1. The Nuts and Bolts of Data Collection and Analysis
Positive Behavioral Interventions and Supports
SYSTEMS
PRACTICES
DATA
OUTCOMES
Joan Ledvina Parr

2. Process for Supporting Social Competence and Academic Achievement
OUTCOMES
Supporting
Staff
Behavior
Supporting
Decision
Making
School-wide
Classroom
Non-classroom
Individual
SYSTEMS
DATA
Office Discipline Referrals
Staff Input
Academic Progress
Attendance
PRACTICES
Define behavior expectations
Specify routines
Teach
Acknowledge
Correct
Follow up and feedback
Reinforcement
Generalization
Supporting
Student Behavior

3. Are you…. Swimming in data? Drowning in data?
In a maze of data and can’t
find your way out?
Lost and don’t know what to do?

4. Data Needs to be Your Friend
Without data, you are just another person with an opinion…..

5. Data Can Be Your Friend Key Features of Data Systems that Work:
Data are accurate
Data are easy to collect
Data are used for decision making
Data must be available when decisions need to be made
People who collect the data must see the information used for decision making

6. Objectives—to Help you Find your Way
Review the types of data you will
want to consider
Review how to access STARS data
and PBIS reports
Learn how to use the Big 5 Generator
Understand how to use data to
make decisions

7. Where to Begin……

8. Review End of the Year Data Reports
Office referrals and suspensions
PBIS reports in STARS
PBIS Self-Assessment (Staff Survey)
Benchmarks of Quality
PBIS team completed
Analysis of your School’s Resources
Triangle of Tier 1, 2, and 3 interventions
Final Step: Develop an Action Plan
Bonus Step: Learn about the Big 5 Generator

9. What Data Should be Collected for Decision Making?
Office Discipline Referrals
Measure of overall environment—
Referrals are affected by:
Student behavior
Staff behavior
Administrative context
Teacher Referrals
(Minors, Focus Room, etc.)
Suspensions
Attendance

10. Office Discipline Referral Process/Form
Coherent system in place to collect office discipline referral data
Faculty and staff agree on categories
Faculty and staff agree on process
Office Discipline Referral Form should include all needed information:
Name, Date, Time, Staff Referring
Problem Behavior, Location, Motivation
Others Involved, Detailed Information as needed

11. STARS Discipline Module
Data Entry
Office Discipline Referrals (Majors)
Teacher Referrals (Minors)
Reports
PBIS Reports: The Big 5
Location
Problem Behavior
Time of Day
Student
Referrals per Day by Month
Variable Reports

12. STARS—3 of the Big 5 Reports
Location
Problem Behavior
Time of Day
Date Range
From ……To
Referral Type
All (major and minor)
Major
Minor
Show All Categories with _____ or more referrals

13. STARS—4th of the Big 5 Reports
Student
Date Range
Referral Type
Show All Students with _____ or more referrals
Sort on:
Student name
Age
Grade
Section
Major
Minor

14. Student Report—Factors to Sort on
Student Name—Lists students alphabetically
Age—Lists by age of students
Grade—Lists by grade of students
Section—Lists by section of students
Majors—Lists students’ names in order according to their number of majors
Minors—Lists students’ names in order according to their number of minors
** You can limit your list by requesting only students with _____ or more referrals or by asking for only majors or only minors

15. STARS—5th of the Big 5 Reports
Average Referrals per Day by Month
Provides a chart with the number of days school was in session, number of referrals (majors and/or minors), as well as the calculation of Referrals per Day by Month

16. The Big 5 Generator Excel spreadsheet Record STARS data by Month
Label each document by Month
Cut and paste graphs into document
Location
Problem Behavior
Time of Day
Students
Average Referrals per Day by Month

17. Analysis: What systems are problematic?
Referrals by location?
Are there specific problem locations?
Referrals by problem behavior?
What problem behaviors are most common?
Referrals by student?
Are there many students receiving referrals or only a small number of students with many referrals?
Referrals by time of day?
Are there specific times when problems occur?
Keep asking questions – looking at data, is what we are doing making a difference - 17

18. Referrals by Problem Behavior

19. Referrals by Problem Location

20. Referrals by Time of Day

21. What Does the Data Tell Us
If many students are making same mistake, consider changing system….not students
Start by teaching, monitoring & rewarding…before increasing punishment
Guidelines: 21

22. IF: Focus On: Classroom Systems Schoolwide Systems
More than 35% of students receive 1 or more referrals
Average referrals per student > 2.5
Schoolwide Systems
More than 35% of referrals come from non-classroom settings
More than 15% of students who receive a referral are referred from non-classroom settings
Non-Classroom Systems
More than 50% of referrals are from classroom settings
More than 40% of referrals come from less than 10% of the classrooms
Classroom Systems
If 10 or more students have 5 or more referrals
Targeted Group Interventions
Less than 10 students with 10 or more office referrals
Less than 10 students continue w/referrals after targeted interv
Small number of students destabilizing overall functioning
Individual Student Systems

23. Looking at the Overall Numbers
What are the trends from year to year?

24. Office Referrals per Year
Create Graphs from the Big 5 Generator, Excel or Power Point Applications
Office Referrals per Year

