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Class-wide PBIS and Data Review Winter/Spring 2019 miblsi.org
Class-wide PBIS and Data Review
Winter/Spring 2019
miblsi.org
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AcknowledgementsPlease take a minute to look inside the front cover of your participant workbook to acknowledge all of
those whose work and resources this training day is based on, as well as those who developed the
material for this training day
A special thanks to the many awesome Michigan elementary and secondary schools whose work is
showcased in this content! Thank you!!
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Purpose of School-wide PBIS Training Series
By the end of this series, School Leadership Teams will be able to coordinate, lead, and manage full implementation of School-wide
Positive Behavioral Interventions and Supports (SWPBIS) in their schools, in order to support positive school climate and increase time
spent on academic instruction by increasing positive, pro-social behaviors and decreasing
behavioral challenges.
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Group Expectations• Be Responsible
• Attend to the“Come back together” signal • Active participation…Please ask questions• Identify a partner for structured discussion
• Be Respectful• Please allow others to listen
• Please silence cell phones• Please limit sidebar conversations
• Share “air time”• Please refrain from email and Internet browsing
• Be Safe• Take care of your own needs
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Team Roles• Facilitator: guide discussions and activities to keep the
team moving forward• Time Keeper: keep track of the time and bring the team
back together• Note Taker/Recorder: keeps master notes and ideas that
are not action items• Action Plan Recorder: adds on to the SWPBIS
Implementation Plan • Communication Link: ensures that information is
communicated back to the Leadership Implementation Team and the rest of the school staff
• Active Team Members: engaged and participating in discussions and activities
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Agenda1.0 Introduction to Classroom Systems2.0 Foundations of Classroom Systems3.0 Data Review4.0 Wrap Up & Next Steps
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Today’s Outcomes• Communicate the need for establishing and
teaching routines and expectations in the classroom
• Create a plan for implementing/supporting classroom systems in your building
• Review data to develop measurable objectives and a PBIS Implementation Plan
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Setting Up Our Time for Success• Activities & Team Times (green edges) are
meant to be conversation starters or work starters
• We may frustrate you because these times are not intended for the conversation or work to be completed at the end of the time
• Our goal is to give you enough information in order to move the work forward in your buildings
• This means you will be meeting as a School Leadership Team in between these sessions
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Activity• Log into MIDATA and use the directions in the workbook to
update your team’s status for each item in MIDATA on the PPSC PBIS Installation Checklist #1
• Take out your School-wide PBIS Implementation Planfrom the previous sessions (in a previous workbook and/or saved electronically)
• Update your status on each item in your plan and determine action steps needed to complete any items; record these in your SWPBIS Implementation Plan
• Capture any barriers that need to be communicated to the Leadership Implementation Team; record these and set them aside, as we will come back to them later
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1.0 Introduction to Classroom PBIS Systems
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In Module 1.0, We Will…• Review the Big Ideas of PBIS• Explore the “why” of Classroom PBIS
Systems• Review instructional strategies that
promote active engagement in the classroom
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Activity 1.1
“Who Wants to Be a Millionaire?”
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Big Ideas of SWPBIS 11. Identify & define behavior expectations2. Teach behavior expectations3. Monitor behavior expectations4. Acknowledge & encourage school
appropriate behavior5. Establish a continuum of responses to
behaviors that includes teaching/re-teaching
6. Use data for decision making
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Reminder:
It is important to have both non-classroom and classroom systems in place in order to
support all students
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Keeping the End in MindGoal: Take back information to all staff for fall implementation of classroom PBIS systems.
Continue to complete Activities for Class-wide PBIS in your SWPBIS Implementation Plan.
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Classroom PBIS SystemsAnother term to describe:• Classroom management• Behavior management• Classroom strategies
The emphasis within PBIS is positive, proactive, and preventative strategies
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Big Ideas of Classroom Systems• Classroom systems are a microcosm of
SWPBIS• Classrooms need to be purposefully
designed to promote positive student behavior
• Student behavior needs to be taught (through routines & expectations)
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The “Why” of Classroom Systems• Not always included in teacher education
training or strategies that were taught are no longer effective
• Minimize discipline issues• Engagement is everyone’s problem!• We CAN structure an environment in which
more students are engaged and learning
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Classroom-Level Supports• Tier 1 classroom system that is linked to
school-wide practices• Decisions are based on classroom
behavioral data• Effective instructional strategies are
implemented with fidelity• Curriculum is matched to student need and
data
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Activity 1.2With your team, answer the following questions:• Where is your team currently with SWPBIS
implementation? • What parts of your school-wide system (e.g.
expectations, acknowledgement, corrections) need to be improved before staff will be able to link a classroom system?
