Bryan Bolger, Technical Assistance Coordinator, Illinois PBIS Network

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Coaching PBIS TeamsActive Decision-making
Summer Leadership Conference August 6, 2009
230pm - 400pm

• Bryan Bolger, Technical Assistance Coordinator,
  Illinois PBIS Network
• Dana Miller, Assistant Principal, Unity West
  2nd Floor, Cicero District 99

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24 Session Description

• Learn how data tools can be used to help staff
  get started with School-wide PBIS, check
  implementation fidelity, monitor progress and
  establish sustainable implementation.
  Participants will become familiar with using the
  outcome data from the Self Assessment Survey
  (SAS), the Team Implementation Checklist (TIC),
  Benchmarks of Quality (BoQ), School Safety Survey
  (SSS), as well as office discipline referrals and
  other existing data sets to develop strategies
  for continuous regeneration.

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Clarification of names and acronyms

• Effective Behavior Supports (EBS)
• Positive Behavior Supports (PBS)
• Positive Behavior Interventions and Supports
  (PBIS)

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Supporting Social Competence Academic
Achievement
Supporting Staff Behavior
Supporting Decision Making
Supporting Student Behavior
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3 PBIS Foci for Effective Behavior Support

• SYSTEMS (Support Staff Behavior)
• Data-based decision making
• Team based problem solving
• Long term sustainability
• DATA (Support Student Behavior)
• On-going data use
• RESEARCH VALIDATED PRACTICES
• (Support Decision Making)
• E.g., Social skills instruction
• Functional behavioral assessment
• Direct instruction

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Why use data?

• It takes the emotion out of our experiences
• It lets us know if our systems and practices are
  effective
• It reminds us to celebrate our accomplishments
• Graphs help people see the big picture
• Its fun

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Social System - Layers of Evaluation
Team Implementation Checklist (TIC)
Self-Assessment Survey (SAS)
School Safety Survey (SSS)
Benchmarks of Quality (BOQ)
Phases of Implementation (POI)
School-wide Information System (SWIS) Major/Minor
?
Your districts Student Information
System/database Major/Minor?
Parent Survey
Student Survey
Check-in and Check-out (SWIS-CICO) - Secondary
Level
Systematic Information Management for Educational
Outcomes (SIMEO) - Tertiary Level
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Session Overview
This session will examine action planning at the
Universal using the following data

• Team Implementation Checklist (TIC)
• Self-Assessment Survey (SAS)
• School Safety Survey (SSS)
• Benchmarks of Quality (BoQ)
• Social Intervention Requests (Major/Minor)
• Parent Survey
• Student Survey
• Phases of Implementation (Pol)

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Using data to answer our social systems and
practices questions

• How is our Universal team functioning? (TIC)
• How can we get staff input and focus our work on
  our staffs top priorities? (SAS)
• How safe does it feel in our school? (SSS)
  Protection risk factors. Developmental assets
  for students
• What's going well and where can we grow our
  social systems implementation? (BOQ) Plus Delta
  ?
• What are our major and minor social
  intervention request forms indicating? (SWIS or
  Student Information Database)
• Do our parents have questions or goals we can
  address?
• Can student voice help guide our social system
  and practices development?
• What level of implementation has been achieved?
  (POI)

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Each question will start with a picture and end
with a summary

• WHO
• WHAT
• WHERE
• WHEN
• HOW

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Before we examine each survey, a brief overview
of PBS Surveys
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Your PBS Survey Account

• Your PBIS Technical Assistance Coordinator will
• Give each school a unique account number
• Provide written directions how to complete the
  surveys
• Open surveys for a time period that is convenient
  for your school to complete the survey
• Close the survey time period when you and/or your
  schools staff has finished taking the survey
• When a survey period has been closed the survey
  results and graphs are generated automatically
• Closed surveys cannot be reopened
• You can take a surveys more than once

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School Account and Login
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Select Surveys
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Question 1 How is our Universal PBIS team
functioning?

• The Team Implementation Checklist guides the
  development, implementation, monitoring and
  revision process for building a positive school
  wide culture.
• Two Sections
• Startup Activities is primarily for initial
  implementation monitoring
• Ongoing Activities provides the team with a tool
  to evaluate the activities required to sustain a
  PBS system.

