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Notes for Trainers

The slides created for the 2025-26 Cohort Trainings Days 1 to 9 have been revised. Please get familiar with the new version before presenting.
ALL trainers will use the same slides. If changes are needed, please submit them for consideration to the Trainer Workgroup by emailing your request to Erin Engness at pbis.erin@gmail.com
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PBIS Team �Tier 1 Training Day 4

WELCOME BACK COHORT 21

Wifi: Bethel Guest Wireless (verify by accepting terms & conditions)

Or

BrightWorks Community Room

Password: Zulu1976!

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Our Agenda for Today

Lunch at 12:00-12:45-Order Ahead!

This Morning

Opening our day together
TFI 1.14 Discipline Collection Systems
Break
TFI 1.5-Behavior Definitions
Supported Team Planning Time

Coaches Corner

This Afternoon

TFI 1.6-Discipline Policies
Supported Team Planning Time
Break
Supported Team Planning Time

Coaches Meeting

Closing our day together

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Materials for Today

(https://sites.google.com/view/mripallthingspbis/home)

Planning Guide

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Reminders-1

Cohort Training Expectations

Be Respectful
Be Responsible
Be Engaged

We Are All In This Together!

Cohort Training Expectations
	What Will Be Helpful For The Training Team
Be Respectful	Silence your phone, listen to the speaker
Be Responsible	Take care of your needs, clean up after yourself
Be Engaged	Ask questions, contribute ideas, listen to understand

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Today’s Content Can Be Challenging

Cohort Training Expectations

Be Respectful
Be Responsible
Be Engaged

We Are All In This Together!

How will you stay respectful and engaged if/when emotions are activated by your work on establishing a collection approach to responding to behavioral errors at your school?

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What Guides Your Work?

Data-TFI Action Plan

Systems of Support for Implementers-Portfolio Checklist

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What will you work on today?

Use a sticky note to let us know

and put it on your table tent

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Tier 1 Team Training Day 4

Discipline Data (TFI 1.12)

Updated October 2025

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T. J. Larson

Trainer

Team Stats

Started PBIS in Cohort #4
SPPS Special Education District Coach
Believer in Collaborative Proactive Solutions & Supports and Racial Equity, Diversity & Inclusion
Board Member/Show Host at KFAI-FM
Roller Skating Enthusiast

Cohort #

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Learning Expectations

EXPECTATION	BEHAVIOR
Be Responsible	Make yourself comfortable Take care of your needs (water, food, restroom, etc.) Action plan to implement what you are learning Follow through on your action items
Be Respectful	Turn cell phones off or to “vibrate” Listen attentively while others are speaking Have only the training materials up on your computer/tablet/phone
Be Engaged	Ask what you need to know to understand and contribute Contribute to the group by sharing relevant information and ideas

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Tier 1: Implementation Fidelity

TFI Sub-Scale: Team

TFI 1.1: Team Composition

TFI 1.2: Team Operating Procedures

TFI Sub-Scale: Implementation

TFI 1.3: Behavioral Expectations

TFI 1.4: Teaching Expectations

TFI 1.5: Problem Behavior Definitions

TFI 1.6: Discipline Policies

TFI 1.7: Professional Development

TFI 1.8: Classroom Procedures

TFI 1.9: Feedback and Acknowledgement

TFI 1.10: Faculty Involvement

TFI 1.11: Student/Family/Community Involvement

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Tier 1: Implementation Fidelity (continued)

TFI Sub-Scale: Evaluation

TFI 1.12: Discipline Data

TFI 1.13: Data-based Decision Making

TFI 1.14: Fidelity Data

TFI 1.15: Annual Evaluation

15%

5%

80% of students

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Fidelity Data Outcomes Idea

Purpose:

Prepare and plan for facilitating �implementation of Data Analysis

Outcomes:

1.12 Discipline Data: Tier I team has instantaneous access to graphed reports summarizing discipline data organized by the frequency of problem behavior events by behavior, location, time of day, and by individual student.

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Data within the PBIS Framework

Data is one of the three major components to effective outcomes with PBIS implementation
We are doing a balcony overview of data so you can see what you will be measuring, and you can continue to map out how you will make it happen.

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Data helps us make informed decisions not affected by opinion.

