1. Facilitating Data Days A Webinar for VTPBIS Schools and SUs/SDs
Sherry
Presented by the VTPBIS State Team
December 8, 2017

2. Webinar Logistics Orient to Webinar Screen 2 ways to Interact:
Raise your hand using the icon on your screen
Type a question into the text box
This webinar will be recorded.
Please note, your microphone will be muted unless otherwise indicated.
Sherry

3. Opening Activity:
What have been some successes and challenges in using PBIS data this year? (fidelity and/or student outcome measures)
Please type into the chat box
Sherry

4. Purpose
To build competence and confidence in your role as facilitators of data review
To introduce/review useful tools and strategies for problem solving around fidelity and student outcome data
To explore strategies for sharing data to build momentum
Sherry

5. Agenda Why collect and analyze data?
What data should you be looking at?
Who facilitates the process?
How will you use and share the data?
When and to whom will you share the data?
What are next steps?
Sherry

6. Why use PBIS data? To assess current status
To assess implementation fidelity
To assess impact on students
To plan for school-wide and individual student changes
To acknowledge incremental success along the way
To determine priority areas of focus
To show staff you value and use their input to make changes (SAS)
To reward staff and student performance
To determine breaks between “roll-outs”
Sherry

7. Using PBIS Data Will Help You:
Identify a possible problem
Build a precise “problem statement”
Select a solution (intervention)
Assess if a solution is (a) being implemented and (b) being effective.
Sherry
Data help us ask the right questions…they do not provide the answers: Use data to
Identify problems
Refine problems
Define the questions that lead to solutions
Data help place the “problem” in the context rather than in the students.

8. Big Ideas About Data All data should serve a purpose
Collect data with fidelity
Be prompt about looking at data and acting upon it
Use multiple sources of data to confirm what you see
Use data to support, not punish
Sherry

9. Types of Data to Consider
Intensive:
TFI
I-SWIS
EST
FBA/BSP
Targeted:
TFI
SWIS-CICO
EST
FBA/BSP
Universal Screening
Universal:
TFI
SAS
SWIS
Attendance
Grades
Leadership Team Self-Assessment
School Climate
Family Engagement
Sherry
What else?

10. Characteristics of an Effective Data Team
Sherry

11. Data Analyst: Role & Responsibilities
Establish the role of a data analyst (and backup person)
Use the data sources needed for problem solving and decision making (DIBELS, SWIS, etc.)
Create written data summaries in advance to assist the team in:
determining if there are problems;
jump starting a problem solving discussion; and
evaluating the impact of solutions and fidelity of implementation
Sherry

12. Data Analyst: Role & Responsibilities (cont’d)
Launch the meeting with a data summary that helps define the problem with precision
Start problem solving by defining the problem with precision
Refine precision of problem statement through inferences and hypothesis
Generate reports during the meeting as questions about the data arise
Sherry

13. POLL: To what extent does someone function as data analyst in your PBIS planning meetings?
1. Data has not been used in our meetings so there has been no need for a data analyst
2. There is no one in particular serving in this role. The Team reviews and analyzes the data together at the meetings.
3. One person on the team brings data to the meeting for the team to review.
4. There is a person identified in this role who prepares data for review and points out trends in advance for discussion and problem solving at meetings.
Sherry

14. Effective meetings extend before and after the actual meeting time
Effective meetings extend before and after the actual meeting time. Other key roles are necessary!
BEFORE:
Set agenda and send to team
Collect data, review, and prepare summary statements
DURING:
Follow agenda & time frames
Review data
Make precision problem statements
Develop solutions
Take notes and set action items
AFTER:
Complete action items
Follow-up on action item status
Sherry

15. Student Outcome Data: Consider Team Initiated Problem Solving!
Sherry

16. TIPS Offers: A process for using data to make decisions:
12/27/2018
TIPS Offers:
Formal problem solving steps that a group can use to build and implement solutions.
Access to the right information at the right time in the right format
A process for using data to make decisions:
Formal roles (facilitator, recorder, data analyst)
Specific expectations (before, during & after meetings)
Access and use of data
Use of electronic and projected meeting minutes
A structured meeting process
Sherry
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B

