1. Association for Positive Behavior Support The Second International Conference on Positive Behavior Support Tampa Florida March 10-12, 2005 Principals(les) for Data Collection: Important Ingredients for Successful Schoolwide and Targeted Interventions Richard P. West Ph.D. Executive Director Center for the School of the Future Utah State University Terry Humphreys Behavior Services Coordinator Cache County School District Tim G. Smith CSF Annette West CCSD

2. Utah Behavior Initiative

3. Social Competence & Academic Achievement UBSCT scores for school year 2003- 2004 –8 th & 9 th graders during Tier 1 and Tier 2 –Reading = 96% passed, 4% to retake –Math = 89% passed, 11% to retake –Writing = 87% passed, 13% to retake Highest UBSCT scores compared to all Utah School Districts

4. Discipline Office Referrals

5. Excessive Tardies

6. Office Referrals for Last Two Years

7. PBS outcomes Reduction in Office Discipline Referrals. Improved academic achievement. Improved student/staff relationships. Improved staff morale. Potential cost savings: –Special education referrals –Administrative time –Staff turnover

8. Time Cost for ODRs 2003-2004 (Sept. – Jan.) –949 X10 min. (conservative estimate) = 9490 min. = 158 hrs. = 26 days @ 6 hrs. 2004 -2005 (Sept. – Jan.) –636 X 10 min. = 6360 min. = 106 hrs. = 17 days @ 6 hrs. Administrative time saved –9 days @ 6 hrs.

9. Three Years of School Climate Data

10. Signal Analysis Legend PurpleExemplary – This is determined by having 80 percent or more of the respondents strongly agreeing with the item. GreenSuperior – This is determined by having 80 percent or more of the respondents agreeing or strongly agreeing with the item, or 50 percent or more of the respondents strongly agreeing with the item. YellowUndistinguished – Default for any item that is not purple, green, or red. RedImprovement Needed – This is determined by having 20 percent or more of the respondents disagreeing or strongly disagreeing with the item. The first table of this report, below, summarizes global domains by audience in order of measured priority; the second page is a breakdown for each domain by item; the third is a disaggregation by item for home language, teacher experience, child gender, and child ethnicity; and the last page summarizes demographic data and domain priorities. Indicators of School Quality: Summary P arent T eacher S tudent S taff Teacher Excellence Instructional Quality Student Commitment Parent Support Administration Safety Resource Accessibility North Cache 8-9 Center Winter, 2002

11. Parents volunteer often at the school Parents know what happens at school Enough parents participate at parent/teacher conferences Parents support extracurricular activities Teachers are knowledgeable about the subjects they teach Teachers care about students as individuals Teachers maintain discipline in their classrooms Teachers are well organized Teachers enjoy teaching Students are well behaved Enough students participate in extracurricular activities Students are excited about learning Students have pride in their school Administration is accessible to parents, students, and staff Administration is supportive of teachers Administration is well organized Administration applies appropriate discipline at the school Administration has high expectations for all students This school prepares students for future employment This school provides a quality education Instruction at this school is innovative Instruction at this school challenges students Staff has access to enough ongoing training Counselors are accessible to students Students have adequate computer access The school has enough quality textbooks Students have enough extracurricular opportunities Students and staff feel safe at school Students feel safe going to and from school The school is clean and in good repair The school grounds and hallways are well supervised Parent Support Teacher Excellence Student Commitment Administration Instructional Quality Resource Accessibility Safety P arent T eacher S tudent S taff Indicators of School Quality Status Report

12. Indicators of School Quality Progress ReportP arent T eacher S tudent S taff Parent Support Parents support their childs education Parents know what happens at school Enough parents participate at parent/teacher conferences Parents support extracurricular activities Teacher Excellence Teachers are knowledgeable about the subjects they teach Teachers care about students as individuals Teachers promote good behavior in their classrooms Teachers are well organized Teachers enjoy teaching Student Commitment Students are well behaved Enough students participate in extracurricular activities Students enjoy learning Students have pride in their school Administration Administration is accessible to parents, students, and staff Administration promotes quality education Administration is well organized Administration promotes good behavior at the school Administration has high expectations for all students Instructional Quality This school prepares students for adult life This school provides a quality education Instruction at this school is innovative Instruction at this school challenges students Resource Accessibility Staff has access to enough ongoing training Counselors are accessible to students Students have adequate computer access The school has quality textbooks and instructional materials Students have enough extracurricular opportunities Safety Students and staff feel safe at school Students feel safe traveling to and from school The school is clean and in good repair The school grounds and hallways are well supervised

13. Indicators of School Quality Progress ReportP arent T eacher S tudent S taff Parent Support Parents support their childs education Parents know what happens at school Enough parents participate at parent/teacher conferences Parents support extracurricular activities Teacher Excellence Teachers are knowledgeable about the subjects they teach Teachers care about students as individuals Teachers promote good behavior in their classrooms Teachers are well organized Teachers enjoy teaching Student Commitment Students are well behaved Enough students participate in extracurricular activities Students enjoy learning Students have pride in their school Administration Administration is accessible to parents, students, and staff Administration promotes quality education Administration is well organized Administration promotes good behavior at the school Administration has high expectations for all students Instructional Quality This school prepares students for adult life This school provides a quality education Instruction at this school is innovative Instruction at this school challenges students Resource Accessibility Staff has access to enough ongoing training Counselors are accessible to students Students have adequate computer access The school has quality textbooks and instructional materials Students have enough extracurricular opportunities Safety Students and staff feel safe at school Students feel safe traveling to and from school The school is clean and in good repair The school grounds and hallways are well supervised

14. Total Level 1 Violations by Groups

15. Universal All Students Targeted At-Risk Students Clear Communication of Behavioral Expectations Bobcat Pride (Rules, Values, Common Language) Administrative Intervention (Instructions Individual Negotiations Contracts) Relationships and Bonding System-wide Advisement Extra-Curricular Programs Mentoring Relationship-building Teaching Emphasis Academic Skills Social Skills Self-management Skills Teaching Social Skills Behavior Modeling (Expectations, Modeling, Practice, Fluency, Evaluation) Intensive Teaching (Planned And Opportunistic Teaching) Recognition for Appropriate Behavior Bobcat 200 (Praise Notes/Boards Recognition Programs Good Behavior Game) Increase) Instructive Praise Bobcat Tracks

16. Elementary Students Do your teachers always give clear instructions? Are you often confused about how to behave at school? Do you like to read? Do your teachers tell you when you do well?

17. Secondary Students Do all of your teachers generally give clear instructions? Is there an adult at this school who you can approach for help? Are you frequently confused about what is expected of you at school? Would you know where to get help if you fell behind in your schoolwork? Have you been recognized individually in the last school week for behaving well?

18. Staff Do you post clearly stated expectations for behavior in your classroom? Do teachers regularly encourage students to come to them for extra help? Is there a coordinated effort by all school staff to teach appropriate social skills? Do all of your students know where to get help to catch up academically? Are you encouraged by the administration to recognize positive student behaviors?

19. For more information about the Indicators of School Quality Survey, visit: http://www.csf.usu.edu