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How to effectively Use Data within the pbis framework
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Transcript of How to effectively Use Data within the pbis framework
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HOW TO EFFECTIVELY USE DATA WITHIN THE PBIS FRAMEWORKKelly M. Vaillancourt, School PsychologistKim A. Comrie, Assistant Principal
Rolling Ridge Elementary School, Loudoun County Public Schools, VA
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OBJECTIVES OF TODAY’S PRESENTATION Participants will:
Review the essential elements of PBIS
Learn essential elements of effective data systems
Learn effective data collection, analysis and reporting methods
Discuss how to design and analyze Tier 1 and Tier 2 supports using data to drive decisions
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ESSENTIAL ELEMENTS OF PBIS
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PBIS…. Is an approach for teaching appropriate
behaviors and providing the necessary supports to sustain those behaviors
Is a framework to identify needs, develop strategies, and evaluate practice toward success
Addresses the behavior of ALL students
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Team
that is representative
of the staff
Behavioral
expectations
are clearly
defined and taughtContinuum of procedures
for supporting positive and addressing
negative behavior
Continuous
monitorin
g
and re
view fo
r
effective
ness
Data-driven
decision-making
Essential Featuresof PBIS
Research-based approach
offers a common approach to
discipline
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Universal
Targeted
IntensiveContinuum of Support for
ALLProb Sol.
Coop play
Adult rel.
Anger man.
Attend.
Peer interac
Ind. play
Label behavior…not people
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EFFECTIVE DATA COLLECTION ANALYSIS, AND REPORTING
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CHARACTERISTICS OF EFFECTIVE DATA SYSTEMS• The data are accurate and valid• The data are very easy to collect (1% of staff time)• Data are presented in picture (graph) format• Data are current (no more than 48 hours old)• Data are used for decision-making
• The data must be available when decisions need to be made (weekly?)
• Difference between data needs at a school building versus data needs for a district
• The people who collect the data must see the information used for decision-making
• Data tied to measurable outcomes
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THE NEED FOR CONSISTENCY
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CREATE A RESPONSE FRAMEWORKAs a team… Create a system to document/report
behavior infractions Set criteria to differentiate classroom
managed vs. office managed behaviorClassroom managed behaviors handled with
teacher chosen consequences Establish a continuum of supports and
consequences Embed systematic decision points to
identify at-risk students
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BEHAVIORAL RESPONSE PROCESS
More than 4 Class Reports
Classroom Reports and
Office Referrals
Teacher contacted; classroom
observation; behavior monitored
ODR?
Teacher contacted; classroom
observation
At next data review
Continue to Monitor
At next data review ODR
?Remove from
monitor list until 4 more class
reports/or ODR
3+ODR
Yes
Child Study Begin CICO
Consult with teacher; counselor
contactedno
yes
no
yes
At next data review
No
3+ODR
yes
Continue to consultation/ monitor behavior
no
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HOW DO WE KEEP DATA COLLECTION CONSISTENT Provide initial and booster staff training
Keep it simple yet comprehensive
If you collect it, you must report it
Tie data to interventions
Use data to highlight the success stories
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SCENARIO 1Comments on an end of year survey at a middle
school revealed that teachers felt there were too many fights and arguments over the course of the school year. In addition, many teachers indicated that they felt they could not adequately cover all of the academic standards since instructional time was often devoted to diffusing conflict and calming the class down before they were ready to learn. Cursory review of discipline data revealed there were 75 incidences of fighting. The principal decided to implement PBIS as a way to address the behavior of the school.
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SCENARIO 2After a monthly review of the PBIS data
regarding the number of class reports and office referrals revealed that Joseph had 4 class reports and 1 office referral in the last 4 weeks for disruptive behavior during instructional time. The school psychologist initiated a consultative relationship with his classroom teacher, who felt that his behavior was impacting his academics and was open to suggestions and interventions.
