DATA-BASED DECISION MAKING

Start by asking questions:

• What problem behavior(s) do we have?

• How often is it happening?

• Where is it happening?

• When is it happening?

• Who is involved?

• Why is the problem sustaining?

CREATE A PRECISE PROBLEM STATEMENT

Example:

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.

DEVELOP A SOLUTION

• Prevention

• Recognition

• Extinction

• Consequences

• Data Collection

ACTION PLANNING

Now that we know the problem, how do we solve it?

PROBLEM SOLVING ACTION PLAN

• Who is responsible for each action?

• When will action be completed?

• What is the (measurable) goal?

• When will we review and revise?

(handout)

DEVELOPING A SOLUTION

Prevention: How do we prevent the

problem from occurring?

• Change the environment

• Change the schedule

• Teach appropriate behavior

• Use problem behavior as a negative

example

DEVELOPING A SOLUTION, CONT.

Recognition: How do we recognize students

who act appropriately?

• Short-term ‘special’ type of

acknowledgement activity - challenge

• Extra acknowledgements for specific

behavior

DEVELOPING A SOLUTION, CONT.

Extinction: How do we keep problem

behavior from being rewarded?

Consequences: What will the consequence

be for the problem behavior?

DEVELOPING A SOLUTION

Data Collection: How will we know if this is

working?

What data will be used?

• ODRs

• Reports from teachers, staff

PUTTING THE PLAN INTO ACTION

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

Maintain current lunch schedule,

but shift classes to balance

numbers

Teachers will take class to

cafeteria; Cafeteria staff will

teach the expectations

Principal to adjust schedule and

send to staff

Rotating schedule on

November 15

Changes begin on

Monday

Goal: Reduce cafeteria ODR’s

by 50% per month (Currently

24 per month average)

Timeline: Review Data &

Update Monthly

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

Extinction: Encourage all

students to work for “Friday

Five”… make reward for problem

behavior less likely

School Counselor and Principal

will create chart & staff extra

recess

Principal to give

announcement on

intercom on Monday

Corrective Consequence-

Active 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

OTHER QUESTIONS

How do our data compare to previous

years?

• Is there a trend?

How do our data compare to national

averages?

• SWIS has averages

ACTIVITY

• Groups: Use data to create precise problem statement

• Share

• Create Action Plan (handout)

• Share

TIME FOR QUESTIONS

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WATCHWORDS OF ASSESSMENT

Efficiency

Fidelity

Efficacy

Look for ways to ensure success and

improve!

PBIS EVALUATION TOOLS

• Team Implementation Checklist (TIC) • PBIS team members - quarterly

• Self-Assessment Survey (SAS) • All staff - yearly

• Benchmarks of Quality (BoQ) • If score on TIC is >70%, use this

• School Safety Survey (SSS) • Diverse sampling of school population

ACTIVITY: TEAM IMPLEMENTATION CHECKLIST

Let’s take a few minutes and see where you are in the

implementation process.

• Let’s take a few minutes and see where you are in the

implementation process.

• What actions can you take?

SUBSIST CHECKLIST

Tool to help team action plan ways to sustain PBIS long-term

STAFF AND STUDENT SURVEYS

• How is staff buy-in?

• Do staff understand PBIS and why it is important?

• What would motivate staff?

• Are students responding to the practices you have in place?

• Are students motivated by the acknowledgements?

• How does everyone feel about the climate of the school?

STAFF SURVEY

EXAMPLE

Survey on our website at:

cce.astate.edu/pbis/training-materials

(under heading December 6, 2012

Staff Involvement)

STUDENT CLIMATE

SURVEY EXAMPLE

- source: PBIS Illinois Network

EXAMPLE: YEARLY PLANNING

- source: PBIS Illinois Network

Team

Meeting

Dates

Kick-Off

Report

Self-

Assessment

Survey Results

Team

Checklist

Completed

Faculty

Updates

Activities/

Data

Boosters

Updated

School

Profile

Completed

Safety

Survey

Completed

Celebrations/

Intermittent

Acknowledge

AUGUST

SEPTEMBER

OCTOBER

NOVEMBER

DECEMBER

JANUARY

FEBRUARY

MARCH

APRIL

MAY

JUNE

JULY

QUESTIONS?

RESOURCES

http://cce.astate.edu/pbis/

www.pbis.org

www.pbisillinois.org

Email: cce@astate.edu

Website:

cce.astate.edu/pbis/

Our Website:

http://cce.astate.edu/pbis

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