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School-wide PBIS Data Systems Tier 1 Day 3

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Goals for Today Understand the importance of data Analyze current data system effectiveness Define teacher managed (minor) vs. office managed (major) behaviors Formalize process for staff to respond to minor and major behaviors Align ODR for data collection

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Materials SCCOE PBIS Website http://pbis.sccoe.org http://pbis.sccoe.org Resources Tier 1 Day 3 Materials/Presentations

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Working Agreements

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Team Activity QuestionTeam TaskWorksheet What have you accomplished since the last training? Questions? Review the tasks from the last trainings. -SW Rules -Expectations Grid -Lesson Plans -Acknowledgment System -Presentations to staff -Feedback & participation from staff Worksheet #1: Tier 1 Day 3 Notes

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Now that youve been working on this. What questions do you have? Team Process Communication with Staff Understanding Buy-In & Commitment SW Rules Behavioral Expectations Lesson Plans Acknowledgment System

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Data Base Decision Making

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SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Elements of SWPBS

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Data Systems CRITICAL Elements!

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Using Data for Decision Making The best data system in the world wont make a difference if no one is looking at the data and using it to guide decision making Look at Data to Guide Decisions

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Using Data for Decision Making The PBIS team should commit to reviewing data and using it to inform decision making to maximize resources & results Review at Least Once a Month

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Two Types of Data Systems Fidelity Data: PBIS Assessments www.pbisapps.org Used to ensure effective implementation of PBIS Used for sustainability of PBIS over time Student Data: SWIS and School Data Systems (Behavior and Discipline) Used to support the academic success of students Track individual progress - behavior and academic

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Evaluation Develop a process/schedule for assessing (a) extent to which teams are using SW-PBS, (b) impact of SW-PBS on student outcomes, and (c) extent to which the leadership teams action plan is implemented. Build local capacity for Assessment & Decision Making Use the PBIS Evaluation Planning Tool to determine when assessments will be completed Regularly report data to appropriate stakeholders in ways that facilitate ease of decision making Use data to guide decision making at school & district level Train school teams to effectively use data for decision making

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Measuring Implementation Fidelity w w

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SW PBIS Tiered Fidelity Inventory (TFI) Purpose The purpose of the School-wide PBIS Tiered Fidelity Inventory is to provide an efficient and valid index of the extent to which PBIS core features are in place within a school. Tier I, Tier II, Tier III Uses of TFI Formative assessment to help school teams improve Progress monitoring - self-assess PBIS practices by tier to guide implementation efforts, and assess progress by tier Build action plan to focus implementation efforts Conducted annually State Recognition Determine schools warranting recognition for their fidelity of PBIS implementation.

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Student Outcome Measures Office Discipline Referrals (ODRs) Suspension/Expulsion LRE data School Climate Surveys (staff, student) Attendance Academic Achievement data

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Team Activity QuestionTeam TaskWorksheet What data do you currently use? How often is this data shared with the entire staff? What are some positives and challenges to using data? What challenges will there be to using the data? Discuss with your team what data systems you currently use to evaluate school-wide discipline and behavior interventions. Discuss the positives and challenges with your current system. Discuss why it would be important to look at data across ODRs/Susp/LRE, etc. when examing progress with school climate and discipline. Worksheet #1: Tier 1 Day 3 Notes

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Effective Use of Data

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What data are we currently collecting? Discipline Referral Data Detention/Suspension/Expulsion Data Attendance data Are we using this data effectively? Are we getting the most out of the data were collecting?

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Effective Data Systems In order to make the most informed decisions regarding SW PBS an effective data system must provide data not only about individual students, but also compile discipline data school-wide Can your school currently look at discipline data from a School-wide perspective? SWIS (School-wide Information System) is one system that allows this type of manipulation of data

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Aries Discipline Database System

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Aries DEMO

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Team Activity QuestionTeam TaskWorksheet What are the strengths and limitations of your current data system? Will your current data system facilitate effective decision making? Examine the current discipline data system used in your school & compare with the features of SWIS Discuss with your team how your current data system will support your team to use data to make decisions. Worksheet #1: Tier 1 Day 3 Notes

