Evaluation Tools, On-Line Systems, and Data-Based Decision Making

1. Evaluation Tools, On-Line Systems, and Data-Based Decision Making Adapted from the Illinois PBIS Network

2. Evaluation Tools: • Team Implementation Checklist (TIC) • Benchmarks of Quality (BoQ) • Self Assessment Survey (SAS) • PBIS Assessment @ www.pbisassessment.org

3. Tier 1 Evaluation Tools… • Team Implementation Checklist (TIC) • Benchmarks of Quality (BoQ) – after full implementation • Self-Assessment Survey (SAS)

4. 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)

5. PBIS Assessment Account • Team Implementation Checklist 3.1 • Self Assessment Survey

6. A Brief Overview of PBIS Assessment:www.pbisassessment.org

7. School Account and Login

8. Select “Surveys”Access your open survey by clicking on “Launch”

9. PBIS Assessment Reports Three reports are available for the Tools:

10. Team Implementation Checklist (TIC)

11. Team Implementation Checklist (TIC) • Self-assessment tool for monitoring the implementation of school-wide PBS • Team self-assessment in six core areas • Establish commitment • Establish and maintain team • Self-assessment • Establish school-wide expectations • Establish information system • Build capacity for function-based support

13. Team Implementation Checklist (TIC) • WHO: Completed by the Universal PBIS Team • WHAT:Guides the development, implementation, monitoring and revision process for building a positive school culture • WHERE: At your school during a Universal PBIS Team meeting • WHEN: 3x per year • HOW:One person enters the data online at www.pbisassessment.org

14. TIC Total Score Report

15. TIC Subscale Report

16. TIC Individual Items Report

17. School-Wide Evaluation ToolSET

18. The Set was Designed To: • To determine the extent to which schools are already using School-wide Positive Behavior Support (PBIS)

19. Information Gathered Can Be Used To: • 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

20. SET Evaluates Questions Across Seven Featured Areas: • Expectations defined • Behavioral expectations taught • Acknowledgement procedures • Correction procedures • Monitoring and evaluation • Management • District-level support

21. SWIS

22. “Big 5” Graphs • Triangle %

23. 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

24. How are we doing? Look for trends Plan time to re-teach

25. By Problem Behavior Are there target behaviors? Behavior of the week or Staff training/development

26. By Location Look for hot spots Review the rules for the locations Review the lessons for teaching the rules

27. By Time

28. By Student

29. How are we doing? Look for trends Plan time to re-teach

31. Do we have a solid green zone? 80%?

32. Self Assessment Survey(SAS)

33. Self Assessment Survey (SAS) SAS assesses the extent to which PBIS practices and systems (essential components) are in place within a school School-wide Non-classroom Classroom Individual Student SAS provides entire staff (certified and non-certified) perspective

35. Self-Assessment Survey (SAS) • WHO: Completed by all teachers, staff and administrators in your school building • WHAT: Examines the status and need for improvement of four behavior support systems (school-wide, classroom, non classroom, individual students) • WHERE: At your school • WHEN: Annually, usually at the beginning or towards the end of each school year • HOW: All school staff take the survey online at PBIS Assessment: www.pbisassessment.org

36. SAS Total Score Report • Classroom • Individual • School-wide • Non-classroom

37. SAS Subscale Report

38. SAS Individual Items Report

39. Data-Based Decision Making

40. Data-Based Decision-Making • Developing Precise Statements • Solution Development • Prevention, Teaching, Reward, Extinction, Corrective Consequence, and Data Collection • Action Plan for Results

41. Using Data for On-Going Problem-Solving Start with the perceptions not the data Use data in “decision layers” Is there a problem? (overall rate of ODR) Localize the problem (location, problem behavior, students, time of day) Get specific Don’t drown in the data Be efficient

42. Six Things to Avoid • Define a solution before defining the problem • Build solutions from broadly defined, or fuzzy problem statements • Failure to use data to confirm/define problem • Agree on a solution without building a plan for how to implement or evaluate the solution • Agree on a solution but never assess if the solution was implemented • Serial problem solving without decisions

43. Uses of Data Review current status and identify problems early. Use data on a regular basis (every two weeks) to monitor key indicators, and identify problems before they become difficult. Refine a problem statement to a level of precision that will allow functional solutions. Use data to test possible solutions. Use data to assess if solutions are working If many students are making the same mistake it typically is the system that needs to change not the students.

44. Precise Problem Statements(What are the data we need for a decision?) Precise problem statements include information about the Big Five questions: What is problem, and how often is it happening Where is it happening Who is engaged in the behavior When the problem is most likely Why the problem is sustaining

45. Team Planning Checklist • This tool can used to help guide action planning • It includes: • Expectations • Reward System • Responding to Rule Violations • Monitoring and Decision Making • Management • Building Leadership • External leadership • Efficiency • Overcoming Barriers