1. School-wide PBIS Data Systems Tier 1 Day 3

2. Goals for Today Understand the importance of data
Analyze current data system effectiveness
Define teacher managed (minor) vs. office managed (major) behaviors
Formalize process for staff to respond to minor and major behaviors
Align ODR for data collection

3. Materials SCCOE PBIS Website – http://pbis.sccoe.org Resources Tier 1
Day 3 Materials/Presentations

4. Working Agreements

5. Team Activity Question Team Task Worksheet
What have you accomplished since the last training?
Questions?
Review the tasks from the last trainings.
SW Rules
Expectations Grid
Lesson Plans
Acknowledgment System
Presentations to staff
Feedback & participation from staff
Worksheet #1: Tier 1 Day 3 Notes
Provide teams about 15 minutes 5

6. Now that you’ve been working on this…. What questions do you have?
Team Process
Communication with Staff
Understanding
Buy-In & Commitment
SW Rules
Behavioral Expectations
Lesson Plans
Acknowledgment System

7. Data Base Decision Making
Lisa slide 7

8. How would we present this video?

9. Supporting Social Competence &
Academic Achievement
Elements of SWPBS
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
SYSTEMS
DATA
Assists with elimination of the emotion from the student and adults.
Data assists to focus on facts
Alignment of source (system, specific area, specific person,
PRACTICES
Supporting
Student Behavior 9 9

10. Data Systems – CRITICAL Elements!10

11. Using Data for Decision Making
The best data system in the world won’t make a difference if no one is looking at the data and using it to guide decision making
Look at Data to Guide Decisions
Ask: Do you collect data and never look at it? What data? 11

12. Using Data for Decision Making
The PBIS team should commit to reviewing data and using it to inform decision making to maximize resources & results
Review at Least Once a Month
PBIS teams should meet at least once a month for minutes and review data 12

13. Two Types of Data Systems
Fidelity Data:
PBIS Assessments
Used to ensure effective implementation of PBIS
Used for sustainability of PBIS over time
Student Data: SWIS and School Data Systems (Behavior and Discipline)
Used to support the academic success of students
Track individual progress - behavior and academic
Discuss PBIS Assessment examples and Student Data system examples
Have participants give examples of current Fidelity and student

14. Evaluation
Develop a process/schedule for assessing (a) extent to which teams are using SW-PBS, (b) impact of SW-PBS on student outcomes, and (c) extent to which the leadership team’s action plan is implemented.
Build local capacity for Assessment & Decision Making
Use the PBIS Evaluation Planning Tool to determine when assessments will be completed
Regularly report data to appropriate stakeholders in ways that facilitate ease of decision making
Use data to guide decision making at school & district level
Train school teams to effectively use data for decision making
Unique to PBIS is that we want to measure implementation
Tools to measure implementation….if school reach 80% of implementation then have reached a tipping point for change
We need to measure level of fidelity so that we know why our efforts are working
What impact do we want??? Increase academic engagement…increased instructional time
Training the coaches on building capacity for evaluation…speak to the training provided to coaches including SET 14

15. Measuring Implementation Fidelity w
Here are examples of PBIS Assessment fidelity measures 15

16. SW PBIS Tiered Fidelity Inventory (TFI)
Purpose
The purpose of the School-wide PBIS Tiered Fidelity Inventory is to provide an efficient and valid index of the extent to which PBIS core features are in place within a school.
Tier I, Tier II, Tier III
Uses of TFI
Formative assessment to help school teams improve
Progress monitoring - self-assess PBIS practices by tier to guide implementation efforts, and assess progress by tier
Build action plan to focus implementation efforts
Conducted annually
State Recognition Determine schools warranting recognition for their fidelity of PBIS implementation.

