-
Andy Friedman, District 65 PBIS External Coach
Positive Behavioral Interventions and Supports (PBIS):District 65 Internal Coaches Meeting
-
ObjectivesDefine the role of coaches in implementation of school-wide PBSDefine the activities of effective coachesProvide examples of the role coaches play in helping teams use data.
-
The Main IdeasWhole schools as the unit of behavior support.All children need behavior supportPrevention as the most effective way to improve behavior in schoolsTeaching and supporting appropriate behaviorSystems are as or more important as effective practices.
-
What the Worlds Greatest Managers Do Differently-- Buckingham & Coffman 2002, GallupInterviews with 1 million workers, 80,000 managers, in 400 companies. Create working environments where employees:1. Know what is expected2. Have the materials and equipment to do the job correctly3. Receive recognition each week for good work.4. Have a supervisor who cares, and pays attention5. Receive encouragement to contribute and improve6. Can identify a person at work who is a best friend.7. Feel the mission of the organization makes them feel like their jobs are important8. See the people around them committed to doing a good job9. Feel like they are learning new things (getting better)10. Have the opportunity to do their job well.
-
Why Have a PBIS Coach?Fluency with PBIS systems & practices
Capacity to delivery high level PBIS technical assistanceData ManagementCoordination with district-wide initiative (D65 Data Collection Matrix)Capacity to sustain teams in efforts to implement PBIS systems & practices (Phases of Implementation)
You Are The Positive Nag
-
Guiding PrinciplesMaximize use of current resources, personnel, networks, etc.Emphasize capacity building, sustainability, & accountability Build continuum of behavior support
-
Internal vs. External InternalLives in the building
Shares information with Team and staffCoordinates building efforts and data collection ExternalDistrict-wide or multiple building responsibilitiesShares information district-wideCoordinates district efforts and data collection
-
External Coach Competency Areas:
What is PBIS?Systems, Data, PracticesData CompetenciesComponent 1: On-Going Assessment & PlanningComponent 2: Intervention Planning at all three tiers Systems CompetenciesComponent 1: Triangle Three tiers of supportComponent 2: District support & visibilityPractices CompetenciesSchool-Wide SystemTargeted SystemIntensive System
-
SYSTEMSPRACTICESDATASupportingStaff BehaviorSupportingDecisionMakingSupportingStudent BehaviorOUTCOMESSocial Competence &Academic Achievement
-
Designing School-Wide Systems for Student Success
1-5%
1-5%
5-10%
5-10%
80-90%
80-90%
-
TEAMS SUPPORTING KIDSSome kidsAll kidsFew kids
-
Universal/School-Wide TeamRepresents school and familiesGrade levelDepartmentsSpecial areasBehavioral connectionAdministratorParents
-
PBIS School-Wide PracticesDTRRR Define expected behaviorsTeach expected behaviorsRemind students of expected behaviorsReinforce displays of expected behaviorsReteach behaviors not meeting expectations
-
Universal Team ResponsibilitiesConduct Current Data-Driven BusinessReview school-wide data Academic & BehavioralIdentify & plan needed interventions based on dataIdentify groups & individual students to be referred to the Targeted/Intensive team(s)Conduct Calendar-Driven Business (See School Data Grid)Fall kick-offPBIS Staff Self-Assessment Survey, School Safety SurveyQuarterly Team Implementation Checklists/Action Plan UpdatesImplementation of the reinforcement planReteaching/Reinforcement boostersPBIS School Profile FormPlan communication with staff, families and Intervention Team
-
Generic Meeting ElementsPreparing for meeting (See Effective Green Team Meetings and Meeting Notes forms)NoticeAgendaDataConducting meetingFollowing up after meetingMinutes (School Profile)
-
Meeting AgendaCelebrations/Successes (5 minutes)Review data (10 minutes)Identify targeted students (5 minutes)Review reinforcement plan/reinforcers (15 minutes)Discuss strategies for teaching behaviors (15 minutes)Other business-submit items for next meeting (10 minutes)
-
School Buy-inMeetings on CalendarAdministrator participation (is he/she at meetings?)80% staff buy-inSIP goalFunds
-
Helping Buy-In andMaintaining CommitmentAsk the question, Is what we are doing now working?Use data to show need for positive supports.Have a representative team to facilitate communication with all staff.Develop drafts of action plans along the process to share with staff.
