Transcript Document

Portions of this presentation were adapted
from work and presentations by the
following:
Illinois PBIS Network training materials and
curricula
www.pbis.org
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What are data?
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Substitute “information”
Intimidating?
No reason
 Sometimes numbers, sometimes not
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• Identify problems before they become difficult
• Pinpoint a problem to create a functional
solution
• Test possible solutions
• Monitor solutions to see if they’re working
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Office Discipline Referrals
 Current
 Over Time
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Attendance
In-School and Out-of-School Suspensions
PBIS Assessments (SAS, TIC, BoQ, SET, etc.)
Staff Surveys, Teacher Reports
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Do we have any problems
in our school?
State the problem precisely!
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What is the problem behavior?
How often is it happening?
Where is it happening?
When is it happening?
Who is involved?
Why is the problem sustaining?
Use SWIS data to answer
these questions:
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What?
How often?
Where?
When?
Who?
Why is it sustaining?
For team-based problem solving, it’s important
that everyone is focusing on the same problem,
with the same assumptions!
Activity:
We’ve found the answers to the Big Questions, so
let’s turn them into a Precise Problem Statement.
Example of a Precise Problem Statement:
There 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.
How do our data compare to
previous years?
• Is there a trend?
How do our data compare to
national averages?
• SWIS has averages
Now that we know the problem, how do we solve it?
Prevention: How do we prevent the
problem from occurring?
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Change the environment
Change the schedule
Teach appropriate behavior
Use problem behavior as a
negative example
Recognition: How do we recognize students
who act appropriately?
• Short-term ‘special’ type of
acknowledgement activity - challenge
• Extra acknowledgements for specific
behavior
Extinction: How do we keep problem
behavior from being rewarded?
Consequences: What will the
consequence be for the problem behavior?
Data Collection: How will we know if this
is working?
What data will be used?
• ODRs
• Reports from teachers, staff
Who will carry out each of the actions?
 Don’t give all the responsibility to one person – this
is a team effort!
When will the actions take place? Make a deadline.
What is our goal with this plan? Needs to be
measurable!
How often will we review the plan’s progress and make
revisions?
Example - Problem Solving Action Plan
Precise Problem
Statement
Solution Actions
Who?
When?
Goal, Timeline, Rule
& Updates
Many students from all
grade levels are engaging
in disruption,
inappropriate language
and harassment in
cafeteria and hallway
during lunch, and the
behavior is maintained by
peer attention
Prevention: Teach behavioral
expectations in cafeteria
Teachers will take class to
cafeteria; Cafeteria staff will
teach the expectations
Rotating schedule on
November 15
Goal: Reduce cafeteria ODR’s
by 50% per month (Currently
24 per month average)
A smaller number of
students engage in
skipping and
noncompliance/defiance
in classes, (mostly in
rooms 13, 14 and 18), and
these behaviors appear to
be maintained by escape.
Recognition: Establish “Friday
Five”: Extra 5 min of lunch on
Friday for five good days
Maintain current lunch schedule,
but shift classes to balance
numbers
Principal to adjust schedule and
send to staff
Changes begin on
Monday
School Counselor and Principal
will create chart & staff extra
recess
Principal to give
announcement on
intercom on Monday
Corrective ConsequenceActive supervision and continued
early consequence (minor/major
ODR’s)
Hall and Cafeteria Supervisors
Ongoing
Data Collection – Maintain ODR
record & supervisor weekly report
SWIS data entry person &
Principal shares report with
supervisors
Weekly
Extinction: Encourage all
students to work for “Friday
Five”… make reward for problem
behavior less likely
Timeline: Review Data &
Update Monthly
• Where are we with our PBIS implementation?
 How committed are administration, faculty and
staff?
 How is our team functioning?
 Do we have school-wide expectations and are they
being taught and reinforced?
 Do we have a system for collecting and using data
for decision making?
Team Implementation Checklist (TIC)
• 3 times per year
• Completed by PBIS Universal team at team meeting
• Guides the implementation process
Benchmarks of Quality (BoQ)
• Completed in the spring each year
• Completed by PBIS Universal team at team meeting
• Measures Universal implementation
• Helps to identify strengths and weaknesses that can be
used in action planning
Self Assessment Survey (SAS)
• Completed once a year, at beginning or end of year
• Completed by all teachers, staff, administrators
• Assesses how well systems and practices are established
in 4 areas: school-wide, classroom, non-classroom,
individual students
Team Implementation Checklist
Benchmarks of Quality
Self-Assessment Survey
Available online at www.pbisassessment.org
Using data on a regular basis is the key to success!
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Keep staff informed – increase their buy-in
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Show that PBIS is working!
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Share successes with staff, district, parents,
community
 http://cce.astate.edu/pbis/
 www.pbis.org
 www.swis.org
 www.pbisassessment.org
Email: [email protected]
Website:
cce.astate.edu/pbis/