data systems review school-wide positive behavioral interventions and supports training northwest...

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)

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SW Non-CR CR Ind

In PlacePartiallyNot In Place

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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