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Correction System: Responding to Problem Behavior

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Zero Tolerance Research shows these responses are not effective in reducing student problem behavior and improving school climate The emergence of PBIS is a response to a growing over-reliance on using negative consequences for problem behavior

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Consequence Systems The American Psychological Association's 2008 (APA) Zero Tolerance Task Force concludes that "ultimately, an examination of the evidence shows:concludes zero-tolerance policies as implemented have failed to achieve the goals of an effective system of school discipline. Recommended Reading: Suspending Hope from Teaching Tolerance http://www.tolerance.org/magazine/number-41-spring- 2012/suspending-hope

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PBIS Big Ideas Commitment to serve ALL students Set students & staff up to be successful Proactive is better than reactive Use to guide decision making

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PBIS Big Ideas

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Cost Benefit Analysis Reactive Discipline v. PBIS Oregon Middle School Example 5100 referrals = 229,500 min. @ 45 min./referral = 3825 hrs. = 478 days @ 8 hrs/day Do one yourself! See link to Cost Analysis Worksheet (Excel) Available at http://www.pbismaryland.org (Click on Cost Benefit Worksheet)http://www.pbismaryland.org Implemented SW-PBIS and referrals were reduced by over half in first year Gain of 240 days of instruction in 1 school year

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Caution: Consequence Systems If your only tool is a hammer, every problem becomes a nail Only after teaching, reinforcing & providing opportunities to practice the expected behavior do we earn the right to use negative consequences Too often consequences for negative behavior is the only behavior management plan schools or teachers have

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Discipline Assumption Delivering negative consequences for problem behavior is a necessary but insufficient strategy for reducing problem behavior. Instead of focusing on punishment, focus on the remediation & instruction of alternative, desired behavior Problem behavior should be seen as an instructional opportunity for social behavior

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Responding to Problem Behavior We will continue to use negative consequences in schools Why? Because they are effective for many students (students in the Green Zone) those who can figure out the appropriate behavior on their own But only in ways that maintain the dignity, safety and respect of the student Must pair use of negative consequences with instruction of the desired behavior

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Changing the Social Culture: Responding to Problem Behavior GOAL of SW-PBIS: A unified staff that responds consistently, predictably & effectively to student problem behavior Create a peer culture that discourages (not encourages) peer problem behavior Teach students how to respond to problem behavior Encourage on-task, successful peer behavior

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Students with Recurring Problem Behavior When negative consequences are not effective we need a new approach

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Team Discussion How do staff in your school view discipline and negative consequences for student problem behavior? For students who engage in behavioral violations How do current disciplinary practices & consequences address: a)Instruction of desired/appropriate behavior b) Minimizing loss of instructional time c) Preventing a problem behavior from being rewarded d) Students with recurring problem behavior 10 mins

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Establishing Agreements Continuum of Behaviors Staff v. Office Managed Responses to Behavior

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The Importance of Not Having Dirty Data

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Responding to Problem Behavior

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Continuum of Problem Behavior

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Emergency Planning & Crisis Response Has your school addressed responding to crisis in the building & emergencies? For Example: What is the procedure for dealing with a stranger with a gun? Is there a systematic plan that all staff know?

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Office v. Staff Managed Behavior What behaviors should be managed in the classroom/location with no documentation? What behaviors would warrant a minor referral? What is managed through an office referral? What is managed through other strategies?

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What should warrant a minor? If its not severe enough to be a major referral recurring is often the theme If response to student behavior results in recurring missed instructional time the behavior should be documented Sent to hall, office, counselor, next door, de- escalation room, calm room

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Minor Referral Process Middle School Often MS set up guidelines for # of referrals equals a minor Teacher will keep minors and attach them to major referral after student gets 3 rd minor referral MS decide whether or not to enter minor referrals separately or only as major referral Teacher responsible for keeping minor referrals in meantime

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Common Guidelines for minor versus major MINOR Teachers have the authority to manage problem behavior in class (or with a partner) Use an office referral if a problem behavior (a) interferes with on-going education of others, (b) threatens safety, or (c) is of a severity requiring more extended intervention (e.g. more than 1 min). Note that in-class interventions may also be included in the on-going data collection system and are useful for decision- making

