1.
Cohort 4 Middle/Jr. High School Data Review and Action Planning: Schoolwide Behavior
Spring 2009

2. Linked to Winter Data Review
During the Winter data review, you were asked to review…
Team Implementation Checklist
Checklist for Individual Student Systems
SWIS “Big Five” Reports
Today you will once again look at this information, review current status and use the information to plan for improvement.

3. Use the MiBLSi website as reference

4. Use the MiBLSi website as reference
There are tools and guides available to help support building leadership teams available on the MiBLSi website
At bottom of webpage

5. Purpose of Systems Measures
Team Implementation Checklist
Evaluates status of Tier I Positive Behavior Supports
Submitted online at
Checklist for Individual Student Systems
Evaluates status of Tier II and Tier III Behavior Supports
Self-Assessment Survey
Evaluates status of Schoolwide, Nonclassroom, Classroom and Individual Student Supports

6. Example of PBS Self Assessment Survey Individual Summaries Chart
Individual Summaries This report is grouped by survey dates (most recent first), then by survey. For each self-assessment system (school-wide, nonclassroom, classroom, and individual), it displays a table with the percentage of respondents who answered "In Place", "Partially In Place", and "Not In Place" for current status and "High", "Medium", and "Low" for improvement priority. Bar charts of these figures can be displayed for each survey.

7. PBS Self Assessment Survey
Example of
PBS Self Assessment Survey
Individual Item Score
Schoolwide Component
White = In Place
Yellow = Partial In Place
Red = Not In Place
This report should be for all four systems: Schoolwide, NonClassroom, Classroom, and Individual. This sample shows the online screen, but the print out will NOT print in color. Remind participants to highlight the colored sections for complete information purposes. OR, if available, this can be printed out as a PDF document in color.
Individual Item Scores Especially useful for action planning, this report shows the current status (in place, partially in place, and not in place) and improvement priority (high, medium, and low) percents for each item within each system. It also displays the number of responses for each occasion the survey was conducted. You can select individual years and specific systems, and you can easily export the report to Excel and PDF formats.

8. Use the results from Self-Assessment Survey to complete the worksheet
Team Time
Use the results from Self-Assessment Survey to complete the worksheet
If the school teams do not have their EBS Self-Assessment completed or if they do not have their data charts, they can look at the handout “Effective Behavior Support (EBS) Self-Assessment Survey version 2.0 survey protocol. Discuss content and how the school is functioning around the survey content.
Allow approximately15 minutes for this activity
If you have not finished the Survey, discuss with your team how you will work with staff to complete

9. Why conduct Self-Assessment Survey in addition to Checklists?
Checklists are conducted by team, all/most staff complete survey
Look for areas of convergence across tools
Increases confidence of data
Look for areas of divergence across tools
Decrease confidence of data?
Possible reasons for disparity…
Lack of understanding of questions
Staff not fully aware of work of Building Leadership Team
Support component not fully “In Place”

10. Team Time Review results from… Team Checklist Self-Assessment Survey
Checklist for Individual Student Systems (CISS)
Status of your winter action plan
Based on this information complete action plan
What celebrations can you share with your school community before this year is over?
What is your plan to strengthen your schools’ behavior support for the next school Year?
This is really a “big task” for the groups. It is also the major task of the day for behavior supports so appropriate time should be provided. If teams do not half all the information (results from Team Checklist, Self-Assessment Survey, Checklist for Individual Student Systems) please suggest that they work with the information they have.
Possible scenarios during training with the Building Leadership Team during this section
Teams don’t have their data and they have not completed the survey/checklist
They can complete the team checklist right now or the CISS right now
Teams don’t have their data and but they have completed the survey/checklist
The team can review the checklists in their packets and discuss their team’s functioning related to these
They have completed their survey/checklist and have their information with them
The teams can do the activity listed on this slide
Allow approximately 25 minutes for this activity
Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done

11. Reviewing Student Measures
Answer the “Big Five” questions
How often are problem behavior events occurring?
Where are they happening?
What types of problem behaviors?
When are the problems occurring?
Who is contributing?
Using SWIS “Big Five” reports
Major Discipline Referrals per Day per Month
Major Discipline Referrals by Location
Major Discipline Referrals by Problem Behavior
Major Discipline Referrals by Time
Major Discipline Referrals by Student

12. Behavior Data Review Worksheet: Using SWIS “Big Five” Reports

13. Trevor Middle School: 565 Students, Grades 6th – 8th
Problem Identification
Is there a problem with the absolute standard?
This form is new for cohort 5. Purpose is to introduce the form and for some who are ahead, give them a chance to look at their data. We want to show them how they are going to be using SWIS.
Identified problem by looking at slide 19, the big five report.
All except 1 month: ODRs per day higher than national avg.
After decrease in ODRs for February, 4 consecutive months of increasing trends
Our form changed a little here. Put enrollment in section A and divide by 100 (move decimal pt to the left). We take that number and multiply by the national average (.92). This is a middle school national average.
565 ✔
5.65
5.65
.92
5.198
100
PROBLEM- ODRs per day higher than national avg.

