1. Paul V. Sherlock Center on Disabilities
RI SWPBIS Data-based Decision Making and the School Wide Information System SWIS
Paul V. Sherlock Center on Disabilities
Rhode Island College
600 Mt. Pleasant Avenue
Providence RI

2. Essential Steps to Establish Effective and Efficient Data Systems
Step 1. Review data at every school-wide PBIS team meeting and use data to make decisions
Step 2. Share data with faculty and model data-based decision making
Step 3. Celebrate successes with students and staff
Step 4. Share successes with parents and other community members
The first step is to review SWIS data at every PBIS meeting

3. Essential Steps to Establish Effective and Efficient Data Systems
Step 1: Review data at every school-wide PBIS team meeting and use data to make decisions
The team should discuss:
Overall rates, i.e. number per day of Office Discipline Referrals
Percentage of students who have received multiple ODRs for Majors and potential supports needed
Typical locations where problems are occurring
Time(s) of the day when problems are occurring
Nature or type of behaviors
Based on these data, team recommends modifications to the current interventions
Here are the things that the team should be considering when you look at data
The data should guide the team in deciding what, if any modifications of Universal supports are indicated

4. When Looking at Data: Start with Questions & Outcomes
Use data to verify/justify/prioritize
Describe in measurable terms
What are we measuring and how will we measure it – can everyone see the behavior
Specify realistic & achievable criterion for success

5. The Data-based Action Planning Process
THE TEAM SHOULD:
Identify data sources
Systematize data collection
Summarize data
Analyze data
Build & implement action plan based on data

6. Kinds of Data Office Discipline Referral (ODR) forms
Behavioral incidents
Attendance
Suspension/Detention
Observations
Self-assessments
Surveys, focus groups
Etc.

7. General Approach to Initial Data Review: The SWIS “Big 5”
Average referrals per day per month
Referrals by student
Referrals by location
Referrals by problem behaviors
Referrals by time of day
The BIG 5 represents 5 areas that the team should look at, at each meeting

8. Examples of SWIS Data Presented in Reports and Graphs
* It is important to emphasize that all school data is confidential and access is limited to designated trained staff. All data presented in this PowerPoint presentation is from the SWIS Demo Website.

9. Example of a SWIS Report: Average Referrals per Day per Month
Year
Month
Num of Days
Num of Referrals
Avg Referrals Per Day
2001
Aug
0.00
Sep 19 5
0.26
Oct 21 18
0.86
Nov 17
0.94
Dec 14
1.50
2002
Jan 22
0.82
Feb 15
0.88
Mar 26
1.37
Apr
0.67
May 13
0.72
Jun 11 2
0.18
Jul
Totals:
180
149
0.83

10. Example of a SWIS Graph: Average Referrals per Day per Month
This is number 1 on the BIG 5
Average referral per day per month

11. Example of a SWIS Graph: Average Referrals per Day per Month
Over a Six Year Period
This becomes helpful in analyzing behavior trends when you have multiple years
You can compare the same time periods to prior years to get a picture of how effective the universal systems are compared with prior years.

12. Guiding Questions for Reviewing Data
How are we doing to date?
Do we have a problem
How do we want it to look in the future?
What should we do next?
How will we know if it is working?
Average referrals per day per month can help steer a team toward re-vamping their teaching program, or recognition programs, by asking these questions when looking at the data.

13. Guiding Questions for Reviewing Data
IF……
Focus On…..
>40% of students received 1+ ODR
>2.5 ODRs per student
School Wide System
>60% of referrals come from classrooms
>50% of ODR come from <10% of classrooms
Classroom System
>35% of referrals come from non-classroom settings
>15% of students referred from non-classroom settings
Non-classroom System
>10 – 15 students receive >5 ODRs
Targeted Group Interventions
< 10 students with > 10 ODRs
< 10 students continue rate of referrals after receiving targeted group support
Small number of students destabilizing the overall function of the school
Individualized Action Team Systems

14. Is Action Needed? What patterns are apparent across months?
Let’s look at this graph… can we draw any conclusion?

15. What patterns are apparent across months?
Is Action Needed?
What patterns are apparent across months?
How about this one? See a trend?

16. Is Action Needed. Are Concerns Individual or School-Wide
Is Action Needed? Are Concerns Individual or School-Wide? How Many and Who are the Students with >10 Referrals?
Number 2 on the BIG 5 is looking at referral by student.
Which of these students are you concerned about?

17. Is Action Needed? What locations are the referrals coming from?
“location” is number 3 on the BIG 5
Which areas should this team be looking at as far as making changes to their universal supports

18. Is Action Needed? What behaviors are of most concern?
“problem behavior” is number 4 on the BIG 5
Which behaviors are of greatest concern for this school? Looking at what are the most prevalent behaviors makes a huge difference in planning interventions.

