1. Learn how data tools can be used to: ◦ help staff get started with School-wide PBIS ◦ check implementation fidelity ◦ monitor progress and establish sustainable

implementation

2. Become (somewhat) familiar with using:

◦ Team Implementation Checklist (TIC)◦ Self Assessment Survey (SAS) ◦ Office Discipline Referrals (ODR)

Effort data (Are we working the plan?)◦ Team Implementation Checklist (TIC)◦ Self-Assessment Survey (SAS)

Outcome data (Is it having an effect?)◦ “Big 5” Graphs◦ Triangle %

Fidelity data (Are we following the plan?)◦ School Evaluation Tool (SET)◦ Benchmarks of Quality (BoQ)

What is the What is the QUESTION QUESTION you are you are trying to answer?trying to answer?

Team Implementation Checklist (TIC)

Self-Assessment Survey (SAS)

How is our Universal PBIS team functioning?

Is used to evaluate the extent of the team implementation process

Is used to identify remaining implementation needs

Is used to assess the success of the implementation process

Teams complete the TIC monthly

Results shared with all school personnel

Will evaluate progress toward meeting PBIS goals

Checklist #1: Start-Up Activity

Complete & submit Quarterly. Status: Achieved, In Progress, Not Started

Date:(MM/DD/YY)

Oct. Dec. Mar. May

Establish Commitment1. Administrator’s support & active involvement.

Status:

2. Faculty/Staff support (One of top 3 goals, 80% of faculty document support, 3 year timeline).

Status:

Establish & Maintain Team3. Team established (representative).

Status:

4. Team has regular meeting schedule, effective operating procedures. Status:

5. Audit is completed for efficient integration of team with other teams/initiatives addressing behavior support.

Status:

Self-Assessment6. Team/faculty completes EBS self-assessment survey.

Status:

7. Team summarizes existing school discipline data. Status:

SCHOOL-WIDE SYSTEMS

Current Status Feature Priority for Improvement

In Place Partial in Place

Not in Place

School-wide is defined as involving all students, all staff, & all settings.

High Med Low

1 . A small number (e.g. 3-5) of positively & clearly stated student expectations or rules are defined.

2. Expected student behaviors are taught directly.

3. Expected student behaviors are rewarded regularly.

4. Problem behaviors (failure to meet expected student behaviors) are defined clearly.

5. Consequences for problem behaviors are defined dearly.

The Self-Assessment Survey measures..

Staff perceptions of what PBIS system components are in place (school-wide, non-classroom, classroom management, individual student)

Need for improvement, priority for change

To determine the extent to which schools are already using School-wide Positive Behavior Support (PBIS)

To determine if training and technical

assistance efforts result in change when using PBIS

To determine if use of PBIS procedures is related to valued change in the safety, social culture, and violent behavior in schools

Assess features that are in place

Determine annual goals

Evaluate on-going efforts

Design and revise procedures

Compare year to year efforts in the area of PBIS

Expectations defined

Behavioral

expectations taught

Acknowledgement procedures

Correction procedures

Monitoring and evaluation

Management

District-level support

SET = 80/80 Rule*

80% on teaching expectations

80% on overall implementation

*important because research shows changes in ODR

• “Big 5” Graphs

• Triangle %

Report Options using SWIS:• Average Referrals Per Day Per

Month • Referrals By Problem Behavior • Referrals By Location• By Student • Referrals By Time

The Big 5

How are we doing?Look for trendsPlan time to re-teach

Are there target behaviors?Behavior of the week orStaff training/development

By Problem Behavior

Look for hot spotsReview the rules for the locationsReview the lessons for teaching the rules

By Location

By Time

By Student

How are we doing?Look for trendsPlan time to re-teach

Children are using inappropriate language with a high frequency in the presence of both adults and other children. This is creating a sense of disrespect and incivility in the school.

James D. is hitting others in the cafeteria during lunch, and his hitting is maintained by peer attention.

ODRs during December are higher than in any other month.

Minor disrespect and disruption are increasing over time, and are most likely during the last 15 minutes of our block periods when students are engaged in independent seat work. This pattern is most common in 7th and 8th grades, involves many students, and appears to be maintained by escape from work (but may also be maintained by peer attention… we are not sure).

Three 5th grade boys are name calling and touching girls inappropriately during recess in an apparent attempt to obtain attention.

Boys are engaging in sexual harassment.