14. Trevor Middle School 
5.198

15. Problem statement (problem defined/clarified)
Identified problem
Since beginning of the year, ODRs per day higher than national avg.
Increasing trend across all 5 months
Problem statement (problem defined/clarified)
Disruption, inappropriate language, disrespect, & harassment toward staff
Happening throughout lunch time in the cafeteria
About 17 students with 5 or more ODRs
Skipping also a problem

16. Using Data to Build Solutions
Prevention: How can we avoid the problem context?
Who, When, Where
Schedule change, curriculum change, etc
Teaching: How can we define, teach, and monitor what we want?
Teach appropriate behavior
Use problem behavior as negative example
Recognition: How can we build in systematic reward for desired behavior?
Extinction: How can we prevent problem behavior from being rewarded?
Consequences: What are efficient, consistent consequences for problem behavior?
How will we collect and use data to evaluate (a) implementation fidelity, and (b) impact on student outcomes?
Designing Solutions
If many students are making the same mistake it typically is the system that needs to change not the students.
Teach, monitor and reward before relying on punishment.

17. Team Time Data analysis of your student outcomes
Evaluate your SWIS behavior data (use- Behavior Data Review Worksheet: Using SWIS “Big Five” Reports)
The SWIS worksheet for Using Big Five Reports in participant handout packet is printed on Pink paper
After a mouse click, the following statement will appear as a prompt:
Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done
Allow approximately 15 minutes for this activity
Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done

18. Team Time Revisit your action plan…
Would you make any changes to what you wrote on the action plan based on the SWIS data?
What might you add?
Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done

19. Building Leadership Team:
Responsibility around Tiers II and III
Managing support efforts
Communicate staff expectations around Tier II and III supports
Develop process for accessing Tier II and III supports
Track information on implementation

20. Planning for Next Year: Tracking Tier II and Tier III
In planning for implementation efforts, your team should consider a form to track Tier II and Tier III programs and outcomes
Building Leadership Teams use this information on monthly basis for evaluation and planning

21. Tier2/Tier 3 (Secondary/Tertiary) Interventions Tracking Tool5 15
33% 9 17
53%
Percent success = Responding/Participating
Number of students responding with success to program
Each school determines the criteria for “Student Responding”
Number of students participating in program
More information on interventions is available on the MiBLSi website

22. Use the MiBLSi website as reference
Links to information on interventions

23. Team Time Take a moment to look at the Tier II/Tier III tracking form…
Do you currently have a way to track this information?
How might you use this form to monitor and evaluate supports at the secondary and tertiary levels?
Bottom line
We need to track this information
Teams should write on the forms to make modifications.
Allow approximately 7 minutes for this activity
Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done

24. Team Time Pair up with another school Report out on your plans to…
Team Time
Pair up with another school
Report out on your plans to…
Celebrate this year’s successes
Plan for next year’s improved implementation
Notes for “Team Pair Share” - Total time for activity is almost 20 minutes
Prior to this activity: place a number/letter card on each table: 1a, 1b, 2a, 2b etc
If you know your teams you can use these cards to pair up schools you think would “pair well” - Example: pair up two schools that are both upper elementary, or two schools that are small/rural
Introduce activity “opportunity to share and find out what other schools are up to”
You will be paired with another team and each of you will have five minutes to share
Take a few minutes, as a team, to discuss what you would like to share related to the points on the slide “what are their points of pride, what are you next steps and any specific related questions for the other team. Designate a spokesperson
One team will sit, one will move. One team moves to stand behind the other. All the “a” teams move to stand behind the “b” teams (and then opposite movement at the second team pair share)
Each team takes 5 minutes; designate which team speaks first.
As a trainer, you will need to remind group that first 5 minutes are up and the next group now shares
From experience we know that teams are reluctant to end this activity, so you may want to pre-correct prior to having them move and remind them of the hand signal to get their attention.
Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done

25. Next Steps
Next year…
Continue to gather and act on behavior and reading data
Three data review sessions
Focus on strengthening Support Systems at all levels (Universal, Secondary, Tertiary)

26. Special Education Data Collection Form
The Special Education Data Collection Form in participant handout packet is printed on Pink paper
This information is collected on new referrals to special education for the purposes of evaluating the effectiveness of MiBLSi as Response to Intervention
If you do not have this form completed please submit to MiBLSi by June 15

27. That’s it for now… We thank you for your hard work and dedication
Hope you have a restful and wonderful summer!