"Without data, our decisions are driven by opinion and emotions, which can be skewed by a particularly challenging day, misinterpretation of an event or recent good news"

W. Edwards Deming (statistician)

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How can we Analyze Data more Equitably?

SWPBIS Big Idea

Teams with access to current and reliable data are able to make more accurate and relevant decisions regarding staff and student instruction and support.

PBIS Cultural Responsiveness Field Guide-page 24

Team Activity

Read Page 24 of the Field Guide
Share a thought or idea that came up for you from your reading with your team

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Discipline Data Tasks

Teams will prepare and plan for discipline data analysis:

Analyze their current data systems
Determine effectiveness of current data systems
Refer to Cultural Responsiveness Field Guide - page 24
Include Discipline Data collection and analysis in Overall Action Plan

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Definition of Data for Use with PBIS

Data are the many sources of information we use to make decisions about how to allocate our resources of time and attention for teaching, redirecting, prompting, and reinforcing behaviors.
Data come in many forms such as referrals, attendance records, grades, surveys, verbal feedback, and observations.
Data must be documented and shared to be most effective in action planning.

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REVIEW: 3 Types of Data

Effort:

Self-Assessment Survey (SAS) – Staff
Feedback Surveys for Staff

Fidelity:

School-wide Tiered Fidelity Inventory (PBIS Team)

Outcome: Systems Impact

Referrals
Check-In Check-out (CICO)/Point Sheets
Attendance
Grades/Test Scores

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It Begins with Collecting Referral Data

Staff member observes an incident

Flow Chart guides continuum of responses:

staff managed vs. admin managed

Referral form completed

Paper or Electronic

A Referral is

Not a

consequence...

It’s DATA!

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Rationale-What is Referral Data for?

To keep a record of wrongs
To look at a problem more objectively
To make ambiguous or emotionally driven decisions
To identify and plan to address problems
To marginalize students
To celebrate implementation success
To improve environmental supports

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Why Use Data For Decision Making?

Data helps us ask the right questions…it does not provide answers. Data helps place the “problem” in the context rather than in the students.

Use data to:

Identify problems
Refine problems
Define the questions that lead to solutions

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Outcome Data-Referrals

What reports will you need to use your referral data?

Demo

Is your data system designed for effective behavioral support decision-making?

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Data System Questions

What reports will you need to use your referral data?

Can I enter in referrals easily? 30 seconds/referral

Can I generate reports easily? 5 second rule!!

Do I have access to the Core Data Reports?

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Why Do PBIS Implementation Teams Need A Decision-Making Data System?

Let’s Dive In A Little Deeper

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We use Data to Improve Supports and Solve Problems.

Is there a problem?
What areas/systems are involved?
Are there many students or a few involved?
What kinds of problem behaviors are occurring?
When are these problems likely to occur?�

What is the most effective use of our resources to address this problem?

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Data for Continuous Improvement

Use Data

Precision Problem Statement

Set Measurable Goal

Develop Solution & Action Plan

Monitor Fidelity of Plan

Monitor Outcome vs Goal

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Useful Data-Based Decision Making

Example of Problem framed in “primary” form.

“The majority of our referrals involve cafeteria behavior”

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Precision Problem Solving Statements

There are 25% more ODRs for aggression in the cafeteria this month than last year. These are most likely to occur during first lunch, with 15 eighth grade students, and the aggression is related to getting access to the new lunch line options.

What? 25% More referrals for aggression

Where? In the cafeteria

Who? 15 eighth grade students

When? First lunch

Why? Getting access to the new lunch line options.

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The Current Cost of SWIS After Cohort Training

Cost outside of Cohort Training Per Year:

Number of Schools on One Invoice	Purchase of One Application	Purchase of Two Applications	Purchase of Three Applications
1-19 Schools	$400 (Jan.2026 $500)	$675	$950
20-39 Schools	10% Discount ($360)	10% Discount ($607.50)	10% Discount ($855)
40+ Schools	20% Discount ($320)	20% Discount ($540)	20% Discount ($760)

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Do We Have an Efficient Data System?

With your Tier 1 Team, answer the following questions:

Are we collecting the right information to effectively problem solve repeated behavioral incidents?
Is our data collection efficient? less than 30 seconds to enter
Can data be entered efficiently in real time?