Update Activities for Class-wide PBIS in your SWPBIS Implementation Plan.
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High Quality Instruction / Active Engagement
Questions to ask:• Are students engaged in the instruction?• Is the pace of instruction sufficient to maintain
engagement?• Are curriculum materials appropriate for the
age/level of students in your room?• Are academic supports matched to need,
based on data?
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Activity 1.3• Take 30 seconds to write down as many strategies
to enhance engagement as you can • When prompted, go around the table and take
turns sharing one example of a strategy to enhance engagement. If you choose, you can say “Pass”
• Keep going until you are told to stop
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Increasing Opportunities to Respond• An instructional strategy designed to
maximize student responses and corrective feedback
• Increases on-task behavior• Reduces problem behavior• Promotes academic achievement
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Opportunities to Respond• Track who you call
on• Random/strategic
calling on students (no hand raising)
• Response cards• Clickers• Partner shares• Thumbs up/down
• White boards• Smart boards• Choral response• Guided notes• Computer-assisted
instruction• Class-wide peer
tutoring
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Example: Opportunities to RespondThe science teacher announced, “We have a small block of ice and the same sized block of butter. Tell your neighbor which one would melt first.” A few seconds later the teacher said, “Please write down in one sentence an explanation for your answer.” A few minutes later, the teacher told students to share with their neighbor what they had written. Shortly thereafter, the teacher called on one student to tell the class her answer. The teacher then asked the class to raise their hand if they agreed with the answer. Then the teacher asked students to give a thumb down if anyone disagreed, and so on. (Colvin, 2009, p. 48)
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Answers: Opportunities to RespondThe science teacher announced, “We have a small block of ice and the same sized block of butter. Tell your neighbor which one would melt first.” A few seconds later the teacher said, “Please write down in one sentence an explanation for your answer.” A few minutes later, the teacher told students to share with their neighbor what they had written. Shortly thereafter, the teacher called on one student to tell the class her answer. The teacher then asked the class to raise their hand if they agreed with the answer. Then the teacher asked students to give a thumb down if anyone disagreed, and so on.
(Colvin, 2009, p. 48)
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Middle School Example
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Activity 1.4As a group, generate 3 ways that you could adapt each of these assignments to increase the number of opportunities that students have to respond and receive feedback:1. All students are asked to write a paragraph
response to a newspaper article2. Select students are answering math problems on
the board
Update Activities for Class-wide PBIS in your SWPBIS Implementation Plan.
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2.0 Foundations of Classroom PBIS Systems
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In Module 2.0, We Will…• Introduce the foundations of establishing
Classroom PBIS systems• Review best practices for classroom
environments, routines, and expectations
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Foundations of Classroom PBIS Systems
• Design effective classroom environments• Develop and teach predictable routines• Establish, post, and teach expectations
We need to focus our time and energy on variables we can control
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Physical Environment Considerations• Minimize crowding & distractions• Supervision• Transitions/movement• Seating• Design to prevent predictable behavior
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The Research• Seating arrangements are important
structural events/antecedents because manipulations of these are naturalistic interventions that may unobtrusively alter behavior positively.
• The physical arrangement of the classroom has the potential to encourage desirable behavior or contribute to students’misbehavior.
Wannarka, Ruhl, 2008
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Bottom Line• Our focus should be on prevention• Look for environmental solutions first
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Activity 2.1• Independently read through the Checklist for
Evaluating the Physical Organization of the Classroom
• As a team, answer the following questions:• Are the classrooms in your school organized well? How
do you know?• How might this checklist be used to prevent problem
behaviors in your building?
Update Activities for Class-wide PBIS in your SWPBIS Implementation Plan.
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Classroom Routines• Classroom routines should be identified
and taught• Routines become the manager of behavior,
not the teacher• Problem behavior is minimized• Instructional time and engagement are
increased
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Considerations• Ensure routines are contextually
appropriate• Embed choice whenever possible• Utilize behavioral momentum• Consider staff routines• Post classroom routines• Teach & differentiate routines
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Does This Look Familiar?
Identifying and teaching routines in the classroom
should be familiar to anyone who has been trained in
CHAMPS.