19. Is Action Needed? When are most problem behaviors occurring?
And finally .. Number 5 on the BIG 5 is time of day.

20. Additional Things to Consider:
Majors vs. Minors
Possible Motivation - Function of Behavior
Staff Member(s) Involved
Individual Students(s) Involved

21. Example Custom Graph of Major and Minor Behaviors

22. Example Custom Graph of Possible Motivation (i. e
Example Custom Graph of Possible Motivation (i.e. Function of Behavior)
When we start looking at smaller groups of students or at individuals, the SWIS data gives good information on the most common function of behavior.

23. Example Custom Graph of Referrals by Staff Name
Referrals by staff helps the team to identify staff members who may need additional supports
Recently, there was a grade that was having significantly more referrals than in past years. By looking at referrals by staff, we could see that the behaviors were occurring primarily with one staff member. By then looking at function and time of day for that group of students, it became apparent that as the day went on, these students were craving peer attention. A quick consult with the teacher, looking at the data, resulted in her implementing more opportunities for appropriate peer interaction. The behaviors all but disappeared the following month!
(Can Also be Graphed by Unique Identifier Number)

24. Example Custom Graph of Referrals by Student Name
Looking at number of referrals by student becomes extremely important as we move in the secondary, or yellow zone supports. This information helps us identify students in need of additional support
(Can Also be Graphed by Unique Identifier Number)

25. School-Wide Behaviors vs. Behaviors by Individual Students
Examine impact of individual student behavioral incidents on school-wide behavior incidents

26. # Major Referrals for Students w/ >1 ODR
This graph represents a school where about half the students who have majors, have only had 1 major> that suggests that the “consequences” were effective for those students.
It looks like the other ½ , here on the right, have had multiple ODRs
Can also be graphed by student name

27. Number of Referrals for Students w/ >3
Can Also be Graphed by Student Name

28. Student Example: Lets Meet Cleo
19 ODRs 2006 –2007 School Year
12 ODRs 2007 – School Year
Suspensions and Expulsions Per Year
Events
Days
In School Suspensions 2
Out of School Suspensions 1 3
2.5
Expulsions

29. Cleo: Average Number of ODRs
per Day per Month

30. CLEO: Number of ODRs by Type: Majors and Minors

31. CLEO: Number ODRs by Location

32. Is This a School-Wide or an Individual Problem?
How Can You Tell?
Majors + Minors
Majors Only # %
1-2 89
20% 44
10%
3-5 27 6% 10 2%
>5 30 7% 4 1%
Lets look at 1 schools behavior data
Do you think there is a school wide problem?

33. Guiding Questions for Reviewing Data
IF……
Focus On…..
>40% of students received 1+ ODR
>2.5 ODRs per student
School Wide System
>60% of referrals come from classrooms
>50% of ODR come from <10% of classrooms
Classroom System
>35% of referrals come from non-classroom settings
>15% of students referred from non-classroom settings
Non-classroom System
>10 – 15 students receive >5 ODRs
Targeted Group Interventions
< 10 students with > 10 ODRs
< 10 students continue rate of referrals after receiving targeted group support
Small number of students destabilizing the overall function of the school
Individualized Action Team Systems
This guide helps us take the data and see where the point of intervention should be.

34. Focus on school-wide systems if…
More than 40% of students received 1+
And/Or
There are more than 2.5 ODR/student
Modify universal interventions to improve overall discipline system
Teach
Precorrect
Positively reinforce expected behavior
If the data suggest that there is a school-wide problem then look at the universal supports: teaching expectations, pre-correcting, and rewarding expectations

35. Focus on classroom system if…
More than 60% of referrals come from classrooms
And/Or
More than 50% of ODR come from fewer than 10% of classrooms
Enhance universal system and target classroom management practices
Examine academic engagement & success
Teach, precorrect for, & positively reinforce expected classroom behavior & routines
If the data suggest increased behavior at the classroom level the team should consider: looking at classroom management, environmental and activity structure, classroom level teaching- precorrections and reinforcement

36. Focus on non-classroom systems if…
More than 35% of referrals come from non-classroom settings
And/Or
More than 15% of students are referred from non-classroom settings
Enhance universal behavior management practices in non-classroom settings
teach, precorrect and positively reinforce expected behavior & routines
increase active supervision - move, scan, interact
If the data indicates that behaviors are high in recess yard, cafeteria: think about active supervision, think about PD for the supervisory staff

