1. 3.0 Behavior Data Review and Action Planning SPRING 2012

2. Collect and Use and UseData Develop Hypothesis Discuss and Select Solutions Develop and Implement Action Plan Evaluate and Revise Action Plan Team Initiated Problem Solving (TIPS) Model Identify Problems 2

3. Objectives:  Staff Perception Data  Review Self-Assessment Survey (SAS) Data  Student Outcome Data  Review ODR Data “Big 5”  Universal Implementation Fidelity Data  Review Benchmarks of Quality (BoQ) 3

4. Reviewing your Self-Assessment Survey (SAS) results….. 4 Purpose:Assess staff perceptions of PBIS practices in place and priority for changes Design annual action plan Format:Survey Completed by:All staff Manual or on-line scoring, graphing When?Annually, preferably in the spring

5. Two main questions 1. What systems are in place now? 2. What systems are most in need of improvement?

6. 6 Understanding SAS Results: www.pbisassessment.org 1)Total Score 2)Subscale 3)Items

7. Total Score :

8. 8

9. 9 Subscale :

10. 10 Items:

11. SAS Summary Sheet 11

12. As a leadership team, record results on the SAS Summary Sheet: 1. Using the total Scores Report, circle High, Medium or Low Priority by school domain. 2. Using the Individual Items Report, list the three major strengths in each of the four systems areas 3. Using the same report, list three major areas in need of development 4. For each system, circle one priority are for focusing development activities 5. Come up with 2 priority focus areas for next school year Team Time 12

13. Quick Big 5 blends all of the Big 5 Reports together into a single report. Reviewing your School-wide Student Outcome Data… 13

14. Using data to determine what system to focus on… 14

15. 15 Where to find this information? SWIS: *End of Year Report *Custom Report *Custom Graph *”Big 5” Graph

16. Reviewing your Student Outcome Data…… TIPS Problem-Solving “Mantra” 1. Do we have a problem? (identify) 2. What is the precise nature of our problem? (define, clarify, confirm/disconfirm inferences) 3. Why does the problem exist, & what can we do about it? (hypothesis & solution) 4. What are the actual elements of our plan? (Action Plan) 5. Is our plan being implemented, & is it working? (evaluate & revise plan) 16

17. What is the precise nature of our problem? (What is the data we need for a decision?)  Precise Problem Statements include information about the following questions:  What is the problem and how often is it happening?  Where is it happening?  Who is experiencing the problem?  When is the problem most likely?  Why do we see this problem and what is sustaining it? 17

18. Use School-wide Information System (SWIS) Data to Achieve Precision QuestionSWIS Table/Graph What problem behaviors are occurring? Referrals by problem behavior When are problem behaviors occurring? Referrals by time Where are problem behaviors occurring? Referrals by location Who is engaging in problem behaviors? Referrals by student Why do problem behaviors keep happening Referrals by motivation 18

19. Problem Statement (primary) We have high rates of physical aggression, disrespect and inappropriate language on the playground Problem Statement We have high rates of physical aggression, disrespect and inappropriate language on the playground during second and third grade recess. Problem Statement (precise) We have high rates of physical aggression, disrespect and inappropriate language on the playground during second and third grade recess. Many students are involved and it appears they are trying to get access to equipment/games 19

20. As a leadership team choose one of the following activities: 1. Review your “Big 5” Data and complete the ODR Data Focus Worksheet 2. Come up with two precise problem statements that will guide your work for next year. Team Time 20

21. Reviewing your Benchmarks of Quality (BoQ) results….. 21 Purpose:Assess leadership teams perceptions of PBIS implementation at the Universal Level Format:Survey (Electronic Scoring Form) Completed by:Leadership Team, School Coordinator and SU/District Coordinator When?Twice Annually, in the Fall and Spring

22. BoQ 10 Critical Features: 1. PBIS Team 2. Faculty/Staff Commitment 3. Effective Procedures for Dealing with Problem Behaviors 4. Data Entry and Analysis Plan Established 5. Expectations and Rules Developed 6. Reward Recognition Program Established 7. Lesson Plans for Teaching Expectations/Rules 8. Implementation Plan 9. Classroom Systems 10. Evaluation

23. 23 Understanding BoQ Results: www.pbisassessment.org 1)Total Score 2)Subscale 3)Items

24. 24 Total Score:

25. 25 Subscale:

26. 26 Items:

27. As a leadership team, use the SAS, BoQ and ODR activities to identify needs and priorities for next year. Follow the sequence listed on the Priorities and Professional Development Plan – Summary Sheet to complete this work. Team Time 27