25. Looking at the Overall Numbers
What are the trends within the year?

26. Average Referrals per Day by Month
Create Graphs from the Big 5 Generator, Excel or Power Point Applications
Average Referrals per Day by Month

27. Another View of Summary Data
Consider the triangle percentages….
Percentage of students receiving 0-1 referrals (green)
Percentage of students receiving 2-5 referrals (yellow)
Percentage of students receiving 6 or more referrals

28. Comparing Percentages of Students in the Green, Yellow, and Red Zones

29. Next Steps: Tracking Data
Comparing academic and behavior data
State-Wide Assessment:
Classroom Performance:
Discipline:
Below grade level
Basic
6+ referrals
1-5%
1-5%
Borderline
Approaching grade level
2-5 referrals
5-10%
5-10%
Proficient or Advanced
On or above grade level
80-90%
80-90%
0-1 referral

30. STUDENT NAME GRADE Days Absent Days Tardy # Referrals CLASS LEVEL MSA
GRADES
Last Report
Current
Read
ing
Math
Reading 1 2 3 4

31. Red Zone Students: (6+ referrals) Grade # Majors # Minors
Total referrals
Suspensions
Interventions in place
PreK 6
Parent conference K 1 5
SST, beh chart, Couns., gradual entry 3 18 21
IEP, FBA, beh chart, CICO, 7
CICO, SST, beh chart, couns. 10
CICO, beh chart,SST, couns 4 8
SST, FBA, CICO, Couns. 12
IEP, FBA, couns interv., beh chart
Yellow Zone Students: (2-5 referrals) 2
SST, 504, Couns. Interv.
Parent contact, SST requested
parent conference, beh chart
IEP, couns, beh chart
CICO, Couns., beh chart, referred to IEP
Parent contact
CICO, beh chart, parent contact

32. Analysis: Review Results of Self-Assessment
Staff completed the Self-Assessment
at the end of the year
Note: change of website:
is now
Generate the reports using the handout provided
Individual Summary Report (one year)
Comparative Summary Report (compares years)
Analysis of Schoolwide System Report (critical features)
Individual Item Scores (item analysis)

33. Sample of Item Analysis
80 %
15 %
5 %
10. School administrator is an active participant on the behavior support team.
16 %
20 %
64 %
62 %
36 %
2 %
11. Data on problem behavior patterns are collected and summarized within an on-going system.
13 %
34 %
53 %
59 %
12. Patterns of student problem behavior are reported to teams and faculty for active decision-making on a regular basis (e.g. monthly).
14 %
52 %
72 %
28 %
0 %
13. School has formal strategies for informing families about expected student behaviors at school.
19 %
32 %
49 %
41 %
25 %
14. Booster training activities for students are developed, modified, & conducted based on school data.
22 %
45 %
33 %

34. Analysis: Benchmarks of Quality
Review the BOQ completed by your team in April
Use the BOQ Planning Form (in your handouts) to guide your thoughts about improvements needed

35. Consider your School’s Resources
Complete the Triangle Activity (included in your handouts)
Consider what your school provides students at the Tier 1, Tier 2, and Tier 3 levels
Consider what your school might want to implement to provide greater support for students

36. SIT Team * Grade Level/Teacher Teams
INTENSIVE
TARGETED
SIT Team * Grade Level/Teacher Teams
IEP Team * Student Support Team * PBIS Team
UNIVERSAL
Might be a good “DRILL” for your school to look at what your school does for each level – what practices are in place to support
Universal
Tertiary
Targeted
Possible a good drill/exercise as a team or entire faculty
Are the practices evidence based?
Are they successful - how do we know?? What data are we collecting?
Groups targeting social skills, friendship, and/or anger management skills
School health services
Bullying Prevention
School counseling services
Second Step
Student Intervention Plans
Schoolwide PBIS
Check-in/Check-out
FBAs/BIPs
Section 504 Plans and/or IEPs
Health Education Voluntary State Curriculum
Behavioral contracting
Alternative programs
School-based mental health services
Character Education
Expanded School Mental Health Initiatives and Interagency Partnerships 36

37. Have a Vision (aka Your PBIS Action Plan) When you know where you are headed, you can guide students toward their own success. Without a destination in mind and plan how to get there, you may arrive at a place you don’t want to be.

38. Develop your School PBIS Action Plan
Use your data
Know your resources
Consider your plan for additional interventions
Map out your plan (PBIS Action Plan included in your handouts—electronic version available)
Develop a schedule of meetings
Delineate roles and responsibilities
Plan for data analysis and discussion
Strengthen your team with multiple levels of talent

39. Final Considerations We can’t “make” students learn or behave
We can create environments to increase the likelihood students learn and behave
It is all about providing and supporting the systems so that adults can change their behavior to implement the practices that will bring about change in student behavior
SYSTEMS
PRACTICES
DATA
OUTCOMES

40. Some Final Thoughts on the Road to Success

41. All of us will have set-backs on the journey

42. Allow yourself plenty of time to get there

43. Remember to bring the kids along

44. Remember, Building a PBIS Continuum is a Marathon not a Sprint

45. For Additional Information
Joan Ledvina Parr
PBIS Facilitator / School Psychologist
Debely Fenstermaker
PBIS Coach / School Psychologist
Margaret Grady Kidder
PBIS Coordinator / Coordinator of Psychological Services