1. Thank you for joining us After you sit and get comfortable, please work with a partner and complete the Crossword Puzzle “MiBLSi Data Tools”

2. Susan Bogart and Christine Russell susan.bogart@yahoo.com christine.r.russell@wmich.edu

3. We can predict problem behavior so we can prevent problem behavior Team based decision making Making the smallest change for a big impact

4. Office discipline reports Behavioral incidents Attendance Suspensions/Detentions Observations/Tracking Forms Self-assessments Surveys, focus groups

5. ONLY 3 PBS Data Tools required by MiBLSi EBS Self Assessment Survey EBS Team Implementation Checklist SWIS

6. Big 5 reports – Only required to keep data on “major” behaviors – Generate and review at monthly team meetings and @ data review – See “Guidelines for Data-Based Decision Making”

7. Year End Report – # ODR’s per day per 100 students – Compare to national average – For a school with 300 students Elementary schools: 1 major daily Middle schools: 3 majors daily

9. EBS Self-Assessment Survey free, all staff, anonymous, every spring, password is 6 numbers for all to use, web based See “Data Based Decision Making Flowchart”

11. EBS Team Implementation Checklist free, 4 times a year, leadership team discusses questions, consensus, one person input, same 6 number password if your team says “I” to 80% or more of the questions then correlation to reduced ODR’s

13. n = 31 n = 22

14. www.pbssurveys.org MiBLSi Website www.cenmi.org/miblsi

15. DIBELS SWIS SET EBS PBIS SW-PBS Moodle ODR Sugai Horner Todd Sprick CHAMPS Sopris West TIC BofQ TAP FBA BIP FACTS

16. School ZYXWVUTSRQPO # of ODRs (major) 1213x177x67716481100331166 Average Major ODR per day per 100 students.02.07x.22xX.10 .16.18.40.47.11 Average all ODR per day.80.75x11. 7 x1.4n/a1.836.341.5 Grade priority K3x4xx3K33n/a6 Time priority 12:00 to 12:45 End of day x12:30 to 1:15 x12:0011:30 to 1:00 11:45 to 12:15 to 12:45 12:00 to 1:00 12:00 to 1:00 2:30 Location priority ClassBusxClassx Play- groun d Class Bus Major Problem Behavior priority Phys Agg Ha- rass- ment xAgg/ Fight xAgg/ fight Agg/ fight Agg/ fight Dis- respect Agg/ fight Disre - spect Disrupt Pattern

17. Using the Lighthouse District Graph please reflect on these questions: 1)Does this data guide you as a coach regarding priorities and patterns? - What data will you follow-up? 2)What do you see that concerns you the most and what actions will you take?

18. Focus is on: – What you can predict – What you can prevent – What patterns you see in your data

23. Focus is on: – Brining together accurate information to assist in completing a Functional Behavioral Assessment – Once FBA is completed, can be used to write an effective behavior plan – Data should also be helpful in evaluating whether the plan is working

24. SWIS Individual Student Report Additional data collection Any data collected by school/teachers Don’t Forget!! Schoolwide and Group Analysis Reading/Academic Data

25. A common “Complaint” – “It’s too difficult to fill out a referral form for the kids that have persistent/reoccurring problem behaviors” – What to do? Modify the referral form! Keep critical information included See examples

29. Tracking Form 0_occurrences =1 occurrence =2 or more = Tuesday 8:00 8:10 8:20 8:30 8:40 Tuesday 1 st Hour 2 nd Hour 3 rd Hour 4 th Hour 5 th Hour

30. Antecedent and Setting Event Questions: – Does the problem behavior occur at a certain time of day? in a certain classroom/with a certain teacher? in structured vs nonstructured settings? with certain peers? Behavior Questions: – Is the problem behavior consistent/similar each time? – Are these major or minor issues? Consequence Questions: – Is the student trying to gain something or avoid something? – Does the Administrative Decision play into the motivation for the problem behavior? (i.e. wants to obtain adult attention and has a conference with the teacher each time the behavior occurs)

31. Look at the data provided regarding three Intensive students in relationship to the schoolwide and group data provided. 1.Should the student’s problem behavior be problem-solved at the individual or group level? 2.What patterns/thoughts do you have regarding next steps in problem solving based on the questions you asked while looking at the individual student data?

32. MiBLSi measurement tools are graphic Data collection easy (<1% of staff time) We can utilize multiple data types & sources Data is relevant, timely, efficient and practical Helps us “refine a problem statement to a level of precision that allow functional solutions” Dr. George Sugai

33. Systems (How things are done) Data (How decisions are made) Practices (How staff interact with students) Lucile Eber, Ed.D. Illinois PBIS

34. SYSTEMS PRACTICES Information Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior OUTCOMES Social Competence, Academic Achievement, and Safety

35. pbis.org

37. pbismaryland.org