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SCENARIO 3A monthly review of behavior data revealed
that Casey had 3 office referrals and 4 class reports in one month. Casey entered the CICO for 5 weeks. A review of her daily report card data showed that she had inconsistently met 2 of her daily behavioral goals, and had consistently met the third one. Despite receiving this intervention during this 5 week period, Casey had 2 office referrals and 5 class reports during this period. Her teacher reported that she was not seeing progress and was continually frustrated with her behavior.
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DATA COLLECTION
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WHY IS DATA COLLECTION IMPORTANT?
Documents the “Big 5”Who, what, when, where, how many
Useful in discovering trendsAllows for analysis of intervention
and support outcomesReminds you what you are doing
well!
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THE IMPORTANCE OF BASELINE DATA Baseline data helps to:
Identify areas in need of improvement Focus efforts to the areas most in need of
change (prioritize concerns) Determine the amount of time/support needed to
implement strategies Track progress over time
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WHAT KINDS OF DATA SHOULD WE COLLECT?
School-wide Systems Discipline data
Office referrals and classroom reports Increase in instructional time
Attendance Tardies and truancy
Academic achievement Benchmarks, grade level assessments, graduation rate
etc.
Climate survey data Informal and formal staff/student surveys
Student Recognition Tickets, gotchas, etc.
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WHAT KINDS OF DATA SHOULD WE COLLECT?
Student Level
Discipline data Office referrals and classroom reports
Attendance Tardies and truancy
Academic achievement Progress monitoring, grades
Response to Interventions CICO Data Individualized Behavior Charts
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SCENARIO 1Comments on an end of year survey at a middle
school revealed that teachers felt there were too many fights and arguments over the course of the school year. In addition, many teachers indicated that they felt they could not adequately cover all of the academic standards since instructional time was often devoted to diffusing conflict and calming the class down before they were ready to learn. Cursory review of discipline data revealed there were 100 incidences of fighting. The principal decided to implement PBIS as a way to address the behavior of the school.
What data do you need?
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SAMPLE DATA COLLECTION FORM
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DATA COLLECTION FORMS
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INTERVENTION DATA COLLECTION
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INTERVENTION DATA COLLECTION
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DATA ANALYSISWhat do you do with all your data?
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USING DATA EFFICIENTLY Review the data at every team meeting
Maintain consistency when entering data Keep data entry current (weekly)
Rotate responsibility of data entry Track both classroom reports and office referrals Examine, don’t just enter and admire the data Track the data across time
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SCHOOL LEVEL DATA (SCENARIO 1)
Cafe-teria
Hallway Gym Outside0
10
20
30
40
50
60 Pre-PBIS
Pre-PBIS
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SCHOOL LEVEL DATA-WHERE
Cafe-teria
Hallway Gym Outside0
2
4
6
8
10
123 months Post PBIS
3 months Post PBIS
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SCHOOL LEVEL DATA-WHEN
8:30-99-9:30
9:30-1010-10:3010:30-1111-11:3011:30-1212-12:3012:30-11-1:301:30-22-2:302:30-3
0 1 2 3 4 5 6 7 8
Time of Day
Time of Day
Lunch
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SCHOOL LEVEL DATA- BEHAVIORS
0
10
20
30
40
September-January January-February
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SCHOOL LEVEL DATA- TRENDS
Septe
mber
Octobe
r
Novem
ber
Decembe
r
Janua
ry
Febru
aryMarc
hAp
ril May June
0
5
10
15
20
25
2008-20092009-20102010-2011
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UNIVERSAL SCHOOL-WIDE STRATEGIES Consistent behavioral feedback, re-teaching,
and modeling Daily reminders of anchors and expectations Behavior of the week Mentoring program Watch Dog Dads Muffins with Mom Parent Workshops Consistent Language
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UNIVERSAL TIER 1 INTERVENTION IDEAS
Cafeteria•Table Tents•Music•Inclusion of Hostesses•Increased Adults
Library•Expectations posted at entrances and exists•Expectations in book jackets
Hallway•Street Signs•Stop signs•Adults in high traffic areas
Bus•Include bus drivers in PBIS training•Post expectations by exits•Expectations on the bus
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IDENTIFYING STUDENTS IN NEED
Discipline data Office referrals and classroom reports
Attendance Tardies and truancy
Academic achievement Progress monitoring, grades
Response to Interventions CICO Data Individualized Behavior Charts
Come up with a system that works for your school.