-
Buy-In/CommitmentAcknowledge staff for supporting the action plan.Recruit a non-believer to join the team.Use the coach and/or team members to provide professional development to staff on identified best practices.SHARE SUCCESSES WITH STAFF!
-
Sample Team Matrix
-
Targeted Intervention Team (5-15%)Staff w/ Behavioral expertise; General education Social worker Special education PsychologistFamily
-
Targeted Team ResponsibilitiesReview Current Targeted interventions (Group and Individual) Revise as neededReview new data from School-wide team or Teacher/Family/Other referral sourcesMake decision about group or individual behavior support planningUse behavior support planning process to design individualized interventions (SSPs)Monitor ongoing group and individual support plans
-
PBIS Targeted Practices Two kinds of interventions ensure Targeted practices are applied systematically:
Large group interventions by grade level, or a specific issue that impacts a cluster of students with similar needs (HUG/Check & Connect, skill building group, targeted recess group, etc.)).
2. Individualized student support planning (SSPs).
-
PBIS Targeted Practices Targeted Practices are needed for SOME students. Targeted practices involve:
Daily adult-student connection and interaction regarding the school-wide expectations using the 5 school-wide practices.
Additional organizational, behavioral, and academic support for sub-populations/grade levels/classrooms within the building.
Descriptive functional assessment to identify specific, individualized interventions for some.
-
PBIS Targeted PracticesContinue to use data to monitor effectiveness of the intervention.The plan fits the child, rather than the child fitting into the plan.
-
Intensive/Wrap-around/RED Team1-5% or a Few KidsTeams individually designed around the student and family:Meets as neededFacilitators from within the schoolMembers identified by familyInterventions based on strengths of student/familyEBD Network supports
-
PBIS Intensive PracticesIntensive practices are for a FEW students. Intensive practices involve:
Facilitating planning/implementation of intensive supports AND more effective partnering with families by using the wraparound process
Developing and implementing highly individualized ACADEMIC and social-emotional-behavioral support plans
Accessing a full range of school and community supports both formal & informalAdapted from T. Scott, 1988
-
Intensive Interventions Must Improve family-school partnership Focus less on control and containment Use of Functional Assessment based plans Community networking for supports Focus more on academic achievement and strengths
-
Areas of Coaching ImpactTeam Start UpTeam SustainabilityTechnical AssistancePublic RelationsLocal Leadership
-
Effective CoachesAre knowledgeable about School-wide PBS systemsShare information w/ Team and staffEnsure that PBIS implementation data (Staff Self-Assessment, TIC/Action Plan and School Profile Form) is collected and shared w/ Team/StaffCommunicates w/ External Coach as to school/Team needs, successes, challenges, etc.Ensures that Green Team meets regularly (at least monthly)Positive nagSelf-assessment (EBS Survey, Team Checklist)Action planningActivity implementationOn-going evaluation
-