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Do We Have an Efficient Data System? (continued)

With your Tier 1 Team, answer the following questions (continued):

Do we get data in the right format? graphic format
Do we get the data at the right time?
When needed and/or before team meetings can the data analyst generate data reports within 5 seconds?
Before the team meeting, can the data analyst prepare and bring a draft precision problem statement to our team meetings within 10-15 minutes?

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SWIS - (School Wide Information System)

Free for Your School While in Cohort Training

Data Based Demo

SWIS is designed for making discipline decisions that strengthen schoolwide supports and guide targeted, individualized interventions.
Is your current system designed to do that?

if yes - great!
if no - can you advocate for what you need within your current system or can you try SWIS

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Tier 1 Team Training Day 4

Defining Behaviors (TFI 1.5)

Discipline Policies (TFI 1.6)

Updated September 2025

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Tier 1: Implementation Fidelity

TFI Sub-Scale: Team

TFI 1.1: Team Composition

TFI 1.2: Team Operating Procedures

TFI Sub-Scale: Implementation

TFI 1.3: Behavioral Expectations

TFI 1.4: Teaching Expectations

TFI 1.5: Problem Behavior Definitions

TFI 1.6: Discipline Policies

TFI 1.7: Professional Development

TFI 1.8: Classroom Procedures

TFI 1.9: Feedback and Acknowledgement

TFI 1.10: Faculty Involvement

TFI 1.11: Student/Family/Community Involvement

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Problem Behavior Definitions �Purpose & Outcomes

Purpose:

Prepare and plan for facilitating

implementation of effective discipline procedures.

Outcome:

TFI 1.5 Problem Behavior Definitions:

School has clear definitions for behaviors that interfere with academic and social success and a clear policy/procedure (e.g., flowchart) for addressing office-managed versus staff-managed problem.

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Behavior Definitions and Discipline Policies Implementation Tasks

Reflect on identity awareness within this work
Define behaviors
Determine which behaviors are staff-managed vs admin-managed
Create a referral form to collect data on behaviors
Refer to the CRFG on page 17-18

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How can we make our behavior definitions more equitable?

SWPBIS Big Idea

Explicit definitions of wanted versus unwanted behavior provides clarity to both students and staff and is a critical component of identifying clear procedures for staff to respond to inappropriate behavior objectively.

PBIS Cultural Responsiveness Field Guide-page 17 & 18

Team Activity

Read Page 17 & 18 of the Field Guide
Share a thought or idea that came up for you from your reading with your team

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5 Ways to Help School Systems become more Culturally Responsive

Identity Awareness (staff/student/community) �(Cultural Responsiveness Field Guide - page 9-10)
Voice
Supportive Environment
Situational Appropriateness
Data for Accountability

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Identity Awareness Activity

Purposes:

To engage staff in reflecting on their own values and culture, how they change over time, and how the school culture may engage or disengage students and families

To have teams examine where cultural gaps for behavior may exist between home and school, and use this information to form their school’s PBIS core practices:

Teaching expectations
Acknowledging expected behavior
Correcting errors
Requesting assistance

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What is Identity Awareness?

An understanding of:

Personal cultures and values AND how those cultures and values impact classrooms and school environments

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First, let’s talk about what Identity Awareness is: A person’s identity is comprised of multiple aspects: their race and ethnicity, but also other aspects of culture, such as ability, gender identity, language, marital status, religion, sexual identity, socio-economic status, and more. These aspects of culture combine to provide a sense of identity--or history--that influences a person or group’s experiences with daily interactions in society

�

Questions to ask after activity

Allow time for discussion in small groups and sharing with the whole group. Some guiding questions include:

• What differences are there among staff in values growing up (or now)?

• How universal are these values? What dangers are there in assuming they are?

• How have your values changed over time? Are changes in values good, bad, or neutral?

• How is our “school culture” created, even if we don’t explicitly try to make a school culture?

• What happens when we assume school values are the “right values?”

• How would students experience a school culture that is vastly different from culture at home?

• To what extent can we prevent values conflicts from occurring?

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What is Identity Awareness? (continued)

Practitioners who exercise identity awareness:

Are conscious of various critical identities and how those influence their classrooms and schools on a daily basis
Understand their own identity and how that impacts their practice and classrooms
Understand the identity of their students, families and community, and school
Lend perspective on what one “brings to the table,” give knowledge of who is being served and their experiences, and engage others without assuming that one set of experiences is universal.

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