17. Problem Solving Foundations
Team Initiated Problem Solving (TIPS) Model
Review
Status and
Identify
Problems
Develop and
Refine
Hypotheses
Evaluate and
Revise
Action Plan
Collect
and Use
Data
Discuss and
Select
Solutions
Sherry
Develop and
Implement
Action Plan
Problem Solving Foundations

18. Decision-Making Can Occur at Many Levels
Whole school
Small groups or school areas
Individual student
Same basic process
Sherry

19. SWIS Big 7: Core Reports Avg. Referrals Per Day Per Month Time
Location
Problem
Behavior
Day of Week
Sherry
Grade
Student

20. CICO - Reports: School-wide Report Average Daily Points Student Count
Student Period
Student Single Period
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21. I-SWIS Reports:
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22. What Does this Graph Tell You?
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23. Same Graph Looking at Majors Only
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24. What Does this Graph Tell You?
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25. TIPS Problem-Solving “Mantra”
REMEMBER to use…..
TIPS Problem-Solving “Mantra”
Do we have a problem? (identify)
What is the precise nature of our problem? (define, clarify, confirm/disconfirm inferences) 
Why does the problem exist, & what can we do about it? (hypothesis & solution)
What are the actual elements of our plan? (Action Plan)
Is our plan being implemented, & is it working? (evaluate & revise plan)
Sherry
Innovation neutral: Use for Reading, Behavior, Math, School Improvement

26. Why Does the Problem Exist & What Can We Do About It
Why Does the Problem Exist & What Can We Do About It? (hypothesis & solution)
Problem Statement: The sixth graders are disruptive & use inappropriate language in the cafeteria between 11:30 AM and 12:00 PM
Hypothesis: We believe they are trying to get attention from their peers.
Sherry

27. Solution Development for Disruption in Cafeteria
Prevention: Remove/alter “trigger” for problem behavior
Maintain current lunch schedule, but shift classes to balance numbers.
Teaching: Define, instruct & model expected behavior
Teach behavioral expectations in cafeteria
Reward: Expected/alternative behavior when it occurs; prompt as necessary
Establish “Friday Five”: Extra 5 min of lunch on Friday for five good days.
Extinction: Increase acknowledgement of presence of desired behavior
Encourage all students to work for “Friday Five”… make problem behavior less rewarding than desired behavior
Corrective Consequence: Use non-rewarding/non-reinforcing responses when problem behavior occurs
Active supervision and continued early consequence (ODR)
Data Collection: Indicate how you know when you have a solution
Maintain ODR record and supervisor weekly report
Sherry

28. …include logistics: Sherry Action Plan Elements: Who? By When?
Goal with Timeline
Fidelity of Implementation Measure
Effectiveness of Implementation Measure

29. Is Our Plan Being Implemented & Is It Working? (evaluate & revise plan)
Sherry
Define the goal for solving the problem
What will ‘it’ look like when you say it is not a problem
Define how you will know that the solutions were implemented as planned (with fidelity)?
How often will you conduct a status review?
Define how you will know that the solutions had a positive effect on student achievement, social competence, and/or safety?
How often will you monitor student progress?
What will the data tell you when the problem is solved?
Base on team-established standard
Easier to monitor if quantifiable (“countable”)
Record on meeting minute form for progress monitoring at future meeting(s)

30. Sherry

31. Fidelity Data
Amy

32.
Amy

33. Tiered Fidelity Inventory (TFI)
Purpose:
Assess leadership team’s perceptions of PBIS implementation at the Universal Level
Format:
Survey on
Completed by:
Leadership Team, School Coordinator, and SU/District Coordinator (external coach if possible)
When?
January – March (or 2-3 times per year)
Amy

34. Uses of the TFI Formative Assessment Progress Monitoring
Determine current PBIS practices in place and needed prior to launching implementation
Progress Monitoring
Self-assess PBIS practices by tier to guide implementation efforts and assess progress by tier
Build action plan to focus implementation efforts
Annual Self-Assessment
Facilitate sustained implementation of PBIS
State Recognition
Determine schools warranting recognition for their fidelity of PBIS implementation
Amy

35. Understanding TFI Results:
Amy
Understanding TFI Results:
Scale
Subscale
Items

36. Example Scale Report
Amy

37. Sub-Subscale and Item Reports
Tier I
Teams
Implementation
Evaluation
Tier II
Interventions
Tier III
Resources
Support plan
Amy

