Improving
PBIS Practices
Through
Data Analysis
KARI OYEN
PAT HUBERT
BECKY CAIN
PENNY MCCORMICK-GILLES
CRYSTAL MENGENHAUSEN
Agenda
Data Analysis
•
•
•
Critical Elements
Source of Data
Action Planning
Bullying Curriculum
•
•
Rob Horner’s curriculum for your PBIS
Action Planning
Functional Behavior Analysis (FBA in 1 Hour???)
•
Fluency practice at behavior planning
Behavior Intervention Strategies
•
Action Planning
Outcomes
1. Understand why/how to use data effectively
- Plan to use data
2. Consider Bullying
- Plan for Bullying - Universal
3. Learn how to analyze behavior better
- Practice analyzing behavior
4. Get some ideas for interventions
- Plan for intervention implementations
MakeYourselfComfortable
TakeCareOfYourNeeds
BeResponsible
participant BeSafe
ListenAttentively
Expectations
Participate
KeepWorkAreasClear
BeRespectful ReturnPromptlyFromBreaks
TurnOffCellPhone
Working the Plan
Using the
Action Plan
•After each section identify:
– Step 1: What you think the problem is?
OR
Which Elements are missing?
– Step 2: Why do you think it is occurring?
– Step 3: Brainstorm interventions (what needs
to be done, by whom, start date/end date)
– Step 4: How are you going to know if the
intervention worked?
Critical Elements of PBIS
(Kincaid, Childs & George,
2005)
8
PBIS Team,
Administrative Support
• Broad representation
• Administrator(s) attended training
• Active role in the PBS process
• Actively communicate
commitment
• Support PBS Team decisions
• Attend all team meetings
• Clear Mission
Rationale for a Team Process
• Higher functioning teams = higher
PBIS implementation scores (Cohen, 2005)
• Sustain long-term change
• Avoid 1 person effort
• Checks and balances
• Informed decisions
Common Team
Member Roles
When
roles &
responsibilities
are not well
defined…
Sources of data for
team process:
School-wide evaluation tool (SET)
Team Implementation Checklist (TIC)
Self Assessment Survey (SAS)
Meeting notes/agenda
Action Planning
? Do you have a PBIS mission statement?
? Could you increase administrator support
? Could team support administrator better?
? Is your team representative of your
school?
? How might it be better?
? Are roles defined & working for
your team?
Faculty Commitment
& Participation
• Faculty aware of behavior problems
across the school
• Regular data sharing
• Faculty involved in establishing and
reviewing goal
•
Faculty feedback obtained
throughout the year
Sources of data for
PBIS commitment:
School-wide evaluation tool (SET)
Team Implementation Checklist (TIC)
Self Assessment Survey (SAS)
• This is likely the best source of faculty commitment data
Meeting notes/agenda
Staff survey
Data sharing
Emails from PBIS team to staff
Action planning
Have you shared your behavior data with
staff?
Have you surveyed staff?
• If so, what do you do with the data you gather?
• If not, what might you ask?
How can you make PBIS more visible
to your staff in your school?
• For ALL staff: Food service, Bus Drivers,
Paraprofessionals, etc.
Effective Discipline
Process…
• Described in narrative/graphic format
• Includes documentation procedures
• Referral form includes useful
information for decision making
• Behaviors DEFINED
•
- Major/minor behaviors
are clearly identified and
understood
Effective Discipline
Process…
• Suggested array of appropriate
responses to minor (non officemanaged) problem behaviors
• Suggested array of appropriate
responses to major (officemanaged) problem behaviors
majors
minors
Good Referral Forms…
• Student’s Name
• Date
• Time of Incident
• Student’s Teacher (opt)
• Student’s Grade Level
• Referring Staff
• Location of Incident
• Problem Behavior
• Possible Motivation
• Others Involved
• Administrative Decision
• Other Comments (brief)
DISCIPLINE FLOW CHART
Is the Incident
Office-Managed?
1st Step
Verbal Warning.
Restate
Expectation/rule
2nd Step (Same behavior)
Complete Tracking
form Intervention
3rd Step (Same behavior)
• Complete tracking form
• Intervention
• Contact Parent
4th Step (Same behavior)
• Seek Assistance
from PBS Team
Behavior
ceases.
No further action
Write Referral
(Attach teacher tracking forms if
applicable.)
Send the student with the
referral to Room 1.
Behavior
ceases.
No further
action
Administration determines
course of action or
consequences
Behavior
ceases.
No further
action
a) Copy of referral and/or
letter sent to the parent
b) School retains copies
c) Copy of referral to (how
given to teacher?)
teacher for files
(when?…time frame?)
Sources of data for
discipline:
School-wide evaluation tool (SET)
Team Implementation Checklist (TIC)
ODRs (Office Discipline Referrals)
• Classroom Infraction Forms
Office Discipline Flow Chart
Behavior Matrix/Behavior Definitions
Behavior interventions chart for
major & minor behaviors
Action Planning
Your ODR Form…
Does it have the critical elements?
Who is entering the data?
How is it shared with staff?
Do you have a Office Discipline Flow Chart?
Does it need to be modified?
Are there interventions for major and minor behaviors?
Do they need modification/re-shared with staff?
Does all staff know the discipline referral process?
• Food service, Bus drivers, paraprofessionals, etc.?
Data Entry and Analysis
Data system to collect and analyze
office discipline referral data
Additional data collected (attendance,
grades, faculty attendance, surveys)
Data entered weekly (minimum)
Data analyzed monthly (minimum)
Data shared with team and faculty
monthly (minimum)
Sources of Data:
• Office Discipline Referrals
• Classroom Infraction Forms
• Data entry system
• Infinite Campus/SWIS/Excel/Google
Docs
Action planning
Data systems….