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IDENTIFYING STUDENTS IN NEED
Office Referrals Only
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IDENTIFYING STUDENTS IN NEED
Office Referrals and Class Reports
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USING DATA AT THE STUDENT LEVELAfter a monthly review of the PBIS data
regarding the number of class reports and office referrals revealed that Joseph had 6 class reports and 1 office referral in the last 4 weeks for disruptive behavior during instructional time. The school psychologist initiated a consultative relationship with his classroom teacher, who felt that his behavior was impacting his academics and was open to suggestions and interventions.
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JOSEPH P. STUDENT
5/6 class reports occurred during language arts
ODR-altercation with a peer for making fun of him being “stupid”
Observations: he was frustrated and asking for help in inappropriate ways
Did not pass PALS Below grade level on
DRA; receiving some support from the reading specialist
Poor sight words Slow progress in writing
Behavioral Data Academic Data
Interventions: Initiate Child Study Team for behavior concerns that appear to be secondary to academic concerns; peer buddy, increased reading support; 4 week sight word intervention with progress monitoring.
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JOSEPH P. STUDENT-FOLLOW UP
2 new class reports; during reading and writing
No new ODR Teacher reports the peer
buddy seems to be helping, but is not solving the problem.
Progressed 1 level on DRA
Increase in sight words recognition
Slow progress in writing
Behavioral Data Academic Data
Interventions: Continue with the peer buddy and increased support in reading. Add 30 minutes a week of paired reading time with assistant principal.
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MONITORING INTERVENTION EFFECTIVENESSA monthly review of behavior data revealed
that Casey had 3 office referrals and 4 class reports in one month. She has a total of 7 class reports and three office referrals. Casey entered the CICO for 4 weeks. A review of her daily report card data showed that she had inconsistently met 2 of her daily behavioral goals, and had consistently met the third one. Despite receiving this intervention Casey had 2 office referrals and 5 class reports during this period. Her teacher reported that she was not seeing progress and was continually frustrated with her behavior.
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MONITORING INTERVENTION EFFECTIVENESS- CICO Set entrance and exit criteria
Set decision points
Monitor the data
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CASEY P. DISRUPTION
31-Ja
n 3 7 9 11 15 17 23 28 2 40
1
2
3
4CICO
Goal 1Goal 2Goal 3
Tota
l Poi
nts
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CASEY P. DISRUPTION
4060
7 6 7 840
613 12 13 14 15
4062
0 19 20 21 220
1
2
3
4
Goal 2Goal 3
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SCHOOL LEVEL DATA
Cafe-teria
Hallway Gym Outside0
2
4
6
8
10
12
3 months Post PBIS3 months Post In-tervention
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USING FIDELITY ASSESSMENTS TO MONITOR PROGRESS School-wide Evaluation Tool (SET)
Pre and Post 80% or more Interview format with administrators, students,
teachers, and team members
Benchmarks of Quality (BOQ) 70% or more Completed by the PBIS team
Team Implementation Checklist (TIC)
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REPORTING YOUR DATA
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MAP YOUR DATA
•Maps are a great way to localize your data and make it seem relevant•This is also helpful for showing ‘hot spots’
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Student Office Discipline ReferralsActual dataTheory
1%
10-15%
1.4%
80-90% 97.6%
Intensive, Individual InterventionsIndividual StudentsAssessment-basedIntense, durable procedures
Targeted Group InterventionsSome Students (at-risk)High EfficiencyRapid Response
Universal InterventionsAll SettingsAll Students, Preventive, proactive
1-5%
Students with 3 or more referrals
Students with 2 referrals
Students with 1 or less referrals
Your School PBIS as of May 2010
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SELF EVALUATION At the end of the year, ask:
What worked/what didn’t work? What areas will continue to be targeted? Will we
add new targeted areas? How will we keep the momentum going into next
year especially during specific times of the year? Compared to the baseline data, were our efforts
reflected in positive change?