ products

Fidelity

Action Planning TimeAction 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!

ResourcesResources National PBIS Site

www.pbis.org

MN PBIS website www.pbismn.org

PBIS Apps www.pbisapps.org

PBIS World www.pbisworld.com

Questions orQuestions or Friendly Comments? Friendly Comments?

Robert PurpleMinneapolis Public Schoolsropur001@mpls.k12.mn.us(612) 668-5486