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

Cohort 4 Middle/Jr. High School Data Review and Action Planning:

Schoolwide BehaviorSpring 2009

www.cenmi.org/miblsi

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.

Use the MiBLSi website as referencewww.cenmi.org/miblsi


At bottom of webpage

Purpose of Systems Measures• Team Implementation Checklist

– Evaluates status of Tier I Positive Behavior 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

Example of PBS Self Assessment Survey Individual Summaries Chart

Example of

PBS Self Assessment Survey

Individual Item Score

Schoolwide Component

White = In Place

Yellow = Partial In Place

Red = Not In Place

Use the results from Self-Assessment Use the results from Self-Assessment Survey to complete the worksheetSurvey to complete the worksheet

Team TimeTeam Time

If you have not finished the Survey, discuss with If you have not finished the Survey, discuss with your team how you will work with staff to complete your team how you will work with staff to complete

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”

Team TimeTeam TimeReview results from…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 planBased on this information complete action plan

•What celebrations can you share with your school community What celebrations can you share with your school community before this year is over?before this year is over?

•What is your plan to strengthen your schools’ behavior support for What is your plan to strengthen your schools’ behavior support for the next school Year? the next school Year?

Please take a moment to complete the appropriate section of the Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be doneFollow-Up Activity Worksheet to document the work yet to be donePlease take a moment to complete the appropriate section of the Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be doneFollow-Up Activity Worksheet to document the work yet to be done

Reviewing Student MeasuresAnswer the “Big Five” questions1. 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” reports1. Major Discipline Referrals per Day per Month2. Major Discipline Referrals by Location3. Major Discipline Referrals by Problem Behavior4. Major Discipline Referrals by Time5. Major Discipline Referrals by Student

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

PROBLEM- ODRs per day higher than national avg.

100

Trevor Middle School: 565 Students, Grades 6th – 8th

565 5.65 .925.65 5.198✔

Problem Identification

1. Is there a problem with the absolute standard?

Trevor Middle School

5.198

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?

Team TimeTeam Time


Data analysis of your student outcomesData analysis of your student outcomes

Evaluate your SWIS behavior data (use- Evaluate your SWIS behavior data (use- Behavior Behavior Data Review Worksheet: Using SWIS “Big Five” Data Review Worksheet: Using SWIS “Big Five” Reports)Reports)

Team TimeTeam Time

Revisit your action plan… Revisit your action plan…

•Would you make any changes to what Would you make any changes to what you wrote on the action plan based on you wrote on the action plan based on the SWIS data?the SWIS data?

•What might you add?What might you add?


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

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

Number of students participating in programNumber 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/ParticipatingPercent 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 websiteMore information on interventions is available on the MiBLSi website


Links to information on interventionsLinks to information on interventions

Team TimeTeam Time

1.1. Take a moment to look at the Tier II/Tier Take a moment to look at the Tier II/Tier III tracking form…III tracking form…

2.2. Do you currently have a way to track Do you currently have a way to track this information?this information?

3.3. How might you use this form to monitor How might you use this form to monitor and evaluate supports at the secondary and evaluate supports at the secondary and tertiary levels?and tertiary levels?


• Pair up with another schoolPair up with another school

• Report out on your plans to… Report out on your plans to…

1.1. Celebrate this year’s successesCelebrate this year’s successes

2.2. Plan for next year’s improved Plan for next year’s improved implementationimplementation

Team TimeTeam Time


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)

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

That’s it for now…

• We thank you for your hard work and dedication

• Hope you have a restful and wonderful summer!

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

Documents

winter data review

problem behavior events

high school data review

problem identificationis

problem context

timemajor discipline

types of problem behaviors

school year