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The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development.

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Presentation on theme: "The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development."— Presentation transcript:

1 The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this presentation and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material. Building a Tier 1 & 2 Evaluation Plan Presented by Lori Cameron & Peg Mazeika WI PBIS Technical Assistance Coordinators

2 Today’s Agenda Overview of Available Surveys/Tools on the PBIS Assessment Website Developing an Evaluation Action Plan – Decisions on which tools to choose – Decisions on timelines Yearly Action Plan 3-5 Year Plan District Examples Questions/Comments

3 Acknowledgements PBIS Assessment District Evaluation Planning Webinar Celeste Rossetto Dickey, May 92013 Evaluation Blueprint for School-Wide Positive Behavior Interventions & Support Bob Algozzine, Robert H. Horner, George Sugai, The Role of Fidelity Measures in Implementing Evidence- based Practices: Lessons Learned from School-wide PBIS Tary J. Tobin, Claudia G. Vincent,

4 PBIS Evaluation Blueprint “Evaluation is the process of collecting and using information for decision-making. A hallmark of School-wide Positive Behavior Support (SWPBS) is a commitment to formal evaluation.”

5 Evaluation Questions Fidelity – To what extent was SWPBS implemented as designed? – To what extent was SWPBS implemented with fidelity? “Are we doing what we said we would do?”

6 Current Tools In PBIS Assessment Research Tool Annual Assessment Tool Progress Monitoring Tool Universal System System-wide Evaluation Tool (SET) Benchmarks of Quality (BoQ) Early Childhood BoQ (EC BoQ) PBIS Self Assessment Survey (SAS) Team Implementation Checklist (TIC) Secondary & Tertiary Systems Benchmarks of Advanced Tiers (BAT) PBIS Self Assessment Survey (SAS) Monitoring Advanced Tiers Tool (MATT) Outcome Measures: School Safety Survey


8 Evaluation & Action Planning Decisions about Evaluation Tools – Which tools answer your district/schools’ evaluation questions? Decisions about Evaluation Timeline – When/how often will you administer the tools? Decisions about Evaluation Reporting – How will you report outcomes to schools and to the District? – How often will you report outcomes to schools and to the District – How do you plan to report to Dist. Leadership Team and action plan district training and support based on results?

9 Evaluation & Action Planning Decisions about Evaluation Tools – Does your District/School need a Research tool? (SET/ISSET) – Which Annual Assessment Tool(s) will you use? BoQ, SAS, Safety Survey, BAT, EC BoQ – Which Progressing Monitoring Tool(s) will you use? TIC, MATT – Does your District/School need to evaluate Tier I, Tier II - III Implementation or all?

10 Examples of PBIS Evaluation Plans

11 What is our baseline, and what is our progress through the year? Are we improving on our implementation of PBIS? How do our individual staff members rate our implementation? Are our self-assessments consistent with data from outside evaluators? Example District/School A Evaluation Questions Newly implementing; Grant needing specific research tools as well as Fidelity of Implementation

12 District A: Evaluation Plan MeasureYear OneYear TwoYear Three FallWinterSpringFallWinterSpringFallWinterSpring SETXXXX TICXXXXXXXXX BoQXXX SAS BluePrint Self Assessment Dst.Leader ship Team XXXXX XXXX XXXX

13 What specific areas in PBIS are we strong in, and in which areas do we need training? Are we improving on our implementation of PBIS? How do our staff members actually rate our PBIS implementation? How is our implementation of Tiers 2 (3)? Example District/School B Evaluation Questions Implementing PBIS for three years: We have been using the TIC/BoQ & SET and have been consistently over 80%

14 District B: Evaluation Plan MeasureYear OneYear TwoYear Three FallWinterSpringFallWinterSpringFallWinterSpring BoQXXX SASXXX MattXXXXXX BATT Self Assess Dist. Leadership Team XXXX XXXX XXXX

15 Example District D Evaluation Questions The District wants to bring RtI Behavior and Academics together and create one evaluation plan. In what specific PBIS areas are we strong, and in which areas do we need training? In what academic areas are we strong, and in which areas do we need more improvement? How can we tailor our training/evaluation to meet the needs of various schools? How can we schedule our evaluation so that we are not overwhelming our schools?

16 Behavior & Academic Assessment Timeline Assessment Instrument Fall (August/Sept/Oct) Winter (Dec/Jan) Spring (April/May) Purpose Team Implementation Checklist (TIC) XXX Fidelity of Implementation Tier 1 Self-Assessment Survey (SAS) X Fidelity of implementation Staff perception T1,2,3 BoQ X Fidelity of Implementation Tier 1 MATT XX Fidelity of implementation Tier2/3 BATT X Fidelity of Implementation Tier2/3 SSBD X X Universal Screener Early ID Internalizer/Externalizer AIMsWeb XXX Screening Progress Monitor SAT10 X Summative Evaluation DIBELS Blue Print Self Assessment Dist Leadership Team XXXXXX Screening Progress monitoring Training and implementation action planning and support. Adapted from Nieves Flores, 2012

17 Task: Developing your Plan Questions to Consider: Which surveys are your schools/districts currently using? Do they answer your evaluation questions: – Are we implementing SWPBIS with fidelity? (SAS, BoQ) – Is there more information that we need? (TIC, SSS) Do your surveys assess the Tiers you are implementing? (TIC, ECBoQ, BoQ, MATT, BATT) Do you need a research tool? (SET) Are you using a Universal Screener for Behavior/Social Skills? Are you Action Planning from your Assessments?

