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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
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
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
Staff Buy In
• Review the total score for the Self Assessment and School
Safety Surveys
• Identify implementation status at the school wide level, nonclassroom level, classroom level, and individual student level
• Identify improvement priority at the school wide level, nonclassroom level, classroom level, and individual student level
Self-Assessment Data at the
School Wide level
Self-Assessment Data at the
Non-Classroom Level
Self-Assessment Data at the
Classroom Level
Self-Assessment Data at the
Individual Student Level
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
Self-Assessment School Wide
System Subscale Data
Benchmarks of Quality
Subscale Data
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
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
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
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
Swis Dash Board
Data Drill Down for the
Behavior of Disrespect
• Disrespect by day of the week
Data Drill Down for the
Behavior of Disrespect
• Disrespect by Gender
Data Drill Down for the
Behavior of Disrespect
• Disrespect by Grade
Data Drill Down for the
Behavior of Disrespect
• Disrespect by location
Data Drill Down for the
Behavior of Disrespect
• Disrespect by others involved
Data Drill Down for the
Behavior of Disrespect
• Disrespect by motivation
Data Drill Down for the
Behavior of Disrespect
• Disrespect by Staff
Data Drill Down for the
Behavior of Disrespect
• Disrespect by student
Data Drill Down for the
Behavior of Disrespect
• Disrespect by time
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
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
Building level Check In Check
out Data Analysis
• Review of School-Wide CICO data
Building level Check In Check
out Data Analysis
• Review of average daily points
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
Function Based Thinking for Check In Check
Out with Individual Features
• Review of individual data
Function Based Thinking for Check In Check
Out with Individual Features
• Review of individual data
Check in Check Out Activity
• Review the individual data and identify at least one area of the
CICO intervention that could be individualized