The Impact of CoachesInitial ImplementationHelp maintain momentumHelp with team processCoordinate informationProvide access to praise, celebrationProvide or obtain critical information/technical support. Active problem solvingAll staff trainings/orientationDevelopment and use of data for decision-makingActive Capacity BuildingSystems developmentSustainabilityTransition promptsNew training
-
Guiding Principles for Effective Coaching
Build local capacity Become irrelevantbut remain availableMaximize current competenceNever change things that are workingAlways make the smallest change that will have the biggest impactFocus on valued outcomesTie all efforts to the benefits for childrenEmphasize Accountability Measure and report; measure and report; measure and report.Build credibility through: (a) consistency, (b) competence with behavioral principles/practices, (c) relationships, (d) time investment.Precorrect for success
-
Using Data For Decision-Making
-
Goals of Decision-MakingDefine use of data for decision-making in the on-going implementation of School-wide PBIS
SYSTEM PROGRESS
Yearly PBIS Staff Self-Assessment Survey (pbssurveys.org)Quarterly Team Checklists and Action Plan updatesSETs
STUDENT PROGRESS
Office Referrals (ODRs)Academic Data
Focus on self-assessment Systems/Progress
-
Chart1
194437
404120
196219
54388
75043
473914
103753
353531
%IP
%PIP
%NIP
Acme Elementary EBS--Current Status
DATA
North Elementary
Current Status
SchoolwideClassroomNon-classroomIndividual Student
03-0404-0503-0404-0503-0404-0503-0404-05
%IP194019547471035
%PIP4441623850393735
%NIP372019843145331
Priority for Improvement
SchoolwideClassroomNon-classroomIndividual Student
03-0404-0503-0404-0503-0404-0503-0404-05
High5541563855295941
Med3532352740423441
Low1027934528718
McCracken MS
Current Status
SchoolwideNon-ClassroomClassroomIndividual Student
04-0505-0604-0505-0604-0505-0604-0505-06
IP38163832
PIP48545147
NIP14301022
Priority for Improvement
SchoolwideNon-classroomClassroomIndividual Student
04-0505-0604-0505-0604-0505-0604-0505-06
High49555864
Med40373529
Low11888
Prairie Children Preschool
Current Status
SchoolwideNon-ClassroomClassroomIndividual Student
04-0505-0604-0505-0604-0505-0604-0505-06
IP31274939
PIP43464343
NIP2727919
Priority for Improvement
SchoolwideNon-classroomClassroomIndividual Student
04-0505-0604-0505-0604-0505-0604-0505-06
High35273651
Med42503428
Low24233122
Willard
Current Status
SchoolwideNon-ClassroomClassroomIndividual Student
04-0505-0604-0505-0604-0505-0604-0505-06
IP81797779
PIP16182115
NIP4326
Priority for Improvement
SchoolwideNon-classroomClassroomIndividual Student
04-0505-0604-0505-0604-0505-0604-0505-06
High1081215
Med15212212
Low75716673
Fry
Current Status
SchoolwideNon-ClassroomClassroomIndividual Student
04-0505-0604-0505-0604-0505-0604-0505-06
IP81788769
PIP14181326
NIP5506
Priority for Improvement
SchoolwideNon-classroomClassroomIndividual Student
04-0505-0604-0505-0604-0505-0604-0505-06
High5559
Med19241130
Low77718461
Briar Glen
Current Status572914
SchoolwideNon-ClassroomClassroomIndividual Student67258
04-0505-0604-0505-0604-0505-0604-0505-0660319
IP57676031314128
PIP29253141
NIP148928
Priority for Improvement264826
SchoolwideNon-classroomClassroomIndividual Student234532
04-0505-0604-0505-0604-0505-0604-0505-06294329
High26232939393922
Med48454339
Low26322922
Current Status
SchoolwideNon-ClassroomClassroomIndividual Student
04-0505-0604-0505-0604-0505-0604-0505-06