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Team Implementation Checklist (TIC)
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Online view of Team Check List
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Team Implementation Checklist Reports

• Implementation by Feature This report shows, for
  each completed Checklist, the percentage
  implemented and partially implemented for each of
  the following features
• Establish commitment (questions 1-2) Establish
  maintain team (3-5) Conduct self-assessment (6-8)
  Define expectations (9) Teach expectations
  (10-12) Establish reward system (13) Establish
  violations system (14) Establish information
  system (15) Build capacity for function-based
  support (16-17)
• The report displays one row of this data for each
  Checklist in ascending date order.  The
  associated bar chart shows, for each feature, the
  percentage implemented and partially implemented
  for each Checklist.
• Overall Implementation This report shows, for
  each completed Checklist, overall scores as
  (a) the percentage of items fully implemented and
  partially implemented and (b) the percentage of
  implementation points. The report displays one
  row of this data for each Checklist in ascending
  date order.  The associated column chart shows
  the percentage of items implemented and partially
  implemented on each Checklist and, in a separate
  area, the percentage of implementation points.

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Team Checklist Implementation By Feature Chart
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Team Checklist Overall Implementation
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Team Implementation Checklist (TIC)

• WHO Completed by the Universal PBIS Team
• WHAT The TIC guides the development,
  implementation, monitoring and revision process
  for building a positive school culture
• WHERE At your school during a Universal PBIS
  Team meeting
• WHEN Quarterly when you are at Universal -
  Phase l of implementation on the POI
• HOW The Universal Team completes the TIC at a
  team meeting and one person, usually the Internal
  PBIS Coach enters the data online at
  www.pbssurveys.org

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Question 2 What support would staff like to
receive, where and when?

• The Self-Assessment Survey is used annual to
  assess the effective behavior support systems in
  a school. The survey examines the status and need
  for improvement of four behavior support systems
  
• School-wide discipline systems
• Non-classroom management systems (e.g.,
  cafeteria, hallway, playground),
• Classroom management systems
• Systems for individual students engaging in
  chronic problem behaviors

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Self-Assessment Survey (SAS)(name clarification)

• Title on www.pbssurveys.org
• Self-Assessment Survey
• Title on www.pbis.org
• Effective Behavior Support (EBS) Self-Assessment
  Survey Version 2.0

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Self-Assessment Survey (SAS)
SCHOOL-WIDE SYSTEMS
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Online view of Self-Assessment Survey
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Self-Assessment Survey Reports

• Individual Summaries This report is grouped by
  survey dates (multiple-years, most recent first),
  then by survey. For each self-assessment system
  (school-wide, non-classroom, classroom, and
  individual), it displays a table with the
  percentage of respondents who answered "In
  Place", "Partially In Place", and "Not In Place"
  for current status and "High", "Medium", and
  "Low" for improvement priority. Bar charts of
  these figures can be displayed for each survey.
• Comparative Summaries Select up to three dates
  when surveys were conducted and compare the
  reported status and improvement priority of each
  self-assessment system showing the percent "In
  Place", "Partially In Place", and "Not In Place"
  (for current status) and "High", "Medium", and
  "Low" (for improvement priority) for each
  self-assessment system on each date.  A bar chart
  comparing the current status of each system on
  each date, and another comparing the improvement
  priorities, can be displayed.
• Analysis of School-Wide System Shows a chart with
  bars for percent In Place, Partially In Place,
  and Not In Place for each of the elements below
  for each year, plus the implementation average
  for each year
• Expectations defined (question 1) Expectations
  taught (2) Reward system (3) Violations system
  (4-8) Monitoring (10-12) Management (9, 14-16)
  District support (17-18)
• Individual Item Scores Especially useful for
  action planning, this report shows the current
  status (in place, partially in place, and not in
  place) and improvement priority (high, medium,
  and low) percents for each item within each
  system.  It also displays the number of responses
  for each occasion the survey was conducted.  You
  can select individual years and specific systems,
  and you can easily export the report to Excel and
  PDF formats.

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Individual Summaries

• Self-assessment system
• School-wide
• Non-classroom
• Classroom
• Individual

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Comparative Summaries

• Select up to 5 surveys to compare

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Analysis of School-Wide System

• Expectations defined (question 1) Expectations
  taught (2) Reward system (3) Violations system
  (4-8) Monitoring (10-12) Management (9, 14-16)
  District support (17-18)

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Individual Item Scores
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Self-Assessment Survey (SAS)

• WHO Completed by all teachers, staff and
  administrators in your school building
• WHAT The SAS examines the status and need for
  improvement of four behavior support systems
• WHERE At your school
• WHEN Annually, usually at the beginning or
  towards the end of each school year
• HOW All school staff take the survey online at
  PBS Surveys

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Question 3 How safe does it feel at our school?

