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PBIS Data Evaluation

While it has been encouraging to see the emergence of an effort that now has district-level impact, an important question is whether this effort has resulted in real change in the behavior support systems and positive outcomes for students and staff within participating schools. To address this, in the Eugene School District each school as well as the district PBIS office collect data in a number of forms to help make decisions at the school and district levels.

School Data:

PBIS Survey – The PBIS Survey is an instrument typically administered to school staffs one time per year to gather their perceptions of whether the features of behavior systems in four areas (school-wide, non-classroom settings, classrooms and individual student) are in place, partially in place, or not in place. Results are graphed and used to help decide which systems and features need attention. They are also asked whether they think each feature has a high, medium or low priority for improvement.

School-Wide Evaluation Tool (SET) – The SET measures the level of implementation of the seven features of the school-wide strand. Evaluators go to the school to look at materials and interview staff and students. 80% of features in place are considered full implementation. Over the years we look for improvement to the 80% level and then maintaining that level over time.

Office Referral Data – Most 4J PBIS schools use the UO’s SWIS program to track office referrals and make data based decisions. The schools not using SWIS use a 4J system, a standalone database, or paper files. Over time schools hope for decreasing rates of office referrals. Often, however, there are temporary increases when staff members realize that corrective action will be taken when referrals are written. From the implementation year on however, referral rates generally.

Putting Data into Context – These data and others that might be collected (absences and tardies, achievement, anecdotal records, etc.) need to be looked at in the context of the staff’s day-to-day impressions and observations of school climate. Are students kinder to each other? Are problems resolved more easily and with greater satisfaction? Is instructional time increased as time spent on behavior is reduced? Sometimes the action taken in response to data is simply to say, “Things are looking pretty good!” Just as you would wonder about a doctor who found something to operate on or give medication for every visit, even though you were perfectly healthy for your age, your staff will puzzle about why your team always HAS to find problems to fix.