This document summarizes Vermont's approach to using data-driven decision making to support Positive Behavioral Interventions and Supports (PBIS) in schools. It provides an overview of the PBIS implementation in Vermont, describing the various state agencies and organizations involved in supporting schools. It also describes the tiered system of support for schools, including the data tools and resources available at each level to facilitate data-driven problem solving. Data is shown on the growth of PBIS implementation in Vermont schools over time, as well as outcomes like decreased office discipline referrals and time out of school/class. The role of data analysis to support decision making is emphasized.

1. What’s Data Got to Do With It?
VT’s approach to supporting schools through data-
based decision making and problem solving
Presented by:
Jim Drown, Burlington School District
Josh Souliere, Vermont Agency of Education
Cassandra Townshend, University of Vermont

2. Who are we?
VTPBiS State
Implementation
Team
VT Agency of
Education
University of
Vermont - CDCI

3. Who are you?
Administrators
SU/SD Folks
Teachers
Special
Educators
Counselors
Behavior
Specialist
PBIS
Coaches
PBIS State Team
Members
Para educators
Trainers

4. Agenda
1. VTPBiS Data Tools Available to Schools
2. How the State Supports VTPBiS Schools
3. VTPBiS Data Tools available to the State
4. How the State uses Data Tools
5. How are we doing?
6. Sustainability Efforts

5. Population:
626,562
Schools:
310
Students:
84,519
SU/SD:
62
School boards:
285

6. Connecticut vs. Vermont
Connecticut
Population = 3,596,677
Size = 4,842 square miles
Vermont
Population = 626,562
Size = 9,614 square miles

7. Connecticut vs. Vermont
VS.

8. Where is PBIS in VT?
After 7 years of implementation:
• 43% of VT Schools
• 85% of SU/SDs
• Impacting 29,583 students!
SU/SD with
at least ONE
PBIS
School!

9. Vermont PBIS Schools Over Time
SY 07 SY 08 SY 09 SY 10 SY 11 SY 12 SY 13 SY 14
PBIS Schools 3 28 50 75 104 113 126 128
SU/SDs 1 14 27 34 42 44 49 50
0
30
60
90
120
Number of VTPBiS Schools and SU/SDs

10. • 6 out of 9 Schools
Implementing PBIS
• Implementing PBIS for 6
years
• Serving 4,000 students
• The most diverse School
District in the State
• 57 Different Languages
• 50% Free and Reduced
Lunch

11. PBIS
SYSTEMS
PRACTICES
DATA
Supporting
Staff Behavior
Supporting
Decision
Making
Supporting
Student Behavior

12. What is the strongest predictor of PBIS
sustainability?
Kent McIntosh, University of Oregon - 2014 OSEP PD Conference

14. 93
66
87
71
88
70 73
68
76 78
86
61
88
72
91
74
68 69
83 81
89
66
90
75
92
78
73 70
86
82
Vermont PBIS Schools
Average % BoQ Score by Element
SY 13 SY 14 SY 15
What’s Data Got to Do With It?

15. What does Data Analysis
Mean?
Questions on the BoQ:
15. Data system to collect and analyze ODR data
16. Additional data collected (attendance,
grades, faculty attendance, surveys)
17. Data entered weekly (minimum)
18. Data analyzed monthly (minimum)
19. Data shared with team and faculty monthly (minimum)

16. SCHOOL LEVEL
School
Coordinators
SU/SD LEVEL
SU/SD
Coordinators
REGIONAL LEVEL
Implementation
Coaches
STATE LEVEL
Trainers/State TA’s
Vermont PBIS System of Support

17. SCHOOL LEVEL
School
Coordinators
Vermont PBIS System of Support
-- Schools --
Key Tools:
• School Coordinator Self-Assessment
• SU/SD Coordinator Checklist
• VTPBiS Schedule of Assessments and
Resources
• Coordinators’ Calendar of Activities
• Role of the Data Analyst

18. School Coordinator Self-
Assessment

19. SU/SD Coordinator Checklist

20. VTPBiS Schedule of
Assessments and Resources

21. Coordinators’ Calendar

22. • Role:
– To create data summaries that will facilitate the team in
• determining if there are problems
• jump starting a problem solving discussion, and
• evaluating the impact of solutions and fidelity of
implementation
• General Responsibilities:
– Prepares a brief written summary for distribution at
meetings using each of the data sources needed for
problem solving and decision making
– Help to generate reports during the meeting as questions
of the data arise
Data Analyst: Role & Responsibilities

23. Role of the Data Analyst in BSD
• It’s important because………
• All schools have one………..
• Regular mtgs occur……….
• Data is used for…….