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Example – Beginning of Class• Greet teacher at door politely• Look at whiteboard for announcements• Walk by homework bin and turn in
homework• Walk by materials and pick up anything
needed for the period • Walk to desk, get out materials, and begin
warm-up activityAdapted from Simonsen & Meyers (2015)
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Activity 2.2• Using the Lists of Classroom Procedures in
your workbook, highlight the routines that will need to be explicitly defined and taught in your classroom (or a partner’s classroom)
• Select one procedure, and begin writing out detailed steps that students would be taught
Update Activities for Class-wide PBIS in your SWPBIS Implementation Plan.
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Classroom Expectations• Post, teach, review, and reinforce a
small number of positively stated expectations
• These classroom expectations should be the same as your school-wide expectations!
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Define Expectations Within Routines
All expectations should be defined within routines to
create a Classroom Matrix
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Activity 2.3• Look through the blank & filled-in examples of
expectations defined within classroom routines (i.e. classroom matrices)
• Using the routine that you created earlier, begin to fill in one of the blank forms based on your school’s expectations
Update Activities for Class-wide PBIS in your SWPBIS Implementation Plan.
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Teaching Expectations and Routines
If you expect it…You must teach it!
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TeachingTeaching Process• Model• Examples & Non-examples• Test (practice & feedback)• Include environmental prompts when
appropriate• Teach in beginning; plan on reviews to
maximize time
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Teaching Considerations• Following expectations should be explicitly
taught• Should occur in context of natural
routines/setting• Follow-up strategies likely needed for
generalization• Utilize student input when possible
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Additional Considerations• Prompt or remind students of rule prior to
entering natural context• Monitor behavior in natural context and
provide feedback• Evaluate effectiveness – review data, make
decisions, and follow up
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Remember…
Classroom PBIS systems are a microcosm of School-wide PBIS
systems!
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Activity 2.4Before the Fall Kick-off:• Develop a plan to share this information with your
staff• Determine what the expectation is for your all
staff related to one or more of the following: active engagement, physical environment, routines, expectations and teaching
Update Activities for Class-wide PBIS in your SWPBIS Implementation Plan.
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3.0 Data Review
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In Module 3.0, We Will…• Review the purpose of collecting data and
the SWPBIS data sources• Use data to set objectives for the SWPBIS
TFI and discipline data (SWIS)• Begin brainstorming action items
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Effective Practices: Big Ideas of SWPBIS 11. Identify & define behavior expectations
2. Teach behavior expectations3. Monitor behavior expectations4. Acknowledge & encourage school
appropriate behavior5. Establish a continuum of responses to
behaviors that includes teaching/re-teaching
6. Use data for decision making
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Why Are Schools Asked to Collect, Submit & Analyze SWPBIS Data?
Two Main Purposes:1. To use data as part of a continuous
improvement process at the school district and ISD levels
2. To evaluate the effectiveness of supports provided to ISDs, districts, and schools in their implementation efforts
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Why Do We Use Data?
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#1 Sustainability Factor
The frequency that data are presented to all school staff
(McIntosh, Kim, Pinkelman, Rasplica, & Strickland-Cohen, in press)
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Types of Data
Fidelity Data• Extent that implementation
occurs as intended
Student Behavior Outcomes• Meeting educational goals &
objectives
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Types of Assessment• Fidelity Data
• SWPBIS Tiered Fidelity Inventory (SWPBIS TFI)
• Student Behavior Outcome Data• SWIS (Office Discipline Referrals)• School Climate Survey (Perception Data)• Student Outcome Data
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Data Triangulation
Our goal is to make sure we are looking at a variety of data sources and putting that information together to make good decisions for our building. This graphic is a funnel in which student behavior outcomes, perception data, and staff fidelity go into the funnel. What comes out is Data Triangulation.
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Setting You Up for Success• Data Analysis for Action Planning document
• Directions and supports to guide your data analysis (found at the back of your workbook)
• Chart paper and markers• Capture possible actions resulting from
brainstorming after reviewing specific data
• School-wide PBIS Implementation Plan• Plan that has been completed and updated
during each training session this year
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Data Analysis for Action Planning
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Activity 3.1• Locate the Data Analysis for Action Planning
document – who will be recording on the official copy?
• Locate the chart paper and markers – who will be capturing ideas during brainstorming?
