Completed By:______Date: ______

Positive Behavior Support Data Analysis Worksheet – Part 1

Source of Information: TEAM CHECKLIST (TIC)
(team input, completed 4 times per year)
Goal = 80% on Overall Implementation
October ______% December ______% March ______% May* ______%
(*current) / Area / Current Status:
% Implementation on Feature / Check One: / Check if Team thinks this is a priority for improvement
Strength
*80% or higher / Area Needing Improvement
*Below 80%
1. Commitment
2. Team
3. Assessment and Data
4. Define Expectations
5. Teaching
6. Rewards
7. Violation System
8. Information System (SWIS)
9. Support
Source of Information: BENCHMARKS OF QUALITY (BoQ)
(coach input, completed once a year)
Goal = 80% on BoQ
Overall Score
Spring* ______
(*current) / Area / Current Status:
% by Feature / TIC Area / (within 10%)
+ consistent with TIC
- inconsistent withTIC / Check One: / Check if Team thinks this is a priority for improvement
Strength
*80% or higher / Area Needing Improvement
*Below 80%
PBS Team / 2
Faculty Commitment / 1
Discipline Procedures / 7
Data Analysis / 3
Expectations Developed / 4
Reward Program / 6
Lessons Plans / 5
Implementation Plan / N/A / N/A
Crisis Plan / N/A / N/A
Evaluation / N/A / N/A
Review Commonalities and Discrepancies between scores on the TIC and BoQ. List Ideas for PBS Action Plan.
Priority Areas / Ideas / General Activities to Be Done
1.
2.
3.

Positive Behavior Support Data Analysis Worksheet – Part 2

Source of Information: SELF-ASSESSMENT SURVEY (SAS)
(staff input, done once a year)
Goal = 80% on overall implementation average
Spring* ______
(*current) / Area / Current Status:
% in place by Feature / Check One: / Staff’s Improvement Priority:
Write total percentage for
High +Medium Priority / Check if Team thinks this is a priority for improvement
Strength?
*80% or higher / Area Needing Improvement?
*Below 80%
School-wide
1. Expectations Defined
2. Expectations Taught
3. Reward System
4. Violation System
5. Monitoring /
6. Management
7. District Support
Non-Classroom
Classroom
Individual
Source of Information: School-wide Evaluation Tool (SET)
(external evaluator input, done once a year)
Goal = 80% on overall implementation average
Spring* ______
(*current) / Area / Current Status:
% by Feature / (within 10%)
+ consistent with SAS
- inconsistent with SAS / Check One: / Check if Team thinks this is a priority for improvement
Strength?
*80% or higher / Area Needing Improvement?
*Below 80%
School-wide / SAS Area / + / -
  • Expectations Defined
/ 1
  • Expectations Taught
/ 2
  • Reward System
/ 3
  • Violation System
/ 4
  • Decision Making
/ 5
  • Management
/ 6
  • District Support
/ 7
Review Discrepancies between SAS and SET. List Priorities for Action Plan.
Area / General Activities to Be Done/Ideas
1.
2.
3.

Positive Behavior Support Data Analysis Worksheet – Part 3

SWIS End-of-Year Data Report

SWIS Summaries based on national results from
2007-2008 Academic Year
(major referrals only)
George Sugai and Rob Horner
OSEP TA-Center on PBS /

GradeRange

/ Number of Schools in Summary/Mean Enrollment / Avg. ODRs per 100 per school day
K-6 / 1,762 / 444 / .34
6-9 / 482 / 653 / .92
9-12 / 176 / 914 / 1.05
K-(8-12) / 312 / 401 / 1.00
Alternative/Juvenile Justice (‘04-'05) / 48 / na / 11.89

Use SWIS Year-End Report and*Referrals-by-Time Report to answer the following questions

  1. What are the Referrals per Year per 100 Students- Major Referrals Only?
/ /
  1. Divide Referrals (A) by student days (B) - write number below
/
  1. Compare your school’s Average ODRs per 100 students per day with the table above and
check one of the following
statements…
We are above the average ODRs per 100 per school day
We are at or below the average ODRs per 100 per school day
  1. How many student instructional days have you had during the year?

Guiding Questions / Response/Discussion Points / General Activities To Be Done / Priority?
What is the most common problem behavior within your school? / Majors:
Minors:
What grade level is having the most difficulty with problem behavior? / Majors:
Minors:
In what location does problem behavior most often occur?
Focus on Classroom if…
  • >60% of referrals come from classroom
  • >50% of ODR come from <10% of classrooms
Focus on Non-Classroom if…
  • >35% of referrals come from non-classroom settings
  • >15% of students referred from non-classroom settings
/ Majors:
Minors:
*Using your Referrals-by-Time Report, what time of day does problem behavior occur most often? / Majors:
Minors:
Enter the percent of students at each level
(triangle data at end of report) / Percent of students 0 -1 referrals / Percent of students 2 -5 referrals / Percent of students 6 + referrals
Percent Majors
Percent Minors