Post on 27-Dec-2015
The Nuts and Bolts of Data Collection
and AnalysisPositive Behavioral Interventions and
Supports
SYST
EMS
PRACTICES
DATA
OUTCOMES
Joan Ledvina Parrjparr@bcps.org 410-887-1103
SYST
EMS
PRACTICES
DATA
SupportingStaff
Behavior
SupportingDecisionMaking
SupportingStudent Behavior
Process for Supporting Social Competence and Academic Achievement
OUTCOMES
School-wideClassroomNon-classroomIndividual
Define behavior expectationsSpecify routinesTeachAcknowledgeCorrectFollow up and feedbackReinforcementGeneralization
Office Discipline ReferralsStaff InputAcademic ProgressAttendance
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?
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
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
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
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
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
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
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
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
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
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
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
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?
Referrals by Problem Behavior
Office Disciplinary Referral Problem Behaviors
020406080
100120140
October
Referrals by Problem Location
05
101520253035
Classro
om
Playgro
und
Commons
Hall/B
reezew
ay
Cafeter
ia
Bath/R
estro
omGym
Librar
y
Bus Load
ing
Parking L
otBus
Spec
ial Ev
ent
Off-Campus
Stadiu
mOffice
Lock
er Room
Other Lo
cation
Unknown Lo
cation
Office Disciplinary Referral Problem Locations
Series1
Referrals by Time of DayOffice Disciplinary Referrals By time
0
1
2
3
4
5
6
7
8
9
10
7:00 7:30 8:00 8:30 9:00 9:3010:0010:3011:0011:3012:0012:301:00 1:30 2:00 2:30 3:00 3:30 4:00 4:30
October
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:
IF: Focus On:
More than 35% of students receive 1 or more referrals
Average referrals per student > 2.5Schoolwide 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
Create Graphs from the Big 5 Generator, Excel or Power Point Applications
0
200
400
600
800
1000
1200
2004-2005
2005-2006
2006-2007
2007-2008
2008-2009
2009-2010
2010-2011
Office Referrals per Year
Create Graphs from the Big 5 Generator, Excel or Power Point Applications
0
5
10
15
20
25
30
35
A S O N D J F M A M J
Average Ref per Day SY 0809
Average Referrals per Day by Month
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
Comparing Percentages of Students in the Green, Yellow, and Red Zones
72.0%
18.0%
10.0%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
School Name
Red
Yellow
Green 82.0%
14.0%4.0%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
School Name
Red
Yellow
Green
Next Steps: Tracking Data
Comparing academic and behavior data
1-5%
5-10% 5-10%
80-90% 80-90%
Below grade level 6+ referrals
Approaching grade level
2-5 referrals
On or above
grade level
0-1 referral
1-5%
Classroom Performance:
State-Wide Assessment
:Basic
Borderline
Proficient or
Advanced
Discipline:
STUDENT NAME
GRADE
Days Absent Days Tardy # Referrals CLASS LEVEL
MSA GRADES
Last Report
CurrentLast
ReportCurrent
Last Report
CurrentReading Math
Reading
Math 1 2 3 4
Red Zone Students: (6+ referrals)
Grade
# Majors
# Minors
Total referrals
Suspensions Interventions in place
PreK 0 6 6 0 Parent conference
K 1 5 6 1 SST, beh chart, Couns., gradual entry
1 3 18 21 3 IEP, FBA, beh chart, CICO,
3 0 7 7 0 CICO, SST, beh chart, couns.
3 0 10 10 0 CICO, beh chart,SST, couns
4 1 7 8 1 SST, FBA, CICO, Couns.
5 0 12 12 0 IEP, FBA, couns interv., beh chart
Yellow Zone Students: (2-
5 referrals)
Grade
# Majors
# Minors
Total referrals
Suspensions Interventions in place
PreK 0 2 2 0 SST, 504, Couns. Interv.
K 0 3 3 0 Parent contact, SST requested
1 0 4 4 0 parent conference, beh chart
2 0 3 3 0 IEP, couns, beh chart
3 1 2 3 1 CICO, Couns., beh chart, referred to IEP
4 0 2 2 0 Parent contact
5 1 2 3 1 CICO, beh chart, parent contact
Analysis:Review Results of Self-Assessment
• Staff completed the Self-Assessment at the end of the year• Note: change of website: www.pbssurveys.org is now www.pbisassessments.org
• 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)
Sample of Item Analysis80
%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 %
36 %
5 % 12. Patterns of student problem behavior are reported to teams and faculty for active decision-making on a regular basis (e.g. monthly).
14 %
34 %
52 %
72 %
28 %
0 % 13. School has formal strategies for informing families about expected student behaviors at school.
19 %
32 %
49 %
41 %
34 %
25 %
14. Booster training activities for students are developed, modified, & conducted based on school data.
22 %
45 %
33 %
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
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
School counseling services Second Step FBAs/BIPs
School health servicesGroups targeting social skills, friendship, and/or anger management skills
Student Intervention Plans
UNIVERSAL
TARGETED
INTENSIVE
Schoolwide PBIS Check-in/Check-out
Section 504 Plans and/or IEPs Health Education Voluntary State Curriculum Behavioral contractingAlternative programs Character Education School-based mental health services
Bullying Prevention
Expanded School Mental Health Initiatives and Interagency Partnerships
IEP
Team
* Student S
upport Team
* PB
IS T
eam
SIT
Tea
m *
Gra
de L
evel
/Tea
cher
Tea
ms
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.
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
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
SYST
EMS
PRACTICES
DATA
OUTCOMES
For Additional Information
• Joan Ledvina Parr– PBIS Facilitator / School Psychologist
– jparr@bcps.org 410-887-1103
• Debely Fenstermaker– PBIS Coach / School Psychologist
– dfenstermaker@bcps.org 410-887-7566
• Margaret Grady Kidder– PBIS Coordinator / Coordinator of Psychological Services
– mkidder@bcps.org 410-887-0303