Columbia Public Schools Positive

Feature Purpose: Collect and analyze pertinent data consistently and in a timely manner. Examples of data might include: student disciplinary referrals (AKA Time Out of Academic Instruction), Stakeholder perceptions, counts of tangibles, attendance, tardies, etc.

Feature Outcomes: Support PBS Team and building data-based decision making and intervention planning by providing “just in time just as needed” information.

Proficient Level of Implementation is:

· We have developed and staff have reached consensus on a process (what, when, how, why & where) for reporting all incidents of out of classroom instruction for Classroom - managed / minor and Office - managed / major behaviors.

· We have behavior reporting forms for documenting all incidents of out of classroom instruction. All forms are concise, easy to complete and include all information for data entry, collection and decision making (student & grade, date & time, referring staff, persons involved, motivation and consequences).

· All staff have been taught, have practiced and consistently follow all steps of our process to report all incidents of out of classroom instruction for Classroom - managed / minor and Office - managed / major behaviors.

· Data for Classroom - managed / minor and Office - managed / major behaviors are entered daily and consistently coded. At least monthly Big Five reports are generated to show: average behavior incidents per day per month, location, time of day, problem behaviors and number of students.

· At least monthly administrators, PBS team, grade levels/teams, departments members review data reports, verify the data is a complete report of all incidents of out of classroom instruction, review for trends and patterns, and develop or revise a school-wide intervention plan using the Data Review Form. We use our school’s data decision rules to refer students to targeted groups, counseling and individualized services.

· We regularly summarize, analyze and review a variety of additional assessment information to evaluate the fidelity of implementation of PBS (e.g. walk throughs, observations, and SET), social validity (e.g. student, parent, and staff MSIP surveys, and school created surveys) and ethnicity and gender reports. We review for trends and patterns, and develop or revise an intervention plan using the Data Review Form.

Implementation Examples include:

• Big 5 Data Reports

• Science of Behavior Data Review forms

• Survey Results from building or district surveys disseminated

• “Thermometer” to count positive feedback either for building or in classrooms

This file has important information for SWIS data entry personnel regarding district expectations for SWIS accounts. Teams need to think "quality in = quality out". As such, accurate data entry not only supports efficient and effective team and building decision making, it is mission critical for accurate data reports to be generated. The SWIS data is interfaced with the district eSCHOOL Plus data system for seamless data profiles for all CPS students!

Entering Staff and Students: There are little details that you need to be considerate of to make sure that you get accurate data into SWIS that allows for accurate data reporting out! Take a look here for information on entering staff (including teaching staff, bus drivers, and substitutes) and students.

SWIS Disciplinary Referral Reports for Data-based Decision Making
Using SWIS, schools can quickly generate a BIG FIVE Reports for school-wide decision making. A BIG FIVE Report provides a graphic illustration of the 1) office referrals per day per month, 2) the location of the problem behaviors, 3) the type of problem behaviors, 4) the time the problem behaviors occur, and 5) how many children were referred for problem behaviors. These reports can be set to generate BIG FIVE Reports for specific periods of time (e.g., week, month, semester, tri-mester, quarter, or a school year) that the PBS team or building are interested in looking at. CPS PBS schools are encouraged to generate these reports month to facilitate discussions and decision making.	Example of a BIG FIVE Report How to Generate a BIG FIVE Report
Using SWIS, schools can quickly generate an OTHER REPORT for school-wide or individual setting, problem behavior or student decision making. The OTHER REPORT option allows schools to set query parameters to answer more specific questions that arise after either looking at a monthly BIG FIVE Report, or when a concern about a particular individual student arises.	How to generate a SWIS OTHER REPORT
SWIS has a built in option to generate a Year End Report that generate "triangle reports" for minors, majors and all referrals, among others.	How to Generate a SWIS Year End Report
SWIS has a built in option to generate a Ethnicity Report that generates graphic and tabular reports for minors, majors or all referrals.	How to Generate a SWIS Ethnicity Report
Social Validity Data
All CPS employees, grade 3-12 students and all parents are asked to complete a Missouri School Improvement Plan Survey (MSIP) that includes social validity questions in specific regard to the PBS process. Additional questions within the MSIP survey also assess school climate features.	CPS PBS MSIP Questions

When looking at a building's Response to Behavior Violations the most important concept to consider is that this disciplinary response (i.e., TEACHING or RE-TEACHING interaction) is "time out of academic instruction". As such it is important for buildings to consider collecting accurate data on as much of the time out of academic instruction as possible. Schools have developed a variety of tools and instruments to collect time spent in Buddy Rooms for minor behavior violations, or time spent in the building's administrative offices or Recovery Room for major behavior violations. Ultimately the goal of PBS is to increase time IN academic instruction and by thereby, academic achievement.

Time out of academic instruction has ramifications on a building-wide scale (e.g., when does time out of instruction occur, for what reason, how many students are involved) and on an individual student scale (e.g., when does "student X" typically get referred for behavioral violations, what type of behavior does "student X" engage in, what is the hypothesized motivation for this behavior).

The reason to dig deeper into these two lines of inquiry is first to assess possible patterns, or functions of behaviors. Then PBS teams work from the data sources to plan interventions that are successful in making the inappropriate behaviors less efficient or less effective, and the replacement behaviors (our school expectations for behaviors) more efficient, and more effective for individuals or groups of students to get their needs met. CPS PBS teams have been using the Science of Behavior Data Review Guide to assess patterns and plan effective and efficient interventions fro school-wide challenges.

The Columbia School District does not discriminate on the basis of race, color, religion, sex, sexual orientation, national origin, ancestry, disability, age, or use of leave protected by the Family and Medical Leave Act, in its programs, activities, or with regard to employment. The Columbia Board of Education is an equal opportunity employer.