38. Action Planning Form
Amy

39. Self-Assessment Survey (SAS)
Purpose:
Assess staff perceptions of PBIS practices in place and priority for changes
Design annual action plan
Format:
Survey
Completed by:
All staff
Manual or on-line scoring, graphing
When?
Annually, January - March
Amy

40. Two Main Questions What systems are in place now?
What systems are most in need of improvement?
Amy

41. Total Score:
Amy

42. Subscale:
Amy

43. Items:
Amy

44. SAS Team Summary Tool
Amy

45. For More Information
*Note: Other fidelity measures (e.g., BOQ, BAT, etc.) will remain on the PBIS Apps website.
Amy

46. EXAMPLE: Presentation to Staff
Amy

47. INSERT School Name PBIS Update!
Insert School Mascot/Logo and Expectations
HERE
Amy

48. THANK YOU ALL! PBIS Data Update
(INSERT # of Staff or %) of Staff Members Completed
the Self-Assessment Survey!
Amy

49. This year --% of our staff completed the SAS
This year --% of our staff completed the SAS. --% indicated that they think school-wide system is in place compared to --% last year. --% of staff still say this is a medium or high priority for improvement.
Amy
INSERT your SAS Graph

50. --% of staff think that non-classroom settings are in place, an increase of --% since last year. Only --% say this is still a high priority for improvement.
Amy
INSERT your SAS Graph

51. INSERT your SAS Multi-year by Element Graph
Overall, staff perception of implementation has improved across all categories!
Amy
INSERT your SAS Multi-year by Element Graph

52. INSERT your TFI Universal Score Graph
This year our PBIS team took the TFI to assess PBIS fidelity of PBIS at the Universal level. This year --% of PBIS features are in place. Compared to last year’s BoQ, only --% of features were in place.
Amy
INSERT your TFI Universal Score Graph

53. Based on your feedback, our team has determined the following areas for improvement:
INSERT GOAL
(Use the SAS and TFI Summary to help articulate these)
Amy

54. Contact one of the team members:
Thanks!
Questions about PBIS?
Contact one of the team members:
Amy
INSERT Team Members HERE

55. Other Ways to Share Data
a monthly report; give context, provide connections, and suggest next steps
Create a data wall focusing on data related to school-wide goals
Share data at a monthly staff meeting. Invite all staff to participate in finding ways to improve outcomes
Present to parents, school boards, community
Amy
It is always a good time remember the positive impact sharing data with staff can have on achieving the valued outcomes in your building. When the whole school understands the goals and sees progress from the efforts, everyone is more likely to embrace the interventions iimplemented to meet those goals. The best way to share data is the way that feels most natural, leads to effective decisions, and offers opportunities for everyone to engage in planning. 

56. Responsibilities for Facilitating Data Review and Improvement Planning:
Schedule Data Days – Fall, Winter, Spring
Identify/enhance the role of the Data Analyst
Plan professional development around priorities identified through assessments
Consider TIPS/SWIS learning module
Consider training in Universal Screening
Consider training in classroom management, FBA/BSP, crisis prevention and intervention, other
Amy
The leadership team plays a critical role in developing systems to support universal and targeted practices
Create procedures for all universal and targeted interventions.
Communicate to staff and families
Create links between universal and targeted systems

57. Six Things to Avoid Defining a solution before defining the problem
Building solutions from broadly defined, or fuzzy problem statements
Failure to use data to confirm/define problem
Agreeing on a solution without building a plan for how to implement or evaluate the solution
Agreeing on a solution but never assessing if the solution was implemented
Serial problem solving without decisions
Amy

58. General Recommendations for PBIS Decision-Making
Never stop doing what is already working
Always look for the smallest change that will produce the largest effect
Avoid defining a large number of goals
Do a small number of things well
Do not add something new without also defining what you will stop doing to make the addition possible.
Amy
Use data in “decision layers”
Don’t drown in the data
It’s “OK” to be doing well
Decisions are more likely to be effective and efficient when they are based on data.
The quality of decision-making depends most on the first step (defining the problem to be solved)
Define problems with precision and clarity