24. How are VTPBiS Schools Supported
by the State?
• Website
• Newsletter
• PD Calendar
• Data Days Regional
Events
• Data Days Webinar
• SWIS Webinars
• Asynchronous online
TIPS Training
• PBIS Assessment User
Instructions
• Regional Coordinators’
Mtgs
• State TA’s and Coaches

25. VTPBiS Website

26. VTPBiS Matters Newsletter

27. Regional Data Days

28. Data Team Meeting - Example

29. TIPS - Improving Decision-Making
TIPS II Training Manual (2013) www.uoecs.org
From
TO
PROBLEM
SOLUTION
PROBLEM SOLVING

30. TIPS Learning Module

31. VTPBiS Regional Coordinators Meeting
May 2015
Regional Coordinators’ Mtgs
Goals:
1. Networking
2. Problem-solving
3. NEW content

32. STATE LEVEL
Trainers/State
TAs
Vermont PBIS System of Support
-- State --
Key Tools:
• Access to School Data
– SWIS (Office Discipline Referral
Data)
– PBIS Assessments (BoQ, SAS,
BAT)
• Readiness Checklists
• Training Satisfaction Surveys
• Annual Acknowledgements
• Annual Report

33. Access to School Data

34. SWIS Big 7: Core Reports

35. • Role as SU/SD SWIS Facilitator
– Only one in the State
• This role has helped Burlington schools……
– Immediate access to support
– Broadview of district behavioral trends – leading
to effective and efficient PD
– Increase understanding and awareness of use of
data for building Administrators
• Integrating academic and behavior data

36. ALL
FEW
SOME
Readiness Checklists Across the Tiers

37. Training Satisfaction Surveys
100 100 100
95
91
95 96 96 94
89
100 100
88
97 100 100 100 100 100 99
0
20
40
60
80
100
SY 14 Professional Learning Events:
% Highly Satisfied and Satisfied

38. Annual Acknowledgements

39. Annual Report

40. STATE LEVEL
Trainers/State
TAs
How does the State use Data Tools
to Support Schools?
Data:
• State Data Day Meetings
• Design and Develop
Professional Learning
Calendar
• TA and Coaching Assignments
• Annual PBIS Forum

41. State Team Data Day Meetings

42. 1764
155
5785
4534
3112
286 216 182
869
137
629
6127
337 375
0
1500
3000
4500
6000
# of ODRs by Problem Behavior SY 15
as of 4-14-15
Top Two Problem Behaviors in VT

43. Professional Learning Calendar

44. State TA and Coaching Assignments

45. Annual VT PBIS Leadership Forum

46. • How State efforts have helped Burlington
Schools?
– Knowledge of State critical
– Rapid response time great
– Regional training and offerings coincide with
needs in BSD and statewide
– Cascade of Support

48. What are PBIS Outcomes in VT?
Increase In:
What did VTPBiS Schools Recognize Themselves for in 2013-2014?

49. What are PBIS Outcomes in VT?
1.4
3.6
4.5
0
1
2
3
4
5
Exemplar Non-Exemplar All VT Schools
Average OSS/100 Students/Day SY 14
Decrease In Time Out of School:

50. What are PBIS Outcomes in VT?
Decrease In Time Out of the Classroom:
1.5
0.8
0.7
0.6
0.9
0.8
0.7 0.7
0.8 0.8
0.7
0.9
0.6
0.5 0.5
44 5 22 3 145 5 23 4 251 4 23 3 3
Elementary Middle PreK-8 High PreK-12
Average ODR/100 Students/Day by Grade
(# of Schools at Bottom of Each Bar)
SY 12 SY 13 SY 14

51. Flynn Elementary School

52. 600 ODRs
25 days
lost
198 ODRs
8.3 days lost
Example Vermont elementary school with 195 students:
67% improvement
16.7 days of
administrative and
instructional time
saved!

53. Sustainability efforts include….
• A more focused use of data in allocating
resources for PBIS support and professional
learning;
• Intentional data integration of behavior and
academics within multi-tiered system of
supports; and
• Continued allocation and use of BEST/Act 230
Funds to improve professional learning around
Data

54. PLEASE VISIT US:
www.pbisvermont.org

55. THANK YOU!
Questions/Comments?
www.pbisvermont.org
http://education.vermont.gov/
Contact Info:
Jim Drown, BSD – Jdrown@bsdvt.org
Josh Souliere, VT AOE – Josh.Souliere@state.vt.us
Cassandra Townshend, UVM – Cassandra.Townshend@uvm.edu