17. Example of multiple year SET data for a district17

18. Student Outcome Measures
Office Discipline Referrals (ODRs)
Suspension/Expulsion
LRE data
School Climate Surveys (staff, student)
Attendance
Academic Achievement data
Examples of Student data sources 18

19. District example of student data over time19

21. Team Activity Question Team Task Worksheet
What data do you currently use? How often is this data shared with the entire staff?
What are some positives and challenges to using data?
What challenges will there be to using the data?
Discuss with your team what data systems you currently use to evaluate school-wide discipline and behavior interventions.
Discuss the positives and challenges with your current system.
Discuss why it would be important to look at data across ODRs/Susp/LRE, etc. when examing progress with school climate and discipline.
Worksheet #1: Tier 1 Day 3 Notes
Provide teams about 15 minutes 21

22. Effective Use of Data

23. What data are we currently collecting?
Discipline Referral Data
Detention/Suspension/Expulsion Data
Attendance data
Are we using this data effectively?
Are we getting the most out of the data we’re collecting?
9:15-9:25
Share out from team discussion
Eleanor 23

24. Effective Data Systems
In order to make the most informed decisions regarding SW PBS
an effective data system must provide data not only about individual students, but also compile discipline data school-wide
Can your school currently look at discipline data from a School-wide perspective?
SWIS (School-wide Information System) is one system that allows this type of manipulation of data
9:25-9:30 to slide 19
Relate this to academic
All the different components of literacy data need to be present in a behavior data collection system 24

26. Aries Discipline Database System

27. Aries DEMO Show the SWIS demo site Dashboard
Average number of referrals per day: compare to national mean
Student data example
Data entry example 27

28. Team Activity Question Team Task Worksheet
What are the strengths and limitations of your current data system?
Will your current data system facilitate effective decision making?
Examine the current discipline data system used in your school & compare with the features of SWIS
Discuss with your team how your current data system will support your team to use data to make decisions.
Worksheet #1: Tier 1 Day 3 Notes
Provide teams about 15 minutes 28

29. Correction System: Responding to Problem Behavior

30. The emergence of PBIS
is a response to a growing
over-reliance on using
negative consequences for
problem behavior
Zero Tolerance
Research shows these responses are not effective in reducing student problem behavior and improving school climate

31. Consequence Systems
The American Psychological Association's 2008 (APA) Zero Tolerance Task Force concludes that "ultimately, an examination of the evidence shows:
“zero-tolerance policies as implemented have failed to achieve the goals of an effective system of school discipline.”
Recommended Reading: “Suspending Hope” from Teaching Tolerance

32. PBIS Big Ideas Commitment to serve ALL students
Set students & staff up to be successful
Proactive is better than reactive
Use to guide decision making
Proactive: Teaching positive behavior prior to problem
Reactive: Explosion! Negative consequences No teaching
Remember that if we document problem behaviors we can intervene and provide targeted and individualized supports based on the function of the behavior. 32

33. PBIS Big Ideas
Ultimately you want to increase instructional time and not reward the function of the behavior 33

34. Cost Benefit Analysis Reactive Discipline v. PBIS
Oregon Middle School Example
5100 referrals =
229, min./referral
= 3825 hrs.
= hrs/day
Implemented SW-PBIS and referrals were reduced by over half in first year
Gain of 240 days of instruction in 1 school year
Example of Instructional time lost and then what happened with SW-PBIS implemented.
Do one yourself! See link to Cost Analysis Worksheet (Excel) Available at (Click on Cost Benefit Worksheet) 34

35. Caution: Consequence Systems
Too often consequences for negative behavior is the only behavior management plan schools or teachers have
“If your only tool is a hammer, every problem becomes a nail”
Only after teaching, reinforcing & providing opportunities to practice the expected behavior do we earn the right to use negative consequences
Try Tier I PBIS before we implement negative consequences 35

36. Discipline Assumption
Delivering negative consequences for problem behavior is a necessary but insufficient strategy for reducing problem behavior.
Instead of focusing on punishment, focus on the remediation & instruction of alternative, desired behavior
Problem behavior should be seen as an instructional opportunity for social behavior

