Good Afternoon!

• Thank you for joining us• After you sit and get

comfortable, please work with a partner and complete the

Crossword Puzzle“MiBLSi Data Tools”

Susan Bogart and Christine Russellsusan.bogart@yahoo.comchristine.r.russell@wmich.edu

Our Experience with MiBLSi Data Tools

• We can predict problem behavior so we can prevent problem behavior

• Team based decision making• Making the smallest change for a big

impact

Data

• Office discipline reports• Behavioral incidents• Attendance• Suspensions/Detentions• Observations/Tracking Forms• Self-assessments• Surveys, focus groups

ONLY 3 PBS Data Tools required by MiBLSi

• EBS Self Assessment Survey

• EBS Team Implementation Checklist

• SWIS

PBS Tools

• Big 5 reports– Only required to keep data on

“major” behaviors– Generate and review at monthly

team meetings and @ data review – See “Guidelines for Data-Based

Decision Making”

swis.org

• Year End Report

– # ODR’s per day per 100 students– Compare to national average– For a school with 300 students Elementary schools: 1 major daily Middle schools: 3 majors daily

swis.org

EBS Self-Assessment Survey

• free, all staff, anonymous, every spring, password is 6 numbers for all to use, web based

See “Data Based Decision Making Flowchart”

pbssurveys.org

EBS Self-Assessment Survey

EBS Team Implementation Checklist

• free, 4 times a year, leadership team discusses questions, consensus, one person input, same 6 number password

• if your team says “I” to 80% or more of the questions then correlation to reduced ODR’s

pbssurveys.org

EBS Team Implementation Checklist

0.813

0.59

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

Not Met Criteria Met Criteria

OD

R p

er

100 S

tudents

per

day

Meeting 80% criteria on Team Checklist

Save approximately 7 school days/year!

n = 31n = 22

PBS Surveys Homepage

www.pbssurveys.org

MiBLSi Websitewww.cenmi.org/miblsi

DIBELS, SWIS & MoreOH MY!

• DIBELS• SWIS• SET• EBS• PBIS• SW-PBS• Moodle• ODR

• Sugai• Horner• Todd• Sprick• CHAMPS• Sopris West• TIC• BofQ

• TAP• FBA• BIP• FACTS

Coaching: Patterns & PrioritiesSchool Z Y X W V U T S R Q P O

# of ODRs (major)

12 13 x 177 x 67 71 64 81 100 331 166

Average Major ODR per day per 100 students

.02 .07 x .22 x X .10 .16 .18 .40 .47 .11

Average all ODR per day

.80 .75 x 11.7

x 1.4 n/a 1 .83 6.3 4 1.5

Grade priority

K 3 x 4 x x 3 K 3 3 n/a 6

Time priority

12:00 to 12:4

5

End of

day

x 12:30to

1:15

x 12:00 11:30 to

1:00

11:45 to

12:15

12:15 to

12:45

12:00 to

1:00

12:00 to1:00

2:30

Location priority

Class

Bus x Class

x Class Play-groun

d

Class Class Class Class

Bus

Major Problem Behavior priority

PhysAgg

Ha-rass-men

t

x Agg/Figh

t

x Agg/fight

Agg/fight

Agg/fight

Dis-respec

t

Agg/fight

Disre-

spect

Disrupt

Pattern

Coaching: Patterns & PrioritiesTeam Time

Using the Lighthouse District Graph please reflect on these questions:

1) Does this data guide you as a coach regarding priorities and patterns?

- What data will you follow-up?

2) What do you see that concerns you the most and what actions will you take?

Group Data

Focus is on:– What you can predict

– What you can prevent

– What patterns you see in your data

Strategic Data

Intensive Student Data

• Focus is on:

– Brining together accurate information to assist in completing a Functional Behavioral Assessment

– Once FBA is completed, can be used to write an effective behavior plan

– Data should also be helpful in evaluating whether the plan is working

Intensive Student Data

• SWIS Individual Student Report• Additional data collection• Any data collected by school/teachers

Don’t Forget!!• Schoolwide and Group Analysis• Reading/Academic Data

Individual Student Data

• A common “Complaint”– “It’s too difficult to fill out a referral form for the

kids that have persistent/reoccurring problem behaviors”

– What to do?• Modify the referral form!• Keep critical information included• See examples

Intensive Student Data

Tracking Form0_occurrences = 1 occurrence = 2 or more =

Tuesday

8:00

8:10

8:20

8:30

8:40

Tuesday

1st Hour

2nd Hour

3rd Hour

4th Hour

5th Hour

Intensive Student DataWhat Questions do we ask as we look at the

data?• Antecedent and Setting Event Questions:

– Does the problem behavior occur • at a certain time of day?• in a certain classroom/with a certain teacher?• in structured vs nonstructured settings?• with certain peers?

• Behavior Questions:– Is the problem behavior consistent/similar each time?– Are these major or minor issues?

• Consequence Questions:– Is the student trying to gain something or avoid something?– Does the Administrative Decision play into the motivation for the

problem behavior? (i.e. wants to obtain adult attention and has a conference with the teacher each time the behavior occurs)

Intensive Student DataTeam Time

• Look at the data provided regarding three Intensive students in relationship to the schoolwide and group data provided.

1. Should the student’s problem behavior be problem-solved at the individual or group level?

2. What patterns/thoughts do you have regarding next steps in problem solving based on the questions you asked while looking at the individual student data?

• MiBLSi measurement tools are graphic

• Data collection easy (<1% of staff time)

• We can utilize multiple data types & sources

• Data is relevant, timely, efficient and practical

• Helps us “refine a problem statement to a level of precision that allow functional solutions” Dr. George Sugai

Systems (How things are done)

Data (How decisions are made)

Practices (How staff interact with students)

Lucile Eber, Ed.D.Illinois PBIS

SYST

EMS

PRACTICES

Information

SupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

OUTCOMES

Social Competence, Academic Achievement, and Safety

pbis.org

School nameMinutesHoursDays

Average # of minutes

Enter info below Time Regained

567

Student

Average # of minutes student is out of class due to referral

136 102

Average # of minutes administrator needs to process referral

20

15

COST/BENEFIT ANALYSIS WORKSHEET

Number of referrals for this year 159

K - 2 Elementary 350+ students

Number of referrals for last year

17 13

Administrator8160 6120

K - 2 Elementary 350+ students

11340

3180

81608505

2385

6120

0

2000

4000

6000

8000

10000

12000

Last

Yea

r

Thi

s Y

ear

Tim

eR

egai

ned

Student Minutes Admin Minutes

K - 2 Elementary 350+ students

189

53

142

40

0

50

100

150

200

Last

Yea

r

Thi

sY

ear

Student Hours Admin Hours

K - 2 Elementary 350+ students

24

7

18

5

05

10152025

Last

Yea

r

Thi

sY

ear

Student Days Admin Days

pbismaryland.org