How to effectively Use Data within the pbis framework

1. How to effectively Use Data within the pbis framework Kelly M. Vaillancourt, School Psychologist Kim A. Comrie, Assistant Principal Rolling Ridge Elementary School, Loudoun County Public Schools, VA

2. 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

3. Essential elements of pbis

4. 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

5. Research-based • approach • offers a common • approach to • discipline Data-driven decision- making Team that is representative of the staff Essential Features of PBIS Continuous monitoring and review for effectiveness Behavioral expectations are clearly defined and taught Continuum of procedures for supporting positive and addressing negative behavior

6. Continuum of Support for ALL Anger man. Prob Sol. Ind. play Adult rel. Attend. Coop play Peer interac Label behavior…not people

7. Effective Data collection analysis, and Reporting

8. 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

9. The Need for Consistency

10. Create a response Framework As a team… • Create a system to document/report behavior infractions • Set criteria to differentiate classroom managed vs. office managed behavior • Classroom managed behaviors handled with teacher chosen consequences • Establish a continuum of supports and consequences • Embed systematic decision points to identify at-risk students

11. Behavioral Response Process More than 4 Class Reports Classroom Reports and Office Referrals Teacher contacted; classroom observation 3+ ODR Teacher contacted; classroom observation; behavior monitored No Yes At next data review yes Consult with teacher; counselor contacted ODR? no At next data review 3+ ODR Continue to Monitor yes no At next data review yes ODR? no Continue to consultation/ monitor behavior Child Study Begin CICO Remove from monitor list until 4 more class reports/or ODR

12. 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

13. Scenario 1 Comments 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.

14. Scenario 2 After 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.

15. Scenario 3 A 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.

16. Data Collection

17. Why is Data Collection Important? • Documents the “Big 5” • Who, what, when, where, how many • Useful in discovering trends • Allows for analysis of intervention and support outcomes • Reminds you what you are doing well!

18. 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

19. 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.

20. 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

21. Scenario 1 Comments 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?

22. Sample Data collection Form

23. Data collection Forms

24. Intervention Data Collection

25. Intervention Data Collection

26. Data Analysis What do you do with all your data?

27. 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

28. School level data (Scenario 1)

29. School Level Data-Where

30. School Level data-When

31. School Level data- Behaviors

32. School Level Data- Trends

33. 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

34. Universal Tier 1 Intervention Ideas Cafeteria Library • Expectations posted at entrances and exists • Expectations in book jackets • Table Tents • Music • Inclusion of Hostesses • Increased Adults Hallway Bus • Street Signs • Stop signs • Adults in high traffic areas • Include bus drivers in PBIS training • Post expectations by exits • Expectations on the bus

35. 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.

36. Identifying Students in Need Office Referrals Only

37. Identifying Students in need Office Referrals and Class Reports

38. Using Data at the Student Level After 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.

39. Joseph P. Student Behavioral Data Academic Data • 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 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.

40. Joseph P. Student-Follow up Behavioral Data Academic Data • 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 Interventions: Continue with the peer buddy and increased support in reading. Add 30 minutes a week of paired reading time with assistant principal.

41. Monitoring Intervention Effectiveness A 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.

42. Monitoring Intervention Effectiveness- CICO • Set entrance and exit criteria • Set decision points • Monitor the data

43. Casey P. Disruption

44. Casey p. disruption

45. School Level Data

46. 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)

47. Reporting your data

49. Maps are a great way to localize your data and make it seem relevant • This is also helpful for showing ‘hot spots’ Map your data

50. Your School PBIS as of May 2010