1. Agenda for day 2
8:30 Handling Problem Behaviors 10:00 Short Break 10:08 Data-Based Decision Making 11:30 Lunch 12:30 Data-Based Decision Making, continued 2:00 Short Break 2:08 Evaluation and Sustainability 3:15 Wrap-up, Questions, and SURVEY!!

2. Pbis workshop expectations 
Be Responsible
Be on time!
Sign in – morning and afternoon
Participate in activities
If you have questions, please ask!
Be Respectful
Be a good listener
Stay on task
Keep cell phones silent
Be a Team Player
Join in the discussion! We love to hear your thoughts and ideas!
When working in small groups, give and take input
Take information back to your school and share

3. Handling problem behaviors

4. Handling Problem Behaviors
Referrals don’t completely go away with PBIS
Some problem behaviors are worse than others

5. Have a plan! Consequences Who should deal with what behaviors?
Classroom Managed vs. Office Managed
Have a plan!

6. Staff Managed Behaviors (Minors) Office Managed Behaviors (Majors)
4/15/2017 4:47 PM
T-Chart Example
Staff Managed Behaviors (Minors)
Office Managed Behaviors (Majors)
Minors
Inappropriate Language
Physical Contact
Defiance/Insubordination/Non-Compliance
Disrespect
Disruption
Dress Code
Technology Violation
Property Misuse
Tardy
Consequences are determined by staff
Majors
Abusive/Inappropriate Language
Fighting
Physical Aggression
Defiance/Insubordination
Harassment/Intimidation
Inappropriate Display of Affection
Vandalism/Property Destruction
Lying/Cheating
Skipping
Theft
Arson
Weapons
Tobacco
Alcohol/Drugs
One example of how a school/facility may choose to demonstrate their system of staff managed vs. office managed behaviors.
More information and examples are available at in the Resources section.
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The information herein is for informational purposes only and represents the current view of Microsoft Corporation as of the date of this presentation. Because Microsoft must respond to changing market conditions, it should not be interpreted to be a commitment on the part of Microsoft, and Microsoft cannot guarantee the accuracy of any information provided after the date of this presentation. MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION.

7. T-chart of behavior (on flash drive)
TEACHER MANAGED BEHAVIORS
OFFICE MANAGED
BEHAVIORS
Minor
Major

8. Example of student behavioral management procedure

10. activity
Let’s begin creating your T-Chart and procedures (flow chart) for handling problem behavior. (see example of flow chart on flash drive – it is editable)

11. Data-based Decision Making

12. DATA!

13. What are Data? What are data? Pieces of information Intimidating?
No reason 
Sometimes numbers, sometimes not

14. How much time do teachers, staff spend recording data
How much time do teachers, staff spend recording data? Office referrals, grades, attendance, etc. Why keep data if we never intend to use it?

15. Some school data sources
Office Discipline Referrals (ODRs)
Current
Over Time
Attendance
School profile – population statistics
In-School and Out-of-School Suspensions
PBIS Assessments (SAS, TIC, BoQ, SET, etc.)
Staff Surveys, Teacher Reports
What else??

16. discussion
What data do you collect and use on a regular basis?

17. Different data serve different purposes
Identify problems before they become difficult
Pinpoint a problem to create a functional solution
Test possible solutions
Progress monitor – is it working?
What else?

18. School-Wide Assessment School-Wide Prevention Systems
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
ODRs, Attendance, Tardies, Grades, DIBELS, etc.
Check-in/ Check-out (CICO)
Tier 2/ Secondary
Tier 3/
Tertiary
Social/Academic Instructional Groups (SAIG)
Intervention
Daily Progress Report (DPR) (Behavior and Academic Goals)
Assessment
Group Intervention with Individualized Feature (e.g., Check and Connect -CnC and Mentoring)
Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.
Brief Functional Behavior Assessment/
Behavior Intervention Planning (FBA/BIP)
Complex or Multiple-domain FBA/BIP
SWIS and ISIS-SWIS Tools
Wraparound
- Illinois PBIS Network, Revised October 2009
Adapted from T. Scott, 2004

19. How pbis teams use Data
Review data showing progress from previous meeting Look at current data and problem solve Communicate data to school, district, families

20. Swis (school wide information system)
SWIS is a decision making tool
Reliable, confidential, web-based
Collect, summarize, and use student behavior data for decision making.

21. Start by asking questions
What problem behavior(s) do we have?
How often is it happening?
Where is it happening?
When is it happening?
Who is involved?
Why is the problem sustaining?

