S chool Wide Positive Behavior Support Tier 1 and 2 Data Analysis for Mercer Elementary School

1. School Wide Positive Behavior Support Tier 1 and 2 Data Analysis for Mercer Elementary School Presented by: Curt Springer Ed Douglass Andrea Crooks Maggie Ference Barbara Hogue

2. Areas of Data Analysis Tier 1 • Staff Buy In • Self Assessment Survey, School Safety Survey • Annual Assessment and Evaluation of Staff Perceptions • Self Assessment Survey, School Safety Survey • Annual Action Planning • Self Assessment Survey, Bench Marks of Quality (BOQ), Tiered Fidelity Inventory (TFI) • Building Level Analysis • Swis Core Reports, Additional Reports, and Data Drill Down Reports

3. Areas of Data Analysis Tier 2 • Building level Check In Check Out • School Wide Report, Average Daily Points • Function Based Thinking for Check In Check Out with Individual Features • Individual Student Referrals by Motivation

4. Staff Buy In • Review the total score for the Self Assessment and School Safety Surveys • Identify implementation status at the school wide level, non-classroom level, classroom level, and individual student level • Identify improvement priority at the school wide level, non-classroom level, classroom level, and individual student level

5. Self-Assessment Data at the School Wide level

6. Self-Assessment Data at the Non-Classroom Level

7. Self-Assessment Data at the Classroom Level

8. Self-Assessment Data at the Individual Student Level

9. Annual Assessment and Evaluation of Staff and Core Team Perceptions • Review Self-Assessment school wide system subscale data • Compare each categories score as well as total score to previous years data • Review Benchmarks of Quality subscale data • Compare each categories score as well as total score to previous years data

10. Self-Assessment School Wide System Subscale Data

11. Benchmarks of Quality Subscale Data

12. Annual Action Planning • Review of Self-Assessment Survey item data • Identify and prioritize items from the Self-Assessment survey to improve and add to the annual action plan • Review of Benchmarks of Quality items data • Identify and prioritize items from the Benchmarks of Quality to improve and add to the annual action plan

13. Annual Action Planning Activity • Review the Self-Assessment survey and Benchmarks of Quality results for the Mercer Area School District • Identify and prioritize the top 5 items for improvement from both assessment tools and list them on the Annual Action Plan

14. Building Level Analysis • Review SWIS dashboard and identify an area for further analysis • Utilize the drill down feature to narrow the data set and create custom reports • Develop a precise problem statement that includes the what, when, where, who and why of the data set • Develop a solution action plan to address the defined problem

15. Building Level Analysis • The solution action plan should include the follow: • How do we prevent the problems from occurring • How do we teach a replacement behavior • How do we reinforce the replacement behavior • How do we correct the problem behavior when it occurs

16. Swis Dash Board

17. Data Drill Down for the Behavior of Disrespect • Disrespect by day of the week

18. Data Drill Down for the Behavior of Disrespect • Disrespect by Gender

19. Data Drill Down for the Behavior of Disrespect • Disrespect by Grade

20. Data Drill Down for the Behavior of Disrespect • Disrespect by location

21. Data Drill Down for the Behavior of Disrespect • Disrespect by others involved

22. Data Drill Down for the Behavior of Disrespect • Disrespect by motivation

23. Data Drill Down for the Behavior of Disrespect • Disrespect by Staff

24. Data Drill Down for the Behavior of Disrespect • Disrespect by student

25. Data Drill Down for the Behavior of Disrespect • Disrespect by time

26. Data Drill Down Activity • Review the data that is presented on the handout • Develop a precise problem statement and record it on the TIPS meeting form • Develop a solution action plan with all of the above stated conditions and record it on the TIPS meeting form

27. Building level Check In Check out Data Analysis • Review the CICO School-Wide report to ensure that the intervention is being effective for most students • If the data shows that most student are not being successful, examine if the intervention is being implemented correctly • If the data shows that most students are being successful, identify students that may need further support

28. Building level Check In Check out Data Analysis • Review of School-Wide CICO data

29. Building level Check In Check out Data Analysis • Review of average daily points

30. Function Based Thinking for Check In Check Out with Individual Features • Identify students that are not meeting their goals through the CICO intervention • Examine the students individual data and identify areas to provide individualized features to their CICO intervention

31. Function Based Thinking for Check In Check Out with Individual Features • Review of individual data

32. Function Based Thinking for Check In Check Out with Individual Features • Review of individual data

33. Check in Check Out Activity • Review the individual data and identify at least one area of the CICO intervention that could be individualized