January Data Day:
1.0 Introduction
WINTER 2013
Opening Activity:
 Talk to your neighbor about successes and challenges you
experienced when using PBIS evaluation tools or analyzing
student behavior data.
 Take a moment to share your thoughts with your leadership
team
 Write Successes and Challenges on post-it notes and place on
chart paper on the wall
 Share “ah ha’s” with larger group and introduce your team
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Agenda
 1.0 Introduction
 2.0 Leadership Team
 3.0 Systems Review
 4.0 Student Outcome Data
 5.0 Building Internal Capacity
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Purpose
 School leadership teams use this
time to plan PBIS improvements
and student outcomes based on
a review of data.
 Leadership teams will develop
internal capacity for continuous
problem-solving and planning.
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Objectives
By the end of the training, leadership teams will
have:
• Assessed their Leadership Team strengths and
challenges
• Used the Team Initiated Problem Solving (TIPS)
model
• Used BoQ, BAT and “Big 5” behavior data to
identify areas of need and develop action steps for
universal and targeted supports
• Developed a plan for continuous data review and
problem solving.
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Our Goal:
Minimize talk, maximize team time!
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Logistics:
= We’re all set. No
help needed.
= We need help,
but can
continue with
our work.
= HELP! We can’t
continue with
our work.
USB Includes:
1. PowerPoint
2. Workbook
&
www.pbisvermont.org
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Differentiate based on your experience
Foundations
Think about how
you plan to
accomplish the
work.
Full
Implementation:
Think about how to
make it easy,
better, more
effective.
Sustainability:
Think about
how to continue
the practice
and ensure
sustainability.
2.0 Leadership Team
WINTER 2013
Leadership Team
 Share with your neighbor a
team experience that you
enjoyed. What were some
of the team’s
characteristics?
 As a team, summarize
these attributes and
record.
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Effective meetings extend before and after
the actual meeting time.
BEFORE:
•Set agenda and
send to team
•Collect data,
review, and prepare
summary
statements
DURING:
AFTER:
•Follow agenda &
time frames
•Complete action
items
•Review data
•Follow-up on
action item status
•Make precision
problem statements
•Develop solutions
•Take notes and set
action items
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“Critical to success is the administrator’s
active role in supporting the school-based
team process.” –Tim Lewis
THANK YOU
Administrators!
Complete Administrator Self-Assessment
for continuous improvement!
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Team Time
As a leadership team:
1.
Complete the Leadership Team Meeting Self-Assessment
tool
2. Review and update the Team Profile and Meeting
Schedule, if needed.
1. You’ll be invited to share with the large group the
following:
 One strength of your leadership team based on your
self-assessment.
 One action step that your team identified after
reviewing your system supports.
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3.0 Systems Review
WINTER 2013
The Importance of Systems Review
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Organizing SWIS Data for Decisionmaking
 Universal Screening Tool
 Proportion of students with
 0-1 Office Discipline Referrals (ODRs)
 2-5 ODRs
 6+ ODRs
 Progress Monitoring Tool
 Compare data across time
 Prevent previous problem patterns
 Define Problems with precision that lead to solvable problems
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Universal Behavior Data: Schoolwide Data
Quick Big 5 blends all of the Big 5
Reports together into a single report.
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Targeted Behavior Data:
Individual & Targeted
Practices Data for CICO
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Using the Referrals by Student
report as a Universal Screening Tool
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Using data to determine what system to focus
on…
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Where to find this information?
SWIS: *End of Year Report
*Custom Report
*Custom Graph
*”Big 5” Graph
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Team Time
As a leadership team:
1. Complete the ODR Data Focus Worksheet to determine area
in need of improvement.
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Using the BoQ and/or BAT
 BoQ-Universal Systems
 BAT – Targeted/Intensive
Systems
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Benchmarks of Quality (BoQ):
Purpose:
Assess leadership teams perceptions of
PBIS implementation at the Universal Level
Format:
Survey (Electronic Scoring Form)
Completed by: Leadership Team, School Coordinator and
SU/District Coordinator
When?
