3.0 Behavior Data Review and Action Planning

1. 3.0 Behavior Data Review and Action Planning SPRING 2012

2. Team Initiated Problem Solving (TIPS) Model Identify Problems Develop Hypothesis Evaluate and Revise Action Plan Collect and Use Data Discuss and Select Solutions Develop and Implement Action Plan

3. Objectives: • Staff Perception Data • Review Self-Assessment Survey (SAS) Data • Student Outcome Data • Review ODR Data “Big 5” • Universal Implementation Fidelity Data • Review Benchmarks of Quality (BoQ)

4. Reviewing your Self-Assessment Survey (SAS) results…..

5. Two main questions • What systems are in place now? • What systems are most in need of improvement?

6. Understanding SAS Results: • www.pbisassessment.org • Total Score • Subscale • Items

7. Total Score:

8. Total Score:

9. Subscale:

10. Items:

11. SAS Summary Sheet

12. Team Time As a leadership team, record results on the SAS Summary Sheet: • Using the total Scores Report, circle High, Medium or Low Priority by school domain. • Using the Individual Items Report, list the three major strengths in each of the four systems areas • Using the same report, list three major areas in need of development • For each system, circle one priority are for focusing development activities • Come up with 2 priority focus areas for next school year

13. Reviewing your School-wide Student Outcome Data… Quick Big 5 blends all of the Big 5 Reports together into a single report.

14. Using data to determine what system to focus on…

15. Where to find this information? SWIS: *End of Year Report *Custom Report *Custom Graph *”Big 5” Graph

16. Reviewing your Student Outcome Data…… TIPS Problem-Solving “Mantra” • Do we have a problem?(identify) • What is the precise nature of our problem? (define, clarify, confirm/disconfirm inferences)  • Why does the problem exist, & what can we do about it? (hypothesis & solution) • What are the actual elements of our plan? (Action Plan) • Is our plan being implemented, & is it working? (evaluate & revise plan)

17. (What is the data we need for a decision?) Precise Problem Statements include information about the following questions: What is the problem and how often is it happening? Where is it happening? Who is experiencing the problem? When is the problem most likely? Why do we see this problem and what is sustaining it? What is the precise nature of our problem?

18. Use School-wide Information System (SWIS) Data to Achieve Precision

19. Problem Statement (primary) We have high rates of physical aggression, disrespect and inappropriate language on the playground Problem Statement We have high rates of physical aggression, disrespect and inappropriate language on the playground during second and third grade recess. Problem Statement (precise) We have high rates of physical aggression, disrespect and inappropriate language on the playground during second and third grade recess. Many students are involved and it appears they are trying to get access to equipment/games

20. Team Time As a leadership team choose one of the following activities: • Review your “Big 5” Data and complete the ODR Data Focus Worksheet • Come up with two precise problem statements that will guide your work for next year.

21. Reviewing your Benchmarks of Quality (BoQ) results…..

22. BoQ 10 Critical Features: • PBIS Team • Faculty/Staff Commitment • Effective Procedures for Dealing with Problem Behaviors • Data Entry and Analysis Plan Established • Expectations and Rules Developed • Reward Recognition Program Established • Lesson Plans for Teaching Expectations/Rules • Implementation Plan • Classroom Systems • Evaluation

23. Understanding BoQ Results: • www.pbisassessment.org • Total Score • Subscale • Items

24. Total Score:

25. Subscale:

26. Items:

27. Team Time As a leadership team, use the SAS, BoQ and ODR activities to identify needs and priorities for next year. Follow the sequence listed on the Priorities and Professional Development Plan – Summary Sheet to complete this work.