37. Responding to Problem Behavior
We will continue to use negative consequences in schools…
Why? Because they are effective for many students (students in the Green Zone) – those who can figure out the appropriate behavior on their own
But only in ways that maintain the dignity, safety and respect of the student
Must pair use of negative consequences with instruction of the desired behavior

38. Changing the Social Culture: Responding to Problem Behavior
GOAL of SW-PBIS:
A unified staff that responds consistently, predictably & effectively to student problem behavior
Create a peer culture that discourages (not encourages) peer problem behavior
Teach students how to respond to problem behavior
Encourage on-task, successful peer behavior

39. Students with Recurring Problem Behavior
When negative consequences are not effective… we need a new approach

40. Team Discussion
10 mins
How do staff in your school view discipline and negative consequences for student problem behavior?
For students who engage in behavioral violations… How do current disciplinary practices & consequences address:
a) Instruction of desired/appropriate behavior
b) Minimizing loss of instructional time
c) Preventing a problem behavior from being rewarded
d) Students with recurring problem behavior

41. Establishing Agreements Continuum of Behaviors
Staff v. Office Managed Responses to Behavior

42. The Importance of Not Having Dirty Data
Personal examples 42

43. Responding to Problem Behavior
PBIS teams should….. 43

44. Continuum of Problem Behavior
Definitions of Minor, Office managed, and crisis behavior 44

45. Emergency Planning & Crisis Response
Has your school addressed responding to crisis in the building & emergencies?
For Example: What is the procedure for dealing with a stranger with a gun?
Is there a systematic plan that all staff know?
Will be on the SET 45

46. Office v. Staff Managed Behavior
What behaviors should be managed in the classroom/location with no documentation?
What behaviors would warrant a “minor” referral?
What is managed through an office referral?
What is managed through “other” strategies?

47. What should warrant a minor?
If it’s not severe enough to be a major referral… recurring is often the theme
If response to student behavior results in recurring missed instructional time the behavior should be documented…
Sent to hall, office, counselor, next door, de- escalation room, calm room…

48. Minor Referral Process
Middle School
Often MS set up guidelines for # of referrals equals a minor
Teacher will keep minors and attach them to major referral after student gets 3rd minor referral
MS decide whether or not to enter minor referrals separately or only as major referral
Teacher responsible for keeping minor referrals in meantime

49. Common Guidelines for “minor” versus “major”
MINOR → Teachers have the authority to manage problem behavior in class (or with a partner)
Use an office referral if a problem behavior (a) interferes with on-going education of others, (b) threatens safety, or (c) is of a severity requiring more extended intervention (e.g. more than 1 min).
Note that in-class interventions may also be included in the on-going data collection system… and are useful for decision- making

50. Office v. Staff Managed CONSIDERATIONS:
Office Managed = loss of instructional time (probably 45 minutes/referral)
If a recurring problem, Removal from classroom may be exactly what student wants – may be strengthening that problem behavior
Teachers may lose credibility if sending too many problems to the office, or out of the classroom
May appear the teacher can’t handle the classroom or work out concerns with students
Classroom Managed = opportunity to model problem solving and conflict resolution
Remember function of behavior. Will the consequence reward the student and as a result increase the problem behavior.
Does the consequence match the behavior? 50

51. Match Intensity of Response w/ Severity of Behavior
Continuum of Responses to Escalating Behavior
Less disruptive More severe
Classroom Buddy Office CRISIS
Managed Managed Managed
MINOR
MAJOR
Code Blue

54. Office v. Staff Managed
Creating “United Front”
Consistency begins with agreements
Establish agreements about what behaviors should be sent to the office & what should be handled in the classroom
Agreements across staff
Agreements between staff & administration