Annually, in the Spring and Fall (optional)
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Benchmarks for Advanced Tiers
(BAT)
Purpose:
Assess leadership teams perceptions of
PBIS implementation at the Targeted and
Intensive Level
Format:
Survey (Electronic Scoring Form)
Completed by: Leadership Team, School Coordinator and
SU/District Coordinator
When?
Annually, in the Spring (optional)
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Team Time
As a leadership team:
1. Review or complete the BoQ and/or BAT to prioritize and
develop action steps.
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4.0 Student Outcome Data
WINTER 2013
TIPS Problem-Solving “Mantra”
Innovation neutral: Use for Reading, Behavior, Math, School Improvement
1. Do we have a problem?
(identify)
2. What is the precise nature of our problem? (define,
clarify, confirm/disconfirm inferences)
3. Why does the problem exist, & what can we do
about it? (hypothesis & solution)
4. What are the actual elements of our plan? (Action
Plan)
5. Is our plan being implemented, & is it working?
(evaluate & revise plan)
1. Do we have a problem
(identify)?
Look for gaps and trends in your data
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Identifying Problems/Issues
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What trend do you notice?
What trend do you notice?
Which location might need attention?
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2. What is the precise nature of our problem (define,
clarify, confirm/disconfirm inferences)?
Question
What problem behaviors are
occurring?
SWIS Table/Graph
Referrals by problem
behavior
When are problem behaviors
occurring?
Referrals by time
Where are problem behaviors
occurring?
Referrals by location
Who is engaging in problem
behaviors?
Referrals by student
Why do problem behaviors keep
happening?
Referrals by motivation
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Precise Problem Statements include information about the what,
when, where, who, when and why
Examples: Primary to Precise
 inappropriate behavior is
increasing
 Inappropriate language and
disruptive behavior is increasing
in the cafeteria during “first
lunch period,” is being done
mostly by four 6th grade boys,
and seems to be maintained by
social praise from the bystander
peer group.
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3. Why does the problem exist, & what can we
do about it? (hypothesis & solution)

Problem Statement: The
sixth graders are
disruptive & use
inappropriate language
in the cafeteria between
11:30 AM and 12:00 PM

Hypothesis: We believe
they are trying to get
attention from their
peers.
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4. What are the actual elements of our
plan……?
Prevention
*Teach behavioral expectations in
cafeteria
Teaching
*Maintain current lunch schedule,
but shift classes to balance
numbers.
Reward
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
Corrective Consequence
Active supervision, and continued
early consequence (ODR)
Data Collection
Maintain ODR record and
supervisor weekly report
….including logistics:
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5. Is our plan being implemented & is it
working? (evaluate & revise plan)
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Team Time
Using your Data:
1.
Based on area in need of improvement
answer the following questions:
1. Do we have a problem?
2. What is the precise nature of our problem?
3. Why does the problem exist & what can we do
about it?
4.What are the actual elements of our plan?
5. Is our plan being implemented & is it working?
2.
Complete Action Plan and Evaluation section of
the TIPS Meeting Minute Form
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5.0 Building Internal Capacity for
Data-based Decision-Making
WINTER 2013
Why?
State Level Trainers,
Implementation
Coaches
and Technical
Assistance Providers
Supervisory Union
/District
Leadership Team
and Coordinator(s)
School
Leadership Team
Building Staff,
Students
and Families
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So That...
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When? Who?
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How?
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Learn More:
Facilitating VTPBiS Data Days Webinar for
School and SU/District Coordinators
 May 22nd, 9:00 – 11:00:
https://www3.gotomeeting.com/register/817778638
 May 22nd, 1:00 – 3:00:
https://www3.gotomeeting.com/register/878945694
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Team Time
As a leadership team,
 Identify 1-2 people to participate in the May
Data Day Webinar
 Schedule a date and time for your Spring
Data Day
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Large Group Discussion
 Review the successes and challenges on the
chart paper on the wall
 What were common themes among
responses?
 How has this Data Day helped to address the
challenges?
 Please share one “ah-ha” that your team
had, as a result of looking at data.
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Thank you!