From Referrals to Relationships: Using Data to Drive Effective PBIS Design

Referrals to RelationshipsJoseph Stark

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In my last post we explored how using human-centered design can help schools create PBIS programs tailored to the unique needs of their communities. Simply copy and pasting strategies from other schools often leads to misalignment and subpar results. Instead, we should be deeply engaging students, staff, and families throughout the design process to develop PBIS interventions that are relevant to our students.

But designing a "homegrown" PBIS program is just the first step. To ensure that the program is actually effective in promoting positive behavior and a supportive school climate, schools must take a data-driven approach to continuous improvement. Too often, schools rely solely on discipline referral data to gauge the success of PBIS. While referrals are one important metric, they don't tell the whole story. An overemphasis on referrals can actually mask underlying issues and perpetuate inequities and worse, sometimes create new ones.

So what other types of data should schools be looking at to guide the design and evaluation of PBIS? Here are some key sources to consider:

1. School climate surveys

Perceptual data from students, staff, and families can provide valuable insights into the relational and environmental factors that influence behavior. Tracking changes in feelings of safety, belonging, and support can show whether PBIS is impacting the overall school culture.

2. Student engagement indicators

Metrics like attendance, participation rates, and academic performance can signal how well PBIS is fostering student motivation and connection to school. If students feel supported and engaged, they're more likely to meet behavioral expectations.

3. Social-emotional competency assessments

PBIS should teach and reinforce social-emotional skills like self-awareness, relationship-building, and responsible decision-making. Measuring growth in these competencies can show the program's impact on the entirety of a students development.

4. Equity audits

Viewing discipline data by student demographics can reveal disproportionalities and lead discussions into root causes. PBIS must benefit all student groups equitably.

5. Stakeholder focus groups

Qualitative feedback from students, staff, and families can add depth to the quantitative data. Regularly gathering stakeholder perspectives keeps the program human-centered and provides ideas for improvement.

The key is aligning multiple measures to gain a holistic view of how PBIS is working. Teams should engage stakeholders in making sense of the data together to uncover insights and co-design solutions. This continuous improvement cycle of collecting diverse data, collectively interpreting it, and collaboratively ideating and testing changes should be built into the PBIS framework.

What are some of the common pitfalls to be aware of?

• Tracking fidelity of implementation without also assessing impact on student outcomes

• Collecting data but not making time to thoroughly analyze it and take action

• Keeping data within the PBIS leadership team rather than transparently sharing it with all stakeholders

• Viewing data as a "gotcha" rather than an opportunity for growth and improvement

So, at my district, we have a system where we enter all behavior data and evaluate whether it's a major or minor. Well, one of our teacher's was called out publicly because she entered too many. Som her resolution (since she got her ass chewed out) was to just entirely stop reporting them. Did the actual behaviors stop??? NO! Instead, she gave up because she got in trouble. I mean... cmon! /u/punk_0816 tells a story on Reddit of how administrators weaponized PBIS data and used it against a teacher.

When schools take a human-centered, data-driven approach to designing and refining PBIS, the focus shifts from simply policing misbehavior to proactively cultivating an environment where every student has the opportunity to succeed. Relationships, not just referrals, become the foundation for success(I know... I know). And by elevating student, staff and family voice throughout the process, schools can create PBIS programs that don't just manage behavior, but transform it culturally from the inside out.

References:

Bradshaw CP, Waasdorp TE, Leaf PJ. Effects of school-wide positive behavioral interventions and supports on child behavior problems. Pediatrics. 2012 Nov;130(5):e1136-45. doi: 10.1542/peds.2012-0243. Epub 2012 Oct 15. PMID: 23071207; PMCID: PMC3483890.

Feuerborn L., Tyre A., King J. (2015). The Staff Perceptions of Behavior and Discipline (SPBD) Survey: A tool to help achieve systemic change through schoolwide positive behavior supports. Journal of Positive Behavior Interventions, 17(2), 116–226. https://doi.org/10.1177/1098300714556675

Feuerborn L., Wallace C., Tyre A. (2016). A qualitative analysis of middle and high school teacher perceptions of schoolwide positive behavior supports. Journal of Positive Behavior Interventions, 18(4), 219–229. https://doi.org/10.1177/1098300716632591

Hall G. E., Hord S. M. (2011). Implementing change: Patterns, principles, and potholes (3rd ed.). Allyn & Bacon.

Houchens, G. W., Zhang, J., Davis, K., Niu, C., Chon, K. H., & Miller, S. (2017). The Impact of Positive Behavior Interventions and Supports on Teachers’ Perceptions of Teaching Conditions and Student Achievement. Journal of Positive Behavior Interventions, 19(3), 168-179. https://doi.org/10.1177/1098300717696938

McIntosh, K., Predy, L. K., Upreti, G., Hume, A. E., Turri, M. G., & Mathews, S. (2014). Perceptions of Contextual Features Related to Implementation and Sustainability of School-Wide Positive Behavior Support. Journal of Positive Behavior Interventions, 16(1), 31-43. https://doi.org/10.1177/1098300712470723

Tyre, A. D., & Feuerborn, L. L. (2021). Ten Common Misses in PBIS Implementation. Beyond Behavior, 30(1), 41-50. https://doi.org/10.1177/1074295621996874