23. Pinpoint the problem
Drill down in your data
Target a precise problem

29. Precise problem statement (example)
A lot of Physical Aggression is happening in the classroom, mostly among 3rd, 4th, 7th , and 8th graders (and especially males), throughout the school day, with the highest frequency of occurrence on Mondays. The most likely reason for this behavior is to avoid a task.

30. Activity Groups: Use data to create Precise Problem Statement Share
> Applications > SWIS Suite > SWIS demo

31. Spend time on this slide --- important process, but stress the simplicity of it!

32. Determine what to do next
Planning requires a team effort!!
Some possible steps after pinpointing the problem:
Gather more information
Make environmental or scheduling changes
Design an intervention (re-teach, reinforce, collect data, etc.)
Who will do what, by when?
*Think beyond the PBIS Team!!
Ask groups questions – what kinds of next steps can they see?

33. Developing a Plan Prevention – keep it from happening again
Extinction – make the expected behavior more attractive than the problem behavior
Recognition – acknowledge those that follow the expected behavior
Consequences – consistent handling of any persistent problem behaviors
Data Collection – is it working?

34. How do we keep this from happening again? Change the environment
prevention
How do we keep this from happening again?
Change the environment
Change the schedule
Teach appropriate behavior
Use problem behavior as a negative example
Ask participants to discuss ideas for preventing the problem. Example of lesson on inappropriate language – for older kids.

35. extinction
How do we keep problem behavior from being rewarded? How do we make it so much more rewarding to do the positive behavior?
Look at motivation - how can they get what they want, but in an appropriate way? Use Valley View 1st graders/lunch-recess as example.

36. How do we recognize students who act appropriately?
recognition
How do we recognize students who act appropriately?
Short-term ‘special’ type of acknowledgement activity - challenge
Extra acknowledgements for specific behavior
Brainstorm ideas for acknowledgements, like group rewards earned over time, group challenge, etc.

37. consequences
What will the consequence be for the problem behavior?

38. Data collection
What is your goal with this plan? Needs to be measurable!
How will you know if this is working?
Look at the same data you used to identify the problem
(*Note: you can use SWIS to save reports for later comparison)
How often will you review the plan’s progress and make revisions?

39. Putting the Plan into Action
Who will carry out each of the actions?
Don’t give all the responsibility to one person – this is a team effort!
When will the actions take place? Make a deadline.

40. Example Example - Problem Solving Action Plan
Precise Problem Statement
Solution Actions
Who?
When?
Goal, Timeline, & Updates
Many students from all grade levels are engaging in disruption, inappropriate language and harassment in cafeteria and hallway during lunch, and the behavior is maintained by peer attention
Prevention: Teach behavioral expectations in cafeteria
Maintain current lunch schedule, but shift classes to balance numbers
Teachers will take class to cafeteria; Cafeteria staff will teach the expectations
Principal to adjust schedule and send to staff
Rotating schedule on November 15
Changes begin on Monday
Goal: Reduce cafeteria ODR’s by 50% per month (Currently 24 per month average)
Timeline: Review Data & Update Monthly
A smaller number of students engage in skipping and noncompliance/defiance in classes, (mostly in rooms 13, 14 and 18), and these behaviors appear to be maintained by escape.
Recognition: Establish “Friday Five”: Extra 5 min of lunch on Friday for five good days
Extinction: Encourage all students to work for “Friday Five”… make reward for problem behavior less likely
School Counselor and Principal will create chart & staff extra recess
Principal to give announcement on intercom on Monday
Corrective Consequence- Active supervision and continued early consequence (minor/major ODR’s)
Hall and Cafeteria Supervisors
Ongoing
Data Collection – Maintain ODR record & supervisor weekly report
SWIS data entry person & Principal shares report with supervisors
Weekly
Example

41. By when will it be completed? Goal, Timeline, & Updates
Example - Problem Solving Action Plan (on flash drive)
Precise Problem Statement:
Solution Actions
Who is responsible?
By when will it be completed?
Goal, Timeline, & Updates
Prevention
Goal:
Recognition
Extinction
Timeline:
Corrective Consequence
Data Collection
Update:

42. Activity Use your Precise Problem Statement to create an Action Plan
Share

43. How do your data compare to previous years? Is there a trend?
Other Questions
How do your data compare to previous years?
Is there a trend?
How do your data compare to national averages?
SWIS has averages

44. https://twitter.com/ASUCCE
Time for questions
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45. Decision making for pbis systems
Are you implementing with fidelity?

46. Other types of decision making in pbis
How do you know if your PBIS implementation plan is working? Are you doing a good job with all of the elements of PBIS?