IP
PIP
NIP
Priority for Improvement
SchoolwideNon-classroomClassroomIndividual Student
04-0505-0604-0505-0604-0505-0604-0505-06
High
Med
Low
Current Status
SchoolwideNon-ClassroomClassroomIndividual Student
04-0505-0604-0505-0604-0505-0604-0505-06
IP
PIP
NIP
Priority for Improvement
SchoolwideNon-classroomClassroomIndividual Student
04-0505-0604-0505-0604-0505-0604-0505-06
High
Med
Low
Current Status
SchoolwideNon-ClassroomClassroomIndividual Student
04-0505-0604-0505-0604-0505-0604-0505-06
IP
PIP
NIP
Priority for Improvement
SchoolwideNon-classroomClassroomIndividual Student
04-0505-0604-0505-0604-0505-0604-0505-06
High
Med
Low
Current Status
SchoolwideNon-ClassroomClassroomIndividual Student
04-0505-0604-0505-0604-0505-0604-0505-06
IP
PIP
NIP
Priority for Improvement
SchoolwideNon-classroomClassroomIndividual Student
04-0505-0604-0505-0604-0505-0604-0505-06
High
Med
Low
Current Status
SchoolwideNon-ClassroomClassroomIndividual Student
04-0505-0604-0505-0604-0505-0604-0505-06
IP
PIP
NIP
Priority for Improvement
SchoolwideNon-classroomClassroomIndividual Student
04-0505-0604-0505-0604-0505-0604-0505-06
High
Med
Low
Current Status
SchoolwideNon-ClassroomClassroomIndividual Student
04-0505-0604-0505-0604-0505-0604-0505-06
IP
PIP
NIP
Priority for Improvement
SchoolwideNon-classroomClassroomIndividual Student
04-0505-0604-0505-0604-0505-0604-0505-06
High
Med
Low
GRAPHS
GRAPHS
194437
404120
196219
54388
75043
473914
103753
353531
%IP
%PIP
%NIP
North EBS--Current Status
Sheet3
553510
413227
56359
382734
55405
294228
59347
414118
High
Med
Low
North EBS--Priority for Improvement
384814
05-0605-060
165430
05-0605-0605-06
385110
05-0605-0605-06
324722
05-0605-0605-06
IP
PIP
NIP
McCracken MS EBS--Current Status
494011
05-0605-0605-06
55378
05-0605-0605-06
58358
05-0605-0605-06
64298
05-0605-0605-06
High
Med
Low
McCracken MS EBS--Priority for Improvement
314327
05-0605-0605-06
274627
05-0605-0605-06
49439
05-0605-0605-06
394319
05-0605-0605-06
IP
PIP
NIP
Prairie Children EBS--Current Status
354224
05-0605-0605-06
275023
05-0605-0605-06
363431
05-0605-0605-06
512822
05-0605-0605-06
High
Med
Low
Prairie Children EBS--Need For Improvement
81164
05-0605-0605-06
79183
05-0605-0605-06
77212
05-0605-0605-06
79156
05-0605-0605-06
IP
PIP
NIP
Willard EBS--Current Status
101575
05-0605-0605-06
82171
05-0605-0605-06
122266
05-0605-0605-06
151273
05-0605-0605-06
High
Med
Low
Willard EBS--Need For Improvement
81145
05-0605-0605-06
78185
05-0605-0605-06
87130
05-0605-0605-06
69266
05-0605-0605-06
IP
PIP
NIP
Fry EBS Current Status--Oct. 2004
51977
05-0605-0605-06
52471
05-0605-0605-06
51184
05-0605-0605-06
93061
05-0605-0605-06
High
Med
Low
Fry EBS Need for Improvement--Oct. 2004
572914
05-0605-0605-06
67258
05-0605-0605-06
60319
05-0605-0605-06
314128
05-0605-0605-06
IP
PIP
NIP
Briar Glen EBS 2004--Current Status
264826
05-0605-0605-06
234532
05-0605-0605-06
294329
05-0605-0605-06
393922
05-0605-0605-06
High
Med
Low
Briar Glen EBS 2004--Priority for Improvement
-
Chart2
553510
413227
56359
382734
55405
294228
59347
414118
High
Med
Low
Acme Elementary EBS--Priority for Improvement
DATA
North Elementary
Current Status
SchoolwideClassroomNon-classroomIndividual Student
03-0404-0503-0404-0503-0404-0503-0404-05
%IP194019547471035
%PIP4441623850393735
%NIP372019843145331
Priority for Improvement