• The purpose of the School Safety Survey (SSS) is
  to assess risk factors and response plans for
  school safety violence The survey is designed
  to help school leaders evaluate
• The extent to which the school provides a safe
  learning environment
• Training and support needs related to school
  safety and violence prevention and
• Responses to violence and the effectiveness of
  protective measures

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School Safety Survey (SSS)
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Online view of School Safety Survey
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School Safety Survey Reports

• Individual Surveys This report includes one
  summary row for each survey, in order by date. 
  The summary row provides statistics for the
  survey, including the overall risk and protection
  factor scores.  A detail section beneath this
  displays all the individual item scores.  Bar
  charts of these figures can be displayed for each
  survey.  The item scores chart can be sorted to
  show items from the highest to the lowest score
• Comparative Yearly Summaries This report
  includes one row of summary statistics for each
  year that Safety Surveys were conducted at the
  school, including the risk factor and protection
  factor averages across all respondents and the
  number of people who completed surveys.  Bar
  charts display these statistics across years for
  visual comparison.

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Individual Summary A
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Individual Summary B
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Safety Survey Individual Survey Charts
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Comparative Summaries Charts A
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Comparative Summaries Charts B
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Comparative Summaries Charts C
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School Safety Survey (SSS)

• WHO Completed by 5 or more staff members (1
  administrator, 1 custodial, 1 office, 1
  certified, 1 non-certified)
• WHAT Measures risk and protective factors
• WHERE At your school
• WHEN Completed annually
• HOW The individuals at your school who have been
  asked to complete the survey, do so online at PBS
  Surveys. www.pbssurveys.org

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Q 4 What's going well where can we grow PBIS
implementation? (BoQ)

• The Benchmarks of Quality measures the degree to
  which a school is implementing the universal
  level of school-wide positive behavior support.
• The results provide a mechanism for school teams
  to identify strengths and weakness based on
  fidelity criteria for use in establishing future
  action plans.

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Are we really doing what we think we are doing
and Is what were doing working?

• The Benchmarks are used by teams to
• Identify areas of achieved success
• Identify areas for improvement
• Assist in determining an appropriate action plan
• Progress monitor growth
• Celebrate accomplishments

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Technical Assistance Coordinator enters BOQ online
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Benchmarks of Quality (BoQ)

• WHO The PBIS Universal Team
• WHAT Lists 53 benchmarks 10 critical elements
  of quality for Universal School-wide PBIS
  implementation This tool identifies strengths and
  opportunities for change and growth.
• WHERE At your school
• WHEN The spring of each school year
  Mar/Apr/May
• HOW Free online training available at
  www.pbisillinois.org. C201e Benchmarks of
  Quality (BoQ) Overview and Orientation

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Question 5(a) What are our major and minor
social intervention request forms indicating?

• What data options are available when a student
  needs additional social interventions by a
  teacher in the classroom (minor) or when other
  school personnel need to me informed (major), how
  data gets collected.
• SWIS Major Minor

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SWIS Major and Minor Classroom Office Managed

• Report Options using SWIS
• Average Referrals Per Day Per Month
• Referrals By Problem Behavior
• Referrals By Location
• Referrals By Time
• Referrals By Student
• Other Reports
• Custom Report
• Custom Graph
• Referrals by Staff
• Suspension/Expulsion Report
• School Ethnicity Report
• Individual Student Report
• Year End Report
• Student Staff Lists

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More Information www.swis.org What is
SWIS?Why Use SWIS?How Does SWIS Work?What
is the Cost of SWIS?How Does a School Get
SWIS?How Does SWIS Maintain Confidentiality?Wh
at are the SWIS Hardware/Software
Requirements?Can I Preview a SWIS Account?How
Do I Find a SWIS Facilitator?
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Big Five
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Multiple Year Graphs
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Individual Student
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Ethnicity Report
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Triangle Data
Academic Systems
Behavioral Systems
1-5
1-5
5-10
5-10
80-90
80-90
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Year End Report
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Year End Report
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School-wide Information System (SWIS)

• WHO A universal team member who like data
• WHAT A data collection process for behavioral
  information
• WHERE At your school
• WHEN Daily and weekly
• HOW Your school creates an office referral form
  to collect data. This information is entered into
  SWIS and the reports and graphs are used to
  provide students with the supports they need to
  be successful

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Question 5(b) What are our major and minor
social intervention request forms indicating?