47. Why measure fidelity? See how things are working
Figure out how to improve
See what is missing
See what isn’t being done correctly

48. How well are you implementing pbis?
Adult Outcomes
How is team functioning?
Consistency
Teaching behavior
Rewarding behavior
Consequences
Student outcomes
Are about 80% of students doing very well with behavior?
Are grades, attendance improving?

49. Assessment Tools Team Implementation Checklist (TIC) 3 times per year
Completed by PBIS Universal team at team meeting
Guides the implementation process
Ideas for when SAS can be completed – staff meetings, in-service days, ??

51. www.pbisapps.org Drop-down menu: Applications/PBIS Assessments
Login with School ID
For TIC, click on arrow under ‘Actions’
Survey will open
Enter data

52. Assessment tools, cont’d
Benchmarks of Quality (BoQ)
Completed in the spring each year
Completed by PBIS Universal team at team meeting
Measures Universal implementation
Helps to identify strengths and weaknesses that can be used in action planning

53. Assessment tools, cont’d
Self Assessment Survey (SAS)
Completed once a year, at beginning or end of year
Completed by all teachers, staff, administrators
Assesses how well systems and practices are established in 4 areas: school-wide, classroom, non-classroom, individual students

54. Assessment tools, cont’d
School Safety Survey (SSS)
Diverse perspectives
Measures risk factors in school
Measures protective factors in school

55. Assessment tools, cont’d
SET (School-wide Evaluation Tool)
Outsider perspective – cuts out the bias
Measures fidelity of implementation – similar to SAS

56. PBIS Assessments – online reports
Team Implementation Checklist
Benchmarks of Quality
Self-Assessment Survey
Available online at
Give participants their school codes!!!! Go to website and demonstrate.

57. -Milwaukee
Public Schools

58. sustainability

59. Go with the flow…
Times change, people change – keep up with them!!!

60. Make pbis a permanent part of your school
How committed are administration, faculty, and staff? How invested are students?

61. Adult surveys
Buy-in
Confidence
Knowledge of PBIS
Appreciation

62. Staff Survey Example
On Flash Drive

63. Student climate surveys
Connectedness
Safety
Trust
Satisfaction

64. Student Climate Survey Example
source: Illinois PBIS Network
On Flash Drive

65. Sustainability Using data regularly is the key to success!
Keep staff informed – increase buy-in
Show that PBIS is working!
Share successes with staff, district, parents, community

66. Student voice and involvement
Give students a voice (surveys, focus groups, etc.):
Help decide how expectations will be taught
Give input on incentive and celebration ideas
Give input on booster training activities throughout the year
Give students a job:
Teach expectations to younger students
Mentor younger students
Help with tasks such as copying and/or cutting out reward tickets

67. Bristol Elementary PBIS
Example from missouri
Bristol Elementary PBIS
Bristol is currently in our 3rd year implementing PBIS. This fall, a 3rd grade student was very interested in PBIS and how we chose the school rules. She and her father researched student programs, such as student council and Kids Congress. I invited the student to attend a PBIS team meeting and share her research with the team. Here is what we decided:
Each 2nd, 3rd, 4th and 5th grade class will have a representative for PBIS. One student from each grade will be chosen to attend the PBIS team meeting. The student will report back to the other representatives, who will then share all the information with the class.
Students were given the opportunity to apply for PBIS representative. They had to answer 2 questions.
Why would you like to participate on the PBIS committee?
Why would you be a good representative for your grade?
Teachers chose their classroom representative from the applications. An example is included in this report. A copy of the letter sent home to parents is included as well.
We look forward to student representation on the committee.
The PBIS Compendium:

68. staff voice and involvement
Ask for input on consequences for office referrals
Survey staff about what tools they need (classroom management strategies, communication strategies, strategies for individual students, etc.)
Have a method or procedure for giving feedback/suggestions/requests at any time
Ask for input on staff incentives
Ask them to participate in developing lesson plans/cool tools

69. Sharing data with stakeholders
Examples
Share a success story in a newsletter to parents
Present data to school board
Ask local media to cover a success story
Post data in key locations in school
Share data with students and present a challenge
Share data regularly with staff to show successes

70. https://twitter.com/ASUCCE
Time for questions
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71. Acknowledgements

72. Our appreciation to the following for sharing resources on the internet:
Illinois PBIS Network: Wisconsin PBIS Network: Missouri Schoolwide Positive Behavior Support: The PBIS Compendium – Special School District, St Louis MO:

73. https://twitter.com/ASUCCE
Our Website:
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74. Website: cce.astate.edu/pbis/
Website: cce.astate.edu/pbis/