This professional development training discusses implementing a school-wide guidance program to help at-risk students stay engaged in school. It outlines a 6 step process: 1) build a behavior support team, 2) perform a functional behavior assessment to determine reasons for at-risk behavior, 3) collect and analyze attendance, behavior, and academic data, 4) develop a hypothesis on reasons for problems in these areas, 5) create a behavior support plan with interventions, and 6) monitor outcomes. Potential interventions discussed include improving attendance through parent engagement, implementing PBIS to reduce suspensions, offering engaging curricula, and providing early help for struggling students. The goal is to use a collaborative, data-driven approach to address the root causes of dise

1. Module 2 Application
Analyzing Data
J’Nai L. Whitehead
American College of Education
CI5033- Creating Safe and Supportive
Classrooms
Susan Spero
Due July 24th, 2022

2. Introduction to PD Training for School-Wide PBSS
In this Professional Development (PD) training, we will review data regarding possible reasons for students
dropping out of secondary school. Our focus in this training will be based on the data of students who are at-risk of
dropping out of school. We will then discuss a possible school-wide approach to counteract and prevent this
behavior. Our goal is to implement a school-wide guidance/intervention program to students by helping them to
connect with their education and keeping them engaged in their learning.
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3. Step 1: Let’s Build a Behavior Support Team
Whoare the key stakeholders and individuals in this child’s life?
Whyis collaborative teaming a key element of PBS for this child?
Whatdo we need to do to make this a successful collaborative experience that will
benefit the child and family?
Howare we going to promote the active participation of the family and all team members
in the behavior support planning process?
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(Positive Behavior Support PBS Process Steps Planning Assessment Outcome, n.d.)

4. Steps 2&3 : Perform a Functional Behavior Assessment
“A Functional Behavior Assessment is a process used to develop an understanding of the child’s behavior”
(Positive Behavior Support PBS Process Steps Planning Assessment Outcome, n.d.). Basically, we will need to
determine the reason for the behavior. This process will include the collection and analysis of data.
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Collect, Organize & Analyze the Data
The second step is to review the data to determine if a student is at-risk. There
are three key indicators to determine this: attendance (A), behavior (B), and course
performance (C). The data from District 2 reflects a daily attendance rate of 80% or
less, repeated behavior problems and students are failing core subjects English or
Math. The trend of this data shows, that it is likely that students are at-risk of
dropping at of school (Rumberger, R., et al., 2017, p.15).

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Step 4: Hypothesis Development
In this step, we will develop a hypothesis statement. “The behavior hypothesis statement summarize what is
known about the triggers, behaviors, and maintaining consequences and offers an informed guess about the purpose
of the problem behavior” (Positive Behavior Support PBS Process Steps Planning Assessment Outcome, n.d.). This
step is critical toward developing interventions that link to the student’s challenging behavior. Since we are
discussing possible reasons that lead to student drop in secondary schools. We can consider the A,B,C model below.
(Rumberger, R., et al., 2017, p.10)

6. Possible Reasons for A, B, C’s
Attendance
● Homelessness
● Pregnancy
● Problems at home
● School Disengagement
● Transportation issues
● Bullying at school
● High rate of suspensions
Behavior
● Class disruptions
● Fighting
● Insubordination
● No established expectations
● Class Disengagement
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Course Performance
● Failing 2 or more subjects
● Disengaged from lesson
● Unable to answer questions during class
discussions.

7. Step 5: Behavior Support Plan Development
After the functional assessment process and the development of a hypothesis. The next step is Behavior
Support Plan Development. The essential components of a support plan are prevention strategies, new ways to
respond to problem behavior, and possible interventions. “The Behavior support plan is the team’s action plan
t
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outlining the specific steps to be used to prompt the child’s success and
participation in daily activities and routines” (Positive Behavior Support PBS
Process Steps Planning Assessment Outcome, n.d.).
● Mediation
● Anger Management groups at school
● Restorative Practices Intervention
● In-School Suspension (ISS)
● Connect schoolwork to options after high school.
● Utilize curriculum/programs that build a supportive relationships.
● Regularly assess student engagement to identify areas of improvement.
● Target interventions to students not engaged.

8. Intervention for Attendance
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A Schoolwide approach to low attendance could include a campaign to help
parents to understand the importance of keeping students in school. For example, if an
informal check-in with a student regarding their attendance reveals that they are absent
because their parent does not have a car, school staff could assist the family is setting up
a network. This network may include starting a carpool with other parents. The school
leadership team could host parent-student nights that focus on absenteeism and discuss
the correlation between high absence rates and low grades. Another schoolwide
(Rumberger, R., et al., 2017, p.15)
incentive could include classroom
recognition for the highest
attendance each month.

9. Intervention for Behavior
A Schoolwide approach to behavior leading to absenteeism could include an alternative option to
suspensions. Creating a Positive Behavior Intervention and Supports (PBIS) program to help with discipline
that would lead to a suspension. Mediation, In-School Suspension (ISS), and restorative programs are other
alternative options to discipline that would deter unwanted behaviors, while keeping students in school and
helping with attendance.
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Intervention for Course Performance
Early interventions for students earning a grade of D or lower should begin
in the classroom. If tier 1 interventions are unsuccessful… A schoolwide approach
to student engagement could include offering a curricula that connects classwork
with college and career success. This approach will improve students ability to
manage challenges in and out of the school setting (Rumberger, R., et al., 2017,
p.3).

10. Step 6: Monitor Outcomes & Conclusion
The effectiveness of any plan needs to be monitored. The monitoring will include the
measurement of the changes in behavior and the achievement of the new skill. After the student’s
support plan is developed “the behavior support team’s role is both to implement the plan itself
and monitor toward outcomes valued by the child’s family” (Positive Behavior Support PBS
Process Steps Planning Assessment Outcome, n.d.). The keys to success outcomes of the
behavior plan are frequent data collection and how the plan is implemented (if the same
interventions steps are followed). Direct and indirect measurement of data should occur to
document whether the plan is implemented with consistency and is effective in achieving the
identified goals. Data should be easily collected and reviewed by