improving pbis practices through data analysis
DESCRIPTION
Improving PBIS Practices Through Data Analysis. Kari Oyen Pat Hubert Becky Cain. Penny McCormick-Gilles Crystal Mengenhause N. Agenda. Data Analysis Critical Elements Source of Data Action Planning Bullying Curriculum Rob Horner’s curriculum for your PBIS Action Planning - PowerPoint PPT PresentationTRANSCRIPT
Improving PBIS Practices Through
Data AnalysisKARI OYEN
PAT HUBERT
BECKY CAIN
PENNY MCCORMICK-GILLES
CRYSTAL MENGENHAUSEN
AgendaData 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
Outcomes1. 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
participantExpectations
BeSafe
KeepWorkAreasClear
BeResponsible
Participate
TakeCareOfYourNeeds
ReturnPromptlyFromBreaks
MakeYourselfComfortable
BeRespectful
ListenAttentively
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
8(Kincaid, Childs & George, 2005)
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 office-managed) problem behaviors
• Suggested array of appropriate responses to major (office-managed) 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)
2nd Step (Same behavior)
Complete Tracking form Intervention
Behavior ceases. No further action
4th Step (Same behavior)
• Seek Assistance from PBS Team
Behaviorceases.No furtheraction
a) Copy of referral and/orletter sent to the parentb) School retains copiesc) Copy of referral to (how given to teacher?)teacher for files(when?…time frame?)
Administration determines course of action or consequences
Behaviorceases.No furtheraction
3rd Step (Same behavior)• Complete tracking form• Intervention • Contact Parent
Is the IncidentOffice-Managed?
1st StepVerbal Warning.RestateExpectation/rule
DISCIPLINE FLOW CHART
Write Referral(Attach teacher tracking forms if applicable.)Send the student with the referral to Room 1.
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 PlanningYour 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 planningData 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/RulesAction 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 PlanAction 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?