Post on 17-Jan-2016
Data Systems Review
School-Wide Positive Behavioral
Interventions and Supports Training
Northwest AEA
September 20, 2010
SW-PBSData
Systems
Team ImplementationChecklist
(TIC)
Office DisciplineReferrals(ODRs)
School-WideEvaluation Tool
(SET)
Self-AssessmentSurvey
Team Implementation Checklist(TIC)
• Self-Assessment tool for monitoring process of implementing SW-PBS
• Are we doing what we should be doing?
• 17 items, 9 categories
• Overall Score
Team Checklist - Categories• Commit = Establish Commitment (Q 1,2)• Team = Establish and Maintain Team (Q 3,4,5)• Assess = Self-Assessment (Q 6,7,8)• Define = 3-5 behaviors defined with matrix (Q 9,10)• Teach = plans developed and teaching directly (Q 11,12)• Rewards = Acknowledgement system for SW
expectations (Q 13)• Violatio = Consequence Systems (Q 14)• Infor = Data system and reporting of data (Q 15)• Support = Function based support for at-risk behaviors (Q
16,17)
Using the Team Checklist• Completed by school PBS team - best completed on-
line at www.pbssurveys.org • At least quarterly, best done monthly in first year of
implementation• Who looks at the data?
– Team– Coach– Trainers/State Evaluation
• Purpose– To determine progress toward implementation– action planning
Team Checklist Example
Completing the Team Checklist
www.pbssurveys.org
Team Checklist Review
• Review last year’s team checklist results– Areas of strength– Areas of focus for upcoming year
• Plan to complete four times this year -
– When?– Include on Annual Plan
Self-Assessment Survey(EBS Survey)
• Self-assessment tool to determine to what extent SW-PBIS practices and systems are in place within a school
• Is SW-PBIS warranted?• Four Systems
– School-Wide– Non-classroom settings– Classroom– Individual Student
Self-Assessment SurveyWhat Information Does It Give Us?
• For each of the 4 systems– Current Status
• % in place, % partially in place, % not in place
– Priority for Improvement• % of High, % of Medium, % of Low
• Two main questions– What behavior supports are in place?– What behavior support features are most in need of
improvement?
Using the Self-Assessment Survey
• Completed by as many staff members as possible
• Completed prior to initial planning and annually (usually in the spring)
• Best completed on-line at www.pbssurveys.org
Using the Self-Assessment Survey
• Who looks at the data?– Team– Coach– Trainers/State Evaluation
• Share the data - teachers, parents, superintendents, school boards
• Purpose– To determine if SW-PBIS practices and systems
are in place– To determine which behavioral systems need to
be addressed (action planning)
0
10
20
30
40
50
60
70
80
90
SW Non-CR CR Ind
In PlacePartiallyNot In Place
0
10
20
30
40
50
60
70
80
SW Non-CR CR Ind
HighMediumLow
Do they have it?
Do they need it?
Year 2 Self-Assessment Data
Self-Assessment Survey
www.pbssurveys.org
Self-Assessment SurveyReviewing Your Results
Begin with System Analysis
– Are any areas above 80%?
– Do you have a total score above 80%?
– What are your strengths?
– What do we need to work on?
Self-Assessment SurveyReviewing Your Results
Look at the Individual Summary Charts
– What does it tell us about practice and systems in each area• School-Wide• Non-Classroom• Classroom• Individual
– What does it tells us about priority for improvement in each area
• School-Wide• Non-Classroom• Classroom• Individual
Office Discipline Referrals
• A systematic process of collecting staff managed and office managed behavioral issues with kids
• Purpose– For decision making– To monitor the outcomes of SW-PBS
efforts– For professional accountability
ODR Data Systems• Information entered is based on clearly defined and
mutually exclusive discipline categories• Data is consistently gathered• Data is easily collected (teacher time) and tabulated
(entered into a data system)• Data can be represented graphically• Data entry responsibility is assigned and done
frequently to ensure accurate data within a weeks time.– Minimum of three trained individuals– Work with with SW-PBS trainer, coaches,
facilitator on use of data for decision making• Data summary occurs at PBS team meetings and
shared with school staff regularly
ODRs - The Basicswhere what
who
How often?
What are the problems?
Where are the problems?
When are the problems?
Who is creating the problems?
Sort out the data bymajor and minor
(teacher managed andOffice managed)
Staff Managed Office Managed
TardyUnprepared - no homework/materialsViolation of classroom expectationInappropriate language Classroom DisruptionMinor Safety ViolationLying/Cheating
Consequences are determined by staff
Repeated minor behaviorsInsubordinationBlatant disrespectAbusive/Inappropriate languageHarassment/IntimidationFighting/Physical aggressionSafety violations that are potentially harmful to self, others and/or property.Vandalism/Property destructionPlagiarismTheftSkippingIllegal: Arson Weapons Tobacco Alcohol/Drugs
SWIS Annual Summary
• Review the annual summary– What are the trends through the year?– Differences by grades?– Location?– What does the triangle graph tell you?
• How do you compare to other Schools? (use ODR worksheet)
School-Wide Evaluation Tool(SET)
• Designed to assess and evaluate the critical features of effective school-wide behavioral support
• Research Validated Instrument of SW-PBS outcomes tested for both reliability and validity
• Summary Score and seven core feature scores
(Horner, et al, 2004)
Review of SET
• What can you share with your teachers, parents, school board?
• Use the SET protocol to determine– areas of strength– areas of concern
Data Systems and Action Planning
30Minutes