SchoolwideClassroomNon-classroomIndividual Student
03-0404-0503-0404-0503-0404-0503-0404-05
High5541563855295941
Med3532352740423441
Low1027934528718
McCracken MS
Current Status
SchoolwideNon-ClassroomClassroomIndividual Student
04-0505-0604-0505-0604-0505-0604-0505-06
IP38163832
PIP48545147
NIP14301022
Priority for Improvement
SchoolwideNon-classroomClassroomIndividual Student
04-0505-0604-0505-0604-0505-0604-0505-06
High49555864
Med40373529
Low11888
Prairie Children Preschool
Current Status
SchoolwideNon-ClassroomClassroomIndividual Student
04-0505-0604-0505-0604-0505-0604-0505-06
IP31274939
PIP43464343
NIP2727919
Priority for Improvement
SchoolwideNon-classroomClassroomIndividual Student
04-0505-0604-0505-0604-0505-0604-0505-06
High35273651
Med42503428
Low24233122
Willard
Current Status
SchoolwideNon-ClassroomClassroomIndividual Student
04-0505-0604-0505-0604-0505-0604-0505-06
IP81797779
PIP16182115
NIP4326
Priority for Improvement
SchoolwideNon-classroomClassroomIndividual Student
04-0505-0604-0505-0604-0505-0604-0505-06
High1081215
Med15212212
Low75716673
Fry
Current Status
SchoolwideNon-ClassroomClassroomIndividual Student
04-0505-0604-0505-0604-0505-0604-0505-06
IP81788769
PIP14181326
NIP5506
Priority for Improvement
SchoolwideNon-classroomClassroomIndividual Student
04-0505-0604-0505-0604-0505-0604-0505-06
High5559
Med19241130
Low77718461
Briar Glen
Current Status572914
SchoolwideNon-ClassroomClassroomIndividual Student67258
04-0505-0604-0505-0604-0505-0604-0505-0660319
IP57676031314128
PIP29253141
NIP148928
Priority for Improvement264826
SchoolwideNon-classroomClassroomIndividual Student234532
04-0505-0604-0505-0604-0505-0604-0505-06294329
High26232939393922
Med48454339
Low26322922
Current Status
SchoolwideNon-ClassroomClassroomIndividual Student
04-0505-0604-0505-0604-0505-0604-0505-06
IP
PIP
NIP
Priority for Improvement
SchoolwideNon-classroomClassroomIndividual Student
04-0505-0604-0505-0604-0505-0604-0505-06
High
Med
Low
Current Status
SchoolwideNon-ClassroomClassroomIndividual Student
04-0505-0604-0505-0604-0505-0604-0505-06
IP
PIP
NIP
Priority for Improvement
SchoolwideNon-classroomClassroomIndividual Student
04-0505-0604-0505-0604-0505-0604-0505-06
High
Med
Low
Current Status
SchoolwideNon-ClassroomClassroomIndividual Student
04-0505-0604-0505-0604-0505-0604-0505-06
IP
PIP
NIP
Priority for Improvement
SchoolwideNon-classroomClassroomIndividual Student
04-0505-0604-0505-0604-0505-0604-0505-06
High
Med
Low
Current Status
SchoolwideNon-ClassroomClassroomIndividual Student
04-0505-0604-0505-0604-0505-0604-0505-06
IP
PIP
NIP
Priority for Improvement
SchoolwideNon-classroomClassroomIndividual Student
04-0505-0604-0505-0604-0505-0604-0505-06
High
Med
Low
Current Status
SchoolwideNon-ClassroomClassroomIndividual Student
04-0505-0604-0505-0604-0505-0604-0505-06
IP
PIP
NIP
Priority for Improvement
SchoolwideNon-classroomClassroomIndividual Student
04-0505-0604-0505-0604-0505-0604-0505-06
High
Med
Low
Current Status
SchoolwideNon-ClassroomClassroomIndividual Student
04-0505-0604-0505-0604-0505-0604-0505-06
IP
PIP
NIP
Priority for Improvement
SchoolwideNon-classroomClassroomIndividual Student
04-0505-0604-0505-0604-0505-0604-0505-06
High
Med
Low
GRAPHS
GRAPHS
194437
404120
196219
54388
75043
473914
103753
353531
%IP
%PIP
%NIP
North EBS--Current Status
Sheet3
553510
413227
56359
382734
55405
294228
59347
414118
High
Med