• Locate your School-wide PBIS Implementation Plan from this year• If your team does not yet have this document in an
electronic format, download it from MIBLSI.org• An electronic copy of this document will be collected at
the end of the day
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Structure for the Data Review• Brainstorm possible actions to address any
areas of concern based on your data• Use chart paper to record these ideas• Discuss which ideas should be a part of the
your action plan• Place a star next to these items on the chart • You will be building your formal
implementation plan later today
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Part 1: Tiered Fidelity Inventory (TFI)
Are We Doing What We Said We Would Do?
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Key TermsTotal Score: • Summarizes the extent to which school
staff are applying the core features of SWPBIS within a school
• Combines all 3 TiersScale Score:• Separates out each Tier score
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Key Terms (cont.)Subscale Score:
• Identifies core features in each Tier• Tier 1: Teams, Implementation, & Evaluation• Tier 2: Teams, Implementation, & Evaluation• Tier 3: Teams, Resources, Support Plans, &
Evaluation
Item Score:• Provides the basis for team problem solving
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Criteria for “Success”TFI Report Criteria
Tier 1 At or above 70% Scale Score
Tier 2 At or above 70% Scale Score
Tier 3 At or above 70% Scale Score
Total At or above 70%
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Almost is Not Enough• Initial findings indicate that almost at fidelity
is not enough!
• Data show little difference between schools that are not implementing and those that are almost at fidelity
• Fidelity appears to be a threshold, not a continuum
(Swain-Bradway & Freeman, 2015)
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Setting a S.M.A.R.T. ObjectiveSpecific, Measurable, Attainable, Realistic, Time-Bound
By June of 2019 our Tier 1 score on the Tiered Fidelity Inventory will be _____.
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Activity 3.2• Complete Part 1: Tiered Fidelity Inventory (TFI)
portion of the Data Analysis for Action Planning document
• Be sure to:• Follow the prompts in the packet• Develop a S.M.A.R.T. objective and write them on the
top of your chart paper• Use chart paper to capture any brainstorming and star
items that will be part of your action plan
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Part 2: School Climate Survey
How do staff, families, and students perceive the school environment?
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School Climate SurveysSchool climate studies conducted with
student populations within the United States and internationally have consistently
suggested that safe, caring, and responsiveschool environments have a notable effect on student perceptions of school climate and
are positively associated with academic performance, risk prevention, and health
promotion for students
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Types of ReportsElementary and Middle/
Secondary Student Survey School Personnel and
Family SurveysTotal score Total scoreMean score by grade Subscale scoreMean score by gender(gender identity and sexual orientation for secondary only)
Mean score by grade
Mean scores by race/ethnicity
Mean score by gender
Mean scores by question Mean score by race/ethnicityItems Items
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Mindful Planning
As you are reviewing your School Climate Survey Data and discussing possible action
items to address your school’s climate, please keep in mind the activities already
captured on your chart paper from analysis and action planning related to the Tiered
Fidelity Inventory (TFI)
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Activity 3.3• Complete Part 2: School Climate Survey portion
of the Data Analysis for Action Planning document
• Be sure to:• Analyze staff, family, and student survey data• Follow the prompts in the packet to examine the results
of your School Climate Survey• Complete the analysis for your staff, student, and family
surveys• Use chart paper to capture any brainstorming and star
items that will be part of your action plan
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Part 3: Discipline Data (SWIS)
Are we getting meaningful outcomes for students?
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Activity 3.4Respond to the Discipline Referral Data Collection question in your Data Analysis for Action Planning document: • Are there any areas of possible improvement for
the collection of discipline referrals (e.g. re-training staff on how to complete the referral, review problem definitions with staff)?
• Record these on your chart paper
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Are We Getting Meaningful Outcomes for Students?
Data Source• Discipline referrals
Current status• Average referrals per day per month
Objective• Where do we want to be by June 2019?
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Average Referrals Per Day Per Month• Summarizes the number of discipline
referrals on average each day of a month
• Takes into consideration the number of days in a month
• Appears as the first report on the SWIS Dashboard
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National Median Comparison• The national data can be added to the
Average Referrals per Day per Month graph by clicking “Show National Data on Graph”
• Teams should be comparing their data to the National Median, which takes into account the school’s enrollment (e.g. average referrals per day per month per 100 students)
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Setting a Measurable Discipline Objective
• By June of 2019, our average referral per day per month will be _____.
OR• By June of 2019, our average referral per
day per month per 100 students will be at or below the national median.
