1. Cohort 4 - Elementary School Data Review and Action Planning: Schoolwide Behavior Spring 2009 www.cenmi.org/miblsi

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 www.cenmi.org/miblsi

4. Use the MiBLSi website as reference www.cenmi.org/miblsi At bottom of webpage

5. Purpose of Systems Measures Team Implementation Checklist –Evaluates status of Tier I Positive Behavioral Interventions & Supports –Submitted online at www.pbssurveys.org 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 –Submitted online at www.pbssurveys.org

6. Example of PBIS Self Assessment Survey Individual Summaries Chart

7. Example of PBIS Self Assessment Survey Individual Item Score Schoolwide Component White = In Place Yellow = Partial In Place Red = Not In Place

8. Use the results from Self-Assessment Survey to complete the worksheet Team Time If you have not finished the Survey, discuss with your team how you will work with staff to complete Self-Assess worksheet is Blue

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 ChecklistTeam Checklist Self-Assessment SurveySelf-Assessment Survey Checklist for Individual Student Systems (CISS)Checklist for Individual Student Systems (CISS) Status of your winter action planStatus 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 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?What is your plan to strengthen your schools’ behavior support for the next school Year? Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Team Checklist is Pink Self- Assessment Survey is Yellow Action Plan is Yellow CISS is Lilac

11. Reviewing Student Measures Answer the “Big Five” questions 1.How often are problem behavior events occurring? 2.Where are they happening? 3.What types of problem behaviors? 4.When are the problems occurring? 5.Who is contributing? Using SWIS “Big Five” reports 1.Major Discipline Referrals per Day per Month 2.Major Discipline Referrals by Location 3.Major Discipline Referrals by Problem Behavior 4.Major Discipline Referrals by Time 5.Major Discipline Referrals by Student

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

13. Problem Identification (look at Major Discipline Referral per Day per Month on next slide) 1.Is there a problem with the absolute standard? 478 4.78.34 4.78 1.63 ✔ PROBLEM- ODRs per day higher than national avg. Langley Elementary School: 478 Students, Grades K-5 100

14. Langley Elementary School Referrals per Day per Month

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?

17. Team Time Data analysis of your student outcomes Evaluate your SWIS behavior data (use- Behavior Data Review Worksheet: Using SWIS “Big Five” Reports) Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done SWIS worksheet is Pink

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?Would you make any changes to what you wrote on the action plan based on the SWIS data? What might you add?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 Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Action Plan is Yellow

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. Number of students participating in program Number of students responding with success to program Each school determines the criteria for “Student Responding” Number of students responding with success to program Each school determines the criteria for “Student Responding” Percent success = Responding/Participating 5 15 33% 9 17 53% Tier2/Tier 3 (Secondary/Tertiary) Interventions Tracking Tool More information on interventions is available on the MiBLSi website

22. Use the MiBLSi website as reference www.cenmi.org/miblsi Links to information on interventions

23. Team Time 1.Take a moment to look at the Tier II/Tier III tracking form… 2.Do you currently have a way to track this information? 3.How might you use this form to monitor and evaluate supports at the secondary and tertiary levels? Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Tier II/III Tracking Form is Blue

24. Pair up with another schoolPair up with another school Report out on your plans to…Report out on your plans to… 1.Celebrate this year’s successes 2.Plan for next year’s improved implementation Team Time Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done 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 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 Special Education Tracking Form is Pink

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