18 Task: Developing your Plan Are you “topping out” of the surveys you are currently taking? Do you need to customize your evaluation plan for the schools, or will one evaluation plan fit for all schools? Do you want to assess all tiers of PBIS implementation? Is your Evaluation Plan manageable for schools? Do you have a District Leadership Team that plans for PBIS Implementation and support? Does your District Leadership Team Self Assess annually?

19 Task: Complete this Plan for your District/School MeasureYear OneYear TwoYear Three FallWinterSpringFallWinterSpringFallWinterSpring

20 Action Plan Use the Action Plan templates on for TIC, SAS & BoQ etc. Use Action Plan available on TIPS format meeting minutes action plan State specifically when you will review your goals in the plan!

21 School- Wide PBIS Action Plan School name_________________________________ Date______________ Action plan based on data from (TIC, SAS, BoQ, MATT, BATT etc)__________________________ Item/SectionEvidence/DataRoadblocksStrategies and resources Next Steps Action:Who?When?Goal:

22 Universal Screeners For info on Selection of Universal Screeners Go to enter Universal Screeners in Search box

23 Merrill Elementary School School District of Beloit Katie Smullen, Principal Terri Ross - Kindergarten Teacher, Tier 1 and Tier 2 Team Member

24 -We completed the assessments which we were scheduled to complete by our internal coach -The power was in our PBIS team’s response to what we learned from the assessments -Began with a staff committed to making the change TIER 1: SAS in the Fall BOQ in the Spring TIC – Twice a year TIER 2: MATT in the FALL BATT in the Spring SET in the Spring

25 -Two schools combined in 2011-12 -When the schools combined, we opened up PBIS Tier 1 Committee to everyone who wanted to be involved (which resulted in a large team, which was great for us) -Staff commitment to PBIS from the beginning

26 -253 Students -Grades Kindergarten – 3 rd (adding 4K this coming school year) -96.8% Economically Disadvantaged -37.5% - Black 39.9% - Hispanic, 15% - White, 6.7% - Two or More -17.4% - Students with Disabilities -26.1% - English Language Learners

27 * From 1/31/12 (Neither school had taken it before) Strengths: - School-wide expectations - Supervising and interacting with students in non-classroom settings - Classroom routines and expected behavior for those routines - Teaching the expected behaviors (not leaving anything to chance) - PBIS Tier 1 Team organization - Administrator support Examples to highlight these strengths: - Posters - Cool Tools - Matrix – classroom matrixes





32 Weaknesses: - Problem behaviors receive consistent consequences - Consequences are clearly defined - Procedures for expected and problem behaviors are consistent - Office Managed versus Classroom Managed - Booster trainings happen routinely, based on data - Formal opportunities for parent training How we addressed these weaknesses: - Reviewed Office versus Classroom Managed at Staff & PBIS Meetings - Created a PBIS Binder - Offered a 7 Habits of Highly Effective Parenting Class



35 Taken April 2012 (99%)and April 2013 (90%)

36 Weaknesses: - Data Analyzed at least monthly - Data shared with team and faculty monthly - Major/Minor behaviors are clearly differentiated - Procedures exist for tracking classroom behavior problems - Students are surveyed about PBIS How we addressed these weaknesses: - Made review of SWIS data a priority and part of staff meetings - Reviewed Major and Minor behaviors (specifically around physical aggression) - Created a classroom behavior tracking database (still working on the implementation of this) - Gave a student a survey during their guidance class.

37 Weaknesses: - Did not have a para or parent on our team - Did not have a procedure to collect minor classroom managed behaviors - Did not have our personnel established for our CICO (Year 1) How we addressed these weaknesses: - Invited a para and a parent (then two parents the 2 nd year) - Created a classroom form to report minor classroom managed behaviors - Built time into our Math Interventionist’s schedule to check students out daily


39 MATT in the FALL - Realized we needed to develop a formal time for our Tier 2 team to meet - Communication letter with families needed to be established for our students who had qualified for Tier 2 (SAIG Group) - Developed a way to review the behavior goals assessed weekl BAT in the Spring - Solidified that we were off to a good start with our CICO (trying CICO without these assessments in place was a difficult road) SET in the Spring - Most helpful to hear the feedback gathered from our external coach after interviewing the students and teachers throughout our school. To have her in our building, talking to our students who knew our expectations and were following them, made us all very proud.

40 Date CompletedTier II Total ScoreTier III Total Score January 23, 201369%33% March 11, 201392%45%

41 78% 85% 0%

42 - The leadership our district provided and the Wisconsin PBIS Network provided was invaluable to us. -We could not have done this without a very caring and committed staff -The increased positive behavior in our building seems to be correlated with student academic success. In our 2 nd year of PBIS, we had the highest test scores in 5 years (in both Reading and Math). Thank you for your kind attention!

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