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Activity 3.5• Review the graph for Average Referrals per Day
per Month compared to the National Median data• Follow the prompts in your Data Analysis
document for the “Comparison to National Median” section
• Follow the prompts in your Data Analysis document for the “Goal Setting” section
• Record your objective on your chart paper, then stop
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Let’s Look at Additional DataDashboard reports:• Referrals by time• Referrals by location• Referrals by day of the week• Referrals by problem behavior• Referrals by grade• Referrals by student
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Examining Dashboard Reports• Helps check the vital signs of your school
• Allows you to identify Red Flags for further inquiry
PBISApps
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Identify “Red Flags” for Further Inquiry
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Activity 3.6• Examine all of your Dashboard Reports and
respond to the questions under the “Data Analysis of Dashboard Reports” in the Data Analysis for Action Planning document
• Complete the Data Analysis of Seclusion/ Restraint Data section in the Data Analysis for Action Planning document
• Follow the prompts in the Directions for Action Planning section
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Statement of a Problem• The statement of a problem is important for
team-based problem solving• Everyone must be working on the same
problem with the same assumptions• Problems are often framed in a “primary”
form – that form creates concern but is not useful for problem solving
SWIS Facilitator Guide (2013)
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Primary Statements• Too many referrals• September has more suspensions than last
year• Gang behavior is increasing• The cafeteria is out of control• Student disrespect is out of control
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Precise Problem StatementsPrecise problem statements include information about the following questions:• What is the problem behavior?• How often is the problem behavior happening?• Where is the problem happening?• Who is engaged in the behavior?• When is the problem most likely to occur?• Why is the problem sustaining?
(SWIS Facilitator Guide, 2013)
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Unpacking a Precise Problem StatementThere are more ODRs for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment. • What? More ODRs for aggression• Where? On the playground• Who? A large number of students• When? First recess• Why? To get access to the new playground equipment
SWIS Facilitator Guide (2013)
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Using Discipline Data to Solve Problems• Problem identification involves the context• Knowing the context of a problem helps to
identify relevant solutions• Each team will have a unique process for
drilling down
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Activity 3.7• As a team, agree upon one of the Red Flags you
previously identified (on your chart paper) to start your drill down
• Use the SWIS Drill Down: Create a Precise Problem Statement section of the Data Analysis packet to develop a precise problem statement
• Record your precise problem statement, including any contextual information in your packet
• Determine if additional brainstorming is needed, and if so, add ideas to your chart paper
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Part 4: Implementation Plan
What Are Our Objectives and What Will We Do to Reach Them?
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Finalizing Your Implementation Plan
Now it’s time to integrate these great ideas into the Implementation Plan you’ve been working on all year!
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Activity 3.8 Review all of the starred items on your chart paper to revise/update your electronic version of the School-wide PBIS Implementation Plan• Make sure your SMART goals are written into the
implementation plan using the sentence frames provided (Fidelity & Outcome Objectives section)
• Delete activities you have completed• Prioritize and record all starred action items (from your
chart paper) in the Activities section of this plan by adding additional rows
• Provide a copy of the Implementation Plan (electronic) to the trainers
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4.0 Wrap Up & Next Steps
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Celebrate Successes
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Activity 4.1• Quickly review the data sources you examined
today during your data review and reflect on what you have accomplished
• As a team, determine how you will celebrate these successes with your staff
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Coming Soon!• There will be one more Data Review this
school year
• This day will be combined with an opportunity to action plan around implementation for next year (e.g. plan your fall kick-off, enhance data systems)
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Pause for Communication
At the end of each session we are going to pause to capture communication that needs to flow up to
your Leadership Implementation Team
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• As a team, generate 1-2 accomplishments coming out of today’s session that you want to share with your LIT
• If you identified any barriers to accomplishing your work, please be sure to capture those for the LIT as well
• Confirm who from your team will be communicating with the designated person from the LIT
Activity 4.2
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Assignments• Follow through on the activities in your SWPBIS
Implementation Plan • Monitor your progress on these activities during
your monthly School Leadership Team meeting• Complete the SWPBIS TFI more time before the
spring Data Review/Action Planning session (late May, early June)
• Share celebrations back at your building• Begin to examine discipline data at monthly
meetings to monitor progress
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Ticket Out the Door• Please remember to email or share a copy of your
SWPBIS School-Level Implementation Plan to the trainers
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