The Nuts and Bolts of Data Collection and Analysis

1. OUTCOMES SYSTEMS DATA PRACTICES The Nuts and Bolts of Data Collection and Analysis Positive Behavioral Interventions and Supports Joan Ledvina Parr jparr@bcps.org 410-887-1103

2. Process for Supporting Social Competence and Academic Achievement OUTCOMES Supporting Staff Behavior Supporting Decision Making DATA School-wide Classroom Non-classroom Individual SYSTEMS Office Discipline Referrals Staff Input Academic Progress Attendance PRACTICES Define behavior expectations Specify routines Teach Acknowledge Correct Follow up and feedback Reinforcement Generalization Supporting Student Behavior

3. 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?

4. Data Needs to be Your Friend Without data, you are just another person with an opinion…..

5. 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

6. 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

7. Where to Begin……

8. 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

9. 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

10. 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

11. 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

12. 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—3 of the Big 5 Reports

13. Student Date Range Referral Type Show All Students with _____ or more referrals Sort on: Student name Age Grade Section Major Minor STARS—4th of the Big 5 Reports

14. 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

15. 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

16. 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

17. 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?

18. Referrals by Problem Behavior

19. Referrals by Problem Location

20. Referrals by Time of Day

21. 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:

23. Looking at the Overall Numbers • What are the trends from year to year?

24. Create Graphs from the Big 5 Generator, Excel or Power Point Applications Office Referrals per Year

25. Looking at the Overall Numbers • What are the trends within the year?

26. Create Graphs from the Big 5 Generator, Excel or Power Point Applications Average Referrals per Day by Month

27. 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

28. Comparing Percentages of Students in the Green, Yellow, and Red Zones

29. Next Steps: Tracking Data Comparing academic and behavior data State-Wide Assessment: Classroom Performance: Discipline: Below grade level Basic 6+ referrals 1-5% 1-5% Borderline Approaching grade level 2-5 referrals 5-10% 5-10% Proficient or Advanced On or above grade level 80-90% 80-90% 0-1 referral

32. 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)

33. Sample of Item Analysis

34. 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

35. 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

36. INTENSIVE TARGETED SIT Team * Grade Level/Teacher Teams IEP Team * Student SupportTeam * PBIS Team UNIVERSAL Groups targeting social skills, friendship, and/or anger management skills School health services Bullying Prevention School counseling services Second Step Student Intervention Plans Schoolwide PBIS Check-in/Check-out FBAs/BIPs Section 504 Plans and/or IEPs Behavioral contracting Health Education Voluntary State Curriculum Alternative programs School-based mental health services Character Education Expanded School Mental Health Initiatives and Interagency Partnerships

37. 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.

38. 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

39. 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 OUTCOMES SYSTEMS DATA PRACTICES

40. Some Final Thoughts on the Road to Success

41. All of us will have set-backs on the journey

42. Allow yourself plenty of time to get there

43. Remember to bring the kids along

44. Remember, Building a PBIS Continuum is a Marathon not a Sprint

45. 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