What is your system for collecting data?
Does it have critical elements of the referral form
entered?
• What kind of reports can you generate?
• Who is generating the reports?
• Does this need to be streamlined?
Who is entering the data? Is it entered on a regular
basis?
• Talk about how this can be more effective and
efficient.
How do we systematically share data with staff?
• If not systematic, how can we improve our
practice?
Expectations & Rules
• 3-5 positively stated school-wide
expectations posted around school
• Expectations apply to both students and
staff
• Rules developed and posted for specific
settings (where problems are prevalent)
• Rules are linked to expectations
• Staff feedback/involvement in
expectations/rule development
Sources of Data for
expectations
• Expectation Matrix
• Posters in specific locations
identifying rules
• PowerPoints
• Videos
Action Planning
Do you have expectations developed and
rules for specific locations in your school?
• If so, review. If needed add locations and/or
review if rules still make sense for you
Are your rules positively stated?
• If not, revise as needed
Expanding PBIS in the
classrooms
Provides tools that:
– Support teachers in embedding PBS
into their classroom practices
– Support groups of students in need of
behavioral support in addition to
existing school-wide supports
Classroom Rules
•DEVELOPED BY THE CLASSROOM TEACHER
•Aligned to the school-wide expectations
•Positively stated…state what to do…avoid
dead man’s rule
•Limited in number (maximum 5)
Example:
–BE RESPONSIBLE: Complete all assignments
Sources of Data
Classroom Rules Matrix
Classroom Rules Posters
Expectation/Rules
Action Planning
How can we expand our school-wide practices into
the classroom?
How do we teach teachers how to develop rules
and expectations for their classrooms?
Are the rules positively stated?
• Do we have a system to teach teachers
how to develop rules for their classrooms?
• Do teacher know how to access support
from the PBIS team if they need help?
Reward/Recognition
Program
• A system of rewards has elements that are
implemented consistently across campus
• A variety of methods are used to reward
students
• Rewards are linked to expectations
• Rewards are varied to maintain student
interest
•
•
System includes opportunities for
naturally occurring reinforcement
Reward/Recognition
Program
Ratios of reinforcement to corrections are
high
Students are involved in identifying and
developing incentives
The system includes incentives for
staff/faculty
Sources of data for
reward system
• Reward schedule
• Reward flow chart
• Nested reward system plan
• Systematic plan of how to reward
students
• Agendas from PBIS meetings
Rewards System
Action Planning
Do you have a systematic reward system?
• If not, what might work for you?
• If so, talk about the automaticity of the system and if all staff are
using the system. How can we increase fidelity?
What are some ideas to add to the reward system?
What are your top 3 problem behaviors?
What are the top 3 locations?
Can you revamp your reward system to target these
problems and locations?
Do all staff know how to reward appropriately?
How do we ensure that the expectations for
giving rewards is known?
Lesson Plans for
Teaching Behavior
A behavioral curriculum includes concept and skill
level instruction
Lessons include examples and non-examples
Lessons use a variety of teaching strategies
Lessons are embedded into subject
area curriculum
Faculty/staff and students are
involved in development and
delivery of lesson plans
Strategies for reinforcing to
community are developed and
implemented
Sources of data for
teaching behavior
• Rotation stations schedule
• Lesson plans
• Lesson plans teaching schedule
• Behavior curriculum
• VIDEOS!!!!!
• PowerPoints
Behavior Curriculum
Action Planning
What do you use for teaching behavior?
Is it systematic?
Do all staff know the expectations for how to teach
behavior?
Do we have a plan on how to show new students
our expectations?
Do we have booster trainings scheduled
throughout the year?
Implementation
Planning
Develop, schedule, and deliver plans to
teach:
• Discipline and data system
• Lesson plans for teaching students
• Teaching students expectations, rules, and
rewards
• Booster sessions
• Rewards/incentives planned
• Plans for new staff/students
• Incorporating community
Sources of Data for
Implementation
• Implementation schedule
• Newspaper articles
• Product book
Implementation
Action planning
Do you have a schedule for teaching behavior?
• If not, develop. If so, is it systematic and clear?
How do/will you teach staff, students, &
PARENTS the referral system, rules, and
rewards?
Can you involve the community in PBIS
efforts? Visibility?
What about new staff?
New students?
New parents?
Crisis Planning
• Faculty taught how to respond to
crisis situations
• Responding to crisis situations is
rehearsed
• Procedures for crisis
situations are
accessible
Sources of Data
• Crisis manual
• PRACTICE for crisis related to your
area
Crisis Plan
Action Planning
Do you have a developed crisis plan that is
current?
Do you practice the crisis plan regularly?
Does it include most common crisis that
would occur in your school?
Evaluation
• Students and staff are surveyed about
PBIS
• Students and staff can identify
expectations and rules
• Staff use discipline
system/documentation appropriately
• Staff use reward system appropriately
• Outcomes are documented to
evaluation PBIS plan
Sources of Data
•
Surveys
•
•
Survey both developed by team and the
state evaluator survey
SET!!! School-wide Evaluation Tool
•
SAS!!!! Self Assessment Survey
Evaluation
Action Planning
Using SET results, how can we get our
implementation to 100?
Using SAS results, how can you improve
your practice?
How can you make PBIS more visible in
your school and community?
How can you ensure that practices
are implemented with fidelity?