Low
North EBS--Priority for Improvement
384814
05-0605-060
165430
05-0605-0605-06
385110
05-0605-0605-06
324722
05-0605-0605-06
IP
PIP
NIP
McCracken MS EBS--Current Status
494011
05-0605-0605-06
55378
05-0605-0605-06
58358
05-0605-0605-06
64298
05-0605-0605-06
High
Med
Low
McCracken MS EBS--Priority for Improvement
314327
05-0605-0605-06
274627
05-0605-0605-06
49439
05-0605-0605-06
394319
05-0605-0605-06
IP
PIP
NIP
Prairie Children EBS--Current Status
354224
05-0605-0605-06
275023
05-0605-0605-06
363431
05-0605-0605-06
512822
05-0605-0605-06
High
Med
Low
Prairie Children EBS--Need For Improvement
81164
05-0605-0605-06
79183
05-0605-0605-06
77212
05-0605-0605-06
79156
05-0605-0605-06
IP
PIP
NIP
Willard EBS--Current Status
101575
05-0605-0605-06
82171
05-0605-0605-06
122266
05-0605-0605-06
151273
05-0605-0605-06
High
Med
Low
Willard EBS--Need For Improvement
81145
05-0605-0605-06
78185
05-0605-0605-06
87130
05-0605-0605-06
69266
05-0605-0605-06
IP
PIP
NIP
Fry EBS Current Status--Oct. 2004
51977
05-0605-0605-06
52471
05-0605-0605-06
51184
05-0605-0605-06
93061
05-0605-0605-06
High
Med
Low
Fry EBS Need for Improvement--Oct. 2004
572914
05-0605-0605-06
67258
05-0605-0605-06
60319
05-0605-0605-06
314128
05-0605-0605-06
IP
PIP
NIP
Briar Glen EBS 2004--Current Status
264826
05-0605-0605-06
234532
05-0605-0605-06
294329
05-0605-0605-06
393922
05-0605-0605-06
High
Med
Low
Briar Glen EBS 2004--Priority for Improvement
-
Schoolwide composite
WalkerWalker95
Dawes8991
WashingtonWashington66
119586
149698
4098100
HavenHavenHaven
NicholsNichols71
Timber Ridge8495
OaktonOaktonOakton
LincolnwoodLincolnwood96
LincolnLincoln100
184678
Pre 01-02
Post 02-03
Post 03-04
School
SET Score
Schoolwide SET Scores
Teaching Composite
WalkerWalker100
Dawes90100
WashingtonWashington60
060100
0100100
20100100
HavenHavenHaven
NicholsNichols50
Timber Ridge90100
OaktonOaktonOakton
LincolnwoodLincolnwood100
LincolnLincoln100
102070
Pre 01-02
Post 02-03
Post 03-04
School
SET Score
Teaching SET Scores
3-Year Schoolwide
119586
149698
4098100
184678
Pre 01-02
Post 02-03
Post 03-04
School
SET Score
Schoolwide SET Scores (3 Year Data)
3-Year Teaching
060100
0100100
20100100
102070
Pre 01-02
Post 02-03
Post 03-04
School
SET Score
Teaching SET Scores (3 Year Data)
2-Year Schoolwide
8991
8495
Post 02-03
Post 03-04
School
SET Score
Schoolwide SET Scores (2 Year Data)
2-Year Teaching
90100
90100
Post 02-03
Post 03-04
School
SET Score
Teaching SET Scores (2 Year Data)
1-Year Schoolwide
95
66
71
96
100
Post 03-04
School
SET Score
Schoolwide SET Scores (1 Year Data)
1-Year Teaching
100
60
50
100
100
Post 03-04
School
SET Score
Teaching SET Scores (1 Year Data)
Sheet1
SchoolwideTeaching
Pre 01-02Post 02-03Post 03-04Pre 01-02Post 02-03Post 03-04
95Walker100Walker
8991Dawes90100Dawes
66Washington60Washington
119586Willard060100Willard
149698Kingsley0100100Kingsley
4098100Dewey20100100Dewey
HavenHaven
71Nichols50Nichols
8495Timber Ridge90100Timber Ridge
OaktonOakton
96Lincolnwood100Lincolnwood
100Lincoln100Lincoln
184678King Lab102070King Lab
Sheet2
Sheet3
-
Schoolwide composite
WalkerWalker95
Dawes8991
WashingtonWashington66
119586
149698
4098100
HavenHavenHaven
NicholsNichols71
Timber Ridge8495
OaktonOaktonOakton
LincolnwoodLincolnwood96
LincolnLincoln100
184678
Pre 01-02
Post 02-03
Post 03-04
School
SET Score
Schoolwide SET Scores
Teaching Composite