55. Example of Reasons for Discipline Referral (from 1 school district)
Dressed all in blue (gang related)
No binder in class
Talking w/ another student
Did not get parent signature
Unprepared for class
Tickling another student
Not following instructions
Late assignments
Six missing assignments
Told many times to sit still and he did not
Noisy on way to assembly
Should these behaviors have warranted Office Discipline Referrals?
Open discussion: Have participants look at these examples 55

56. Classroom Managed v. Office Managed Behavior
Make sure staff and administrators agree on what behaviors are sent to office
Develop a list of office managed behavior
Hold discussions to clarify and foster agreement

57. Develop Consistency/Agreement in Responses to Problem Behavior
Classroom Managed
Office Managed
Failing to follow rules/directives
Inappropriate voice level
Disruptive
Inappropriate language/comments
Put downs/ low level teasing
Danger to others with intent to hurt
Weapons
Fighting/ assault/ physical aggression
Overt defiance
Harrassment/Bullying
Inappropriate touching
***See Handout for more complete list w/ possible responses

59. Activity: Staff Managed, Minor, Major
Alisha yells at the substitute teacher when asked to do his seat work.
Jason steals $5.00 from his teacher’s desk.
Candice erases another students name from their homework and writes her name.
Tasha is found in the bathroom during class time without a pass
Raymond throws food in the cafeteria
Put up 3 posters: 1) Staff Managed 2) Minor 3) Major
Read the examples one at a time and have participants go to the sign they best think describes that example.
Have participants discuss among themselves why
Then have at least one person share out loud why
Take 5 minutes 59

60. Defining the Discipline Process
What forms to complete?
When? For which behaviors?
Is there a minor referral? Or only major?
Suspension/ Detention?
What is the follow-up?
What happens to the discipline referral form?
With student? With parent?
With referring staff?

62. MINOR
MAJOR
What is the Discipline Process?
-forms to complete?
-steps to take?

67. Team Activity Question Team Task Worksheet
What are your staff managed behaviors? Office managed?
What is your process for documenting referrals?
Minor? Major?
Who will enter your referrals?
And what is your communication process?
Developing a process for discipline referral procedure
Worksheet #1: Tier 1 Day 3 Notes
Handout #1: Day 3 Data Systems Packet
Provide teams about 30 minutes
Have the teams pick a flowchart
List their minors and majors and then define the process 67

68. Discipline Referral Form
Are we getting the right information?
Eleanor
12:1512:20 to slide 37 68

69. Reviewing your Discipline Referral form
Are you getting the most information from your referral forms?
Could you update your referral form to provide you with more useful data?
Would you gain more information if you put in place a minor referral process, in addition to major referrals?
Questions to ask yourself during Team Time when you are reviewing your referral form 69

70. Discipline Referral Form
Relevant information
Who (name, grade, gender) (students/adult)
What (problem behavior)
Where (location)
When (what time of day?)
With whom (who else was involved)
Why (motivation - why did this happen?)
Details
Administrative Response

71. Who?
When?
Where?
What?
Why?
With whom?
Details
Admin Response?

72. Minor Referral Form Who? When? With whom? Where? What? Why? Details
Admin Response?

73. Team Activity Question Team Task Worksheet
Do you need to revise your existing referral form to improve data collection?
Do you want a separate form for minors & majors?
Review your existing discipline referral form to determine if it has all relevant information.
Discus if your team will need to refine your current form or create a new referral form.
Worksheet #1: Tier 1 Day 3 Notes
Handout #1: Day 3 Data Systems Packet
Provide teams about 15 minutes
Pick a discipline referral form example 73

74. Team Tasks Follow-up Tasks Finalize Expectations Grid Lesson Planning
Assembly/Teaching Schedule
Develop or refine your Acknowledgment System
New Tasks
Clarify/ document Staff managed v. Office Managed Behavior
Review Referral form & process for turning in referrals
Use data for Decision Making
Set up SWIS or identify system for informing school-wide decision making
1:10-3:00 to work on tasks 74

75. Day 4 PBIS Showcase
Remind schools that next training they will be asked to present a showcase on their Tier 1 75