37. Focus on targeted group interventions if….
More than students receive more than 5 ODRs
Provide functional assessment-based targeted group interventions
Standardize and increase daily monitoring, opportunities for and frequency of positive reinforcement
Students who are having multiple ODRs (majors) …. Well…. they are the reason we are gathered here today… you are about to enter…. The yellow zone

38. Focus on individualized Behavior Support Plans if...
Fewer than 10 students with more than 10 ODR
And/Or
Fewer than 10 students continue rate of referrals after receiving targeted group support
Provide highly individualized functional-assessment-based behavior support planning
Note that in this case you have a small group of students who are destabilizing the whole school

39. Essential Steps to Establish Effective and Efficient Data Systems
Step 1. Review data at every school-wide PBIS team meeting and use data to make decisions
Step 2. Share data with faculty and model data-based decision making
Step 3. Celebrate successes with students and staff
Step 4. Share successes with parents and other community members
Using data to guide decision insures that you make efficient use of resources by helping you focus attention in the right area.
To make the most of your data, you also want to share information with the people who provided it. That validates the efforts that they make. It also is an opportunity to demonstrate the use of data to guide planning.

40. Step 2: Share data with faculty and model data-based decision making
Essential Steps to Establish Effective and Efficient Data Systems
Step 2: Share data with faculty and model data-based decision making
The PBIS Team should provide brief updates of the School-wide data at regular staff meetings to:
sustain staff commitment
sustain implementation of the universal system

41. An Example of How to Model Data Based Decision Making
BEGIN WITH A QUESTION: WHAT SHOULD WE DO NEXT?
When all is well:
What can we eliminate?
How can we make current activities more efficient?
What needs to be addressed next?
So So:
What is and is not working?
What can we do to increase efficiency, effectiveness, or relevance of what we are doing?
Not Well:
What can we do to improve what we are currently doing?
Do we need to look at other information to understand what to do next?
What other strategies do we need to look at?
Here is a framework for demonstrating data based decision making.

42. Essential Steps to Establish Effective and Efficient Data Systems
Step 1. Review data at every school-wide PBIS team meeting and use data to make decisions
Step 2. Share data with faculty and model data-based decision making
Step 3. Celebrate successes with students and staff
Step 4. Share successes with parents and other community members
Be sure to use the data to also focus on the positives

43. Step 3: Celebrate successes with students and staff
Essential Steps to Establish Effective and Efficient Data Systems
Step 3: Celebrate successes with students and staff
When data reflects progress made towards one or more desired outcomes, plan celebrations for staff, students and administration
Social recognition
Parties
Morning announcements
News letter/Memo

44. Essential Steps to Establish Effective and Efficient Data Systems
Step 1. Review data at every school-wide PBIS team meeting and use data to make decisions
Step 2. Share data with faculty and model data-based decision making
Step 3. Celebrate successes with students and staff
Step 4. Share successes with parents and other community members
Don’t forget to spread the good news

45. Step 4: Share successes with parents and other community members
Essential Steps to Establish Effective and Efficient Data Systems
Step 4: Share successes with parents and other community members
Inform parents of positive changes within school based on data
Encourage families to acknowledge school-wide successes at home
Share successes with other community members
Include administration, district office and school board members
Chamber of Commerce, service groups and local businesses
Positive publicity helps maintain the momentum of SWPBIS and may generate donations that can be reinvested in system sustainability
Often, support for PBIS in the form of financial support or time and materials, begins with people from outside of the school knowing about what is happening.

46. In Conclusion:
Data is good…but only as good as the systems in place for
SW-PBIS
Collecting & summarizing
Analyzing
Decision making, action planning, & sustained implementation

47. Questions?

48. School-wide Information System (SWIS) Website:
Log on and highlight features of online system

49. Paul V. Sherlock Center on Disabilities
RI SWPBIS The Statewide Leadership Team would like to acknowledge the following individuals for their contributions to this presentation
Anthony Antosh Deb Arenberg Elizabeth A’Vant
Lynn DeMerchant Jonathan Dyson John Eagle
Shannon Eagle Tara Grabowski Nicole Hitchener
Rob Horner Eric Mann Howard Muscott
Lavonne Nkomo Frank Pace Linda Ranney
Ellen Reinhardt George Sugai
Paul V. Sherlock Center on Disabilities
Rhode Island College 49

50. References
OSCEP Center on Positive Behavioral Interventions and Supports
Rob Horner, Ph.D. and George Sugai, Ph.D, Ed.D.
SW-PBS School Leadership Team Training Reference Manual, Selected references - Section H
New Hampshire Center for Effective Behavioral Interventions and Supports (NH CEBIS)
Howard Muscott, Ed.D. and Eric Mann, LICSW, Co-Directors of NH CEBIS
Positive Behavioral Interventions and Supports – Universal Leadership Team Training Manual