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Office v. Staff Managed CONSIDERATIONS: Office Managed = loss of instructional time (probably 45 minutes/referral) If a recurring problem, Removal from classroom may be exactly what student wants may be strengthening that problem behavior Teachers may lose credibility if sending too many problems to the office, or out of the classroom May appear the teacher cant handle the classroom or work out concerns with students Classroom Managed = opportunity to model problem solving and conflict resolution

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Match Intensity of Response w/ Severity of Behavior Continuum of Responses to Escalating Behavior Less disruptive More severe Classroom Buddy OfficeCRISIS ManagedManagedManaged MINORMAJORCode Blue

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Office v. Staff Managed Creating United Front Consistency begins with agreements Establish agreements about what behaviors should be sent to the office & what should be handled in the classroom Agreements across staff Agreements between staff & administration

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Example of Reasons for Discipline Referral (from 1 school district) Dressed all in blue (gang related) No binder in class Talking w/ another student Did not get parent signature Unprepared for class Tickling another student Not following instructions Late assignments Six missing assignments Told many times to sit still and he did not Noisy on way to assembly Should these behaviors have warranted Office Discipline Referrals?

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Classroom Managed v. Office Managed Behavior Make sure staff and administrators agree on what behaviors are sent to office Develop a list of office managed behavior Hold discussions to clarify and foster agreement

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Develop Consistency/Agreement in Responses to Problem Behavior Classroom ManagedOffice Managed Failing to follow rules/directives Inappropriate voice level Disruptive Inappropriate language/comments Put downs/ low level teasing Danger to others with intent to hurt Weapons Fighting/ assault/ physical aggression Overt defiance Harrassment/Bullying Inappropriate touching ***See Handout for more complete list w/ possible responses

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Activity: Staff Managed, Minor, Major 1.Alisha yells at the substitute teacher when asked to do his seat work. 2.Jason steals $5.00 from his teachers desk. 3.Candice erases another students name from their homework and writes her name. 4.Tasha is found in the bathroom during class time without a pass 5.Raymond throws food in the cafeteria

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Defining the Discipline Process What forms to complete? When? For which behaviors? Is there a minor referral? Or only major? Suspension/ Detention? What is the follow-up? What happens to the discipline referral form? With student? With parent? With referring staff?

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What is the Discipline Process? -forms to complete? -steps to take? MINORMAJOR

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Team Activity QuestionTeam TaskWorksheet What are your staff managed behaviors? Office managed? What is your process for documenting referrals? Minor? Major? Who will enter your referrals? And what is your communication process? Developing a process for discipline referral procedure Worksheet #1: Tier 1 Day 3 Notes Handout #1: Day 3 Data Systems Packet

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Discipline Referral Form Are we getting the right information?

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Reviewing your Discipline Referral form Are you getting the most information from your referral forms? Could you update your referral form to provide you with more useful data? Would you gain more information if you put in place a minor referral process, in addition to major referrals?

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Discipline Referral Form Relevant information Who (name, grade, gender) (students/adult) What (problem behavior) Where (location) When (what time of day?) With whom (who else was involved) Why (motivation - why did this happen?) Details Administrative Response

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Who? What? Where? When? Why? With whom? Admin Response? Details

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Minor Referral Form Who? What? Where? When? Why? With whom? Admin Response? Details

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Team Activity QuestionTeam TaskWorksheet Do you need to revise your existing referral form to improve data collection? Do you want a separate form for minors & majors? Review your existing discipline referral form to determine if it has all relevant information. Discus if your team will need to refine your current form or create a new referral form. Worksheet #1: Tier 1 Day 3 Notes Handout #1: Day 3 Data Systems Packet

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Team Tasks New Tasks Clarify/ document Staff managed v. Office Managed Behavior Review Referral form & process for turning in referrals Use data for Decision Making Set up SWIS or identify system for informing school-wide decision making Follow-up Tasks Finalize Expectations Grid Lesson Planning Assembly/Teaching Schedule Develop or refine your Acknowledgment System

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Day 4 PBIS Showcase