• What data options are available when a student
  needs additional social interventions by a
  teacher in the classroom (minor) or when other
  school personnel need to me informed (major), how
  data gets collected.
• Student Information Databases Major Minor
• Excel Workbooks Minor
• Multiple page forms - Minor
• Trait binder - Minor

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- Microsoft Excel can be used to pull data
directly from other school database systems.-
For some buildings and districts this eliminates
double data entry.- The following are examples
of data that can be generated from Excel queries
and pivot tables.
Monitoring Majors
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We will look at the of students involved in
programs to help with behavior.
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• The first graph shows the of students that need
  these types of programs in the average school
  compared to unity.

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First we will compare the number of positive
referrals to negative referrals.
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Now lets look at office referralsThese are
the behaviors that get sent to your AP!
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07-08 School Year 08-09 School Year
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- Homeroom folders can be used to document minor
classroom managed behaviors.- This data is
entered into a spreadsheet.- The data tables
and graphs identify specific areas in need of
Cool Tools, mini-lessons, goal-setting and
celebrations!.
Monitoring Minors
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Next we will look at classroom behaviors-
Unprepared-Disruptive Behavior-Gum-Uniform-Tar
dy to Class-Bullying-Off Task
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This Excel spreadsheet allows us enter minors
and easily track them with weekly data tables and
graphs.
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Data from the previous data table automatically
generates this graph for a visual representation
of our high need behaviors.
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Student Information System/Excel/Other database

• WHO A universal team member who like data
• WHAT A data collection process for behavioral
  information
• WHERE At your school
• WHEN Daily and weekly
• HOW Your school creates an office referral form
  to collect data. This information is entered and
  the reports and graphs are used to provide
  students with the supports they need to be
  successful

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Question 6 Do our parents have questions or
goals we can address?

• Parent involvement and support play an integral
  role in the academic and social/emotional
  well-being of our students. Parent surveys
  inform us as the concerns needs of our parents.
• Parent perceptions
• Supports for parents
• Dispelling misconceptions

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This line shows the national average of
referrals per day per 100 students in a junior
high.
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This is 2,088 students without any suspensions!!!!
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Academics Behavior

• Average GPA          of Referrals
• 3.089                                  none
• 2.514                                     1
• 2.242                                     2
• 1.847                                     3
• 2.288                                     4
• 1.552                                     5

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Parent Survey

• WHO Universal Team or SIP Team
• WHAT A data collection tool to gather parent
  input
• WHERE At your school
• WHEN Each Fall and Spring (i.e. during
  parent/teacher conferences)
• HOW Your team creates an on-line survey
  (translated if necessary) which asks about
  parents perceptions of school climate, academic
  and social/emotional supports, communication, etc.

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Question 7 Can student voice help guide our
social system and practices development?

• By conducting a simple student survey, we are
  better able to assess their comfort level,
  perception of school climate and student/staff
  relationships.
• Confidential
• Adult connections
• Staff follow-up

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Student Survey

• WHO Students reviewed by administrator
  (confidentiality) results shared with staff
• WHAT A data collection tool used to assess
  students perceptions of school climate and their
  connections with staff.
• WHERE At school
• WHEN October (optional May)
• HOW A short online survey is created for
  students to identify specific adults in the
  building with whom they feel a connection.

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Q 8 What level of implementation has been
achieved? (POI)

• Illinois PBIS Network Phases of Implementation
• Start-up
• Emerging
• Implementing
• Fully-implementing
• Exemplar

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Phases of Implementation (POI)

• WHO Completed by the principal and the
  Technical Assistance Coordinator (TAC) with input
  from Universal and Secondary Internal Coaches as
  needed
• WHAT A recognition process for schools that
  attain implementation and sustainability status
  through measurable criteria at the Universal,
  Secondary, and Tertiary levels.
• WHERE At your school
• WHEN Twice each year by November 31st and March
  31st
• HOW See page two of POI for directions or attend
  a free online training at www.pbisillinois.org
  C202e Phases of Implementation (POI) and
  Recognition Process Overview and Orientation

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Questions
?
?
?
?
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www.pbis.orgwww.pbisillinois.orgwww.pbssurveys.o
rgwww.swis.org
Resources
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Presenters Information

• Bryan Bolger
• Email bryanbolger_at_comcast.net
• Dana Miller
• Email DMiller_at_cicd99.edu

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Downloads online

• PowerPoint
• PBS Surveys User Manual
• SWIS User Manual 4.2
• Classroom Managed Social Interventions Data
  Template
• Sample Parent Survey
• Sample Student Relationship Survey