WalkerWalker100
Dawes90100
WashingtonWashington60
060100
0100100
20100100
HavenHavenHaven
NicholsNichols50
Timber Ridge90100
OaktonOaktonOakton
LincolnwoodLincolnwood100
LincolnLincoln100
102070
Pre 01-02
Post 02-03
Post 03-04
School
SET Score
Teaching SET Scores
3-Year Schoolwide
119586
149698
4098100
184678
Pre 01-02
Post 02-03
Post 03-04
School
SET Score
Schoolwide SET Scores (3 Year Data)
3-Year Teaching
060100
0100100
20100100
102070
Pre 01-02
Post 02-03
Post 03-04
School
SET Score
Teaching SET Scores (3 Year Data)
2-Year Schoolwide
8991
8495
Post 02-03
Post 03-04
School
SET Score
Schoolwide SET Scores (2 Year Data)
2-Year Teaching
90100
90100
Post 02-03
Post 03-04
School
SET Score
Teaching SET Scores (2 Year Data)
1-Year Schoolwide
95
66
71
96
100
Post 03-04
School
SET Score
Schoolwide SET Scores (1 Year Data)
1-Year Teaching
100
60
50
100
100
Post 03-04
School
SET Score
Teaching SET Scores (1 Year Data)
Sheet1
SchoolwideTeaching
Pre 01-02Post 02-03Post 03-04Pre 01-02Post 02-03Post 03-04
95Walker100Walker
8991Dawes90100Dawes
66Washington60Washington
119586Willard060100Willard
149698Kingsley0100100Kingsley
4098100Dewey20100100Dewey
HavenHaven
71Nichols50Nichols
8495Timber Ridge90100Timber Ridge
OaktonOakton
96Lincolnwood100Lincolnwood
100Lincoln100Lincoln
184678King Lab102070King Lab
Sheet2
Sheet3
-
Chart1
244134
374419
314327
%IP
%PIP
%NIP
SCHOOLWIDE CURRENT STATUS
Sheet1
SCHOOLWIDESCHOOLWIDE
TEACHERASSISTTOTALTEACHERASSISTTOTAL
IPPIPNIPHIGHMEDLOW%IP243731HIGH393035
TEACHER244134394020%PIP414443MED404342
ASSIST374419304328%NIP341927LOW202824
TOTAL314327354224
NONCLASSROOMNONCLASSROOM
IPPIPNIPHIGHMEDLOWTEACHERASSISTTOTALTEACHERASSISTTOTAL
TEACHER274330284823%IP272727HIGH282527
ASSIST274924255223%PIP434946MED485250
TOTAL274627275023%NIP302427LOW232323
CLASSROOMCLASSROOM
IPPIPNIPHIGHMEDLOWTEACHERASSISTTOTALTEACHERASSISTTOTAL
TEACHER484111442828%IP484949HIGH442836
ASSIST49456283933%PIP414543MED283934
TOTAL49439363431%NIP1169LOW283331
INDIVIDUAL STUDENTINDIVIDUAL STUDENT
IPPIPNIPHIGHMEDLOWTEACHERASSISTTOTALTEACHERASSISTTOTAL
TEACHER325117572717%IP324539HIGH574451
ASSIST453520442926%PIP513543MED272928
TOTAL394319512822%NIP172019LOW172622
Sheet1
HIGH
MED
LOW
SCHOOLWIDE IMPROVEMENT
Sheet2
%IP
%PIP
%NIP
SCHOOLWIDE CURRENT STATUS
Sheet3
%IP
%PIP
%NIP
NONCLASSROOM CURRENT STATUS
HIGH
MED
LOW
NONCLASSROOM IMPROVEMENT
%IP
%PIP
%NIP
CLASSROOM CURRENT STATUS
HIGH
MED
LOW
CLASSROOM IMPROVEMENT
%IP
%PIP
%NIP
INDIVIDUAL STUDENT CURRENT STATUS
HIGH
MED
LOW
INDIVIDUAL STUDENT IMPROVEMENT
-
Chart2
394020
304328
354224
HIGH
MED
LOW
SCHOOLWIDE IMPROVEMENT
Sheet1
SCHOOLWIDESCHOOLWIDE
TEACHERASSISTTOTALTEACHERASSISTTOTAL
IPPIPNIPHIGHMEDLOW%IP243731HIGH393035
TEACHER244134394020%PIP414443MED404342
ASSIST374419304328%NIP341927LOW202824
TOTAL314327354224
NONCLASSROOMNONCLASSROOM
IPPIPNIPHIGHMEDLOWTEACHERASSISTTOTALTEACHERASSISTTOTAL
TEACHER274330284823%IP272727HIGH282527
ASSIST274924255223%PIP434946MED485250
TOTAL274627275023%NIP302427LOW232323
CLASSROOMCLASSROOM
IPPIPNIPHIGHMEDLOWTEACHERASSISTTOTALTEACHERASSISTTOTAL
TEACHER484111442828%IP484949HIGH442836
ASSIST49456283933%PIP414543MED283934
TOTAL49439363431%NIP1169LOW283331
INDIVIDUAL STUDENTINDIVIDUAL STUDENT
IPPIPNIPHIGHMEDLOWTEACHERASSISTTOTALTEACHERASSISTTOTAL
TEACHER325117572717%IP324539HIGH574451
ASSIST453520442926%PIP513543MED272928
TOTAL394319512822%NIP172019LOW172622
Sheet1
HIGH
MED
LOW
SCHOOLWIDE IMPROVEMENT
Sheet2
%IP
%PIP
%NIP
SCHOOLWIDE CURRENT STATUS
Sheet3
%IP
%PIP
%NIP
NONCLASSROOM CURRENT STATUS
HIGH
MED
LOW
NONCLASSROOM IMPROVEMENT
%IP
%PIP
%NIP
CLASSROOM CURRENT STATUS
HIGH
MED
LOW
CLASSROOM IMPROVEMENT
%IP
%PIP
%NIP
INDIVIDUAL STUDENT CURRENT STATUS
HIGH
MED
LOW
INDIVIDUAL STUDENT IMPROVEMENT
-
Chart4
50
20
67
75
100
75
50
64
Scullen
Sheet1
Expectations DefinedExpectations TaughtReward SystemBehavioral ViolationsDecision-MakingManagementDistrict SupportOverall
Gombert7510067881008810089
Young7510010088100885089
Brooks7580100751008110087
Brookdale75100100757510010091
Kendall75601007563885075
Graham7590100881001005091
Longwood75301007510069066
Crone50303088100695064
Patterson10010010088100885091
Springbrook50508375888810075
Watts2530337588815061
Hill756010075100755079
Still50301763100885063
Fry10010010088100885091
Scullen50206775100755064
Welsh50401006350885064
Builta1008010088100885088
Steck75100100881008110091
Gregory100901007510010010095
Georgetown100601005006910063
Sheet1
0
0
0
0
0
0
0
0
Gombert
Sheet2
0
0
0
0
0
0
0
0
Young
Sheet3
0
0
0
0
0
0
0
0
Brooks
0
0
0
0
0
0
0
0
Brookdale
0
0
0
0
0
0
0
0
Kendall
0
0
0
0
0
0
0
0
Longwood
0
0
0
0
0
0
0
0
Crone
0
0
0
0
0
0
0
0
Patterson
0
0
0
0
0
0
0
0
Springbrook
0
0
0
0
0
0
0
0
Watts
0
0
0
0
0
0
0
0
Hill
0
0
0
0
0
0
0
0
Still
0
0
0
0
0
0
0
0
Fry
0
0
0
0
0
0
0
0
Scullen
0
0
0
0
0
0
0
0
Welsh
0
0
0
0
0
0
0
0
Builta
0
0
0
0
0
0
0
0
Steck
0
0
0
0
0
0
0
0
Graham
0
0
0
0
0
0
0
0
Gregory
0
0
0
0
0
0
0
0
Georgetown
-
Use Data to Drive DecisionsWhat are the right questions?Who, What, Where, When, Why & How?What information is needed to answer the questions?What are the possible interventions?What is the smallest change that can produce the biggest impact?
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Question #1: Are we doing what we should be doing?Question #2: Is it working?Are we satisfied with the behavior patterns of students?Are we using best practices of DEFINE, TEACH, REMIND, REINFORCE & RETEACH in school-wide behavior support?What are we doing that is working and should be retained?What are we NOT doing that would fit our setting and make a big difference?
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Organizing Behavioral DataUse whatever data already existsTHE BIG FIVEAverage Per Day/Per MonthInfractionLocationTime of DayIndividual Student
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Always Remember the Three Questions for Active Decision-making:Are we doing what we should be doing?Is it making a difference?What is the smallest change that will make the biggest difference?
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Intervention (Course of Action)What do we want instead?Determine prioritiesBrainstorm ideas-keep them simplePlan implementationWho will be involved?When will it happen?
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Collect DataStudent ProgressDiscipline referrals (InfoLine)SuspensionsGradesAttendance
System ProgressStaff surveyTeam Implementation ChecklistSET Recommendations Team developed surveysSafety Survey
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Determine EffectivenessSet goalsHow and how often will we measure effectiveness?Do we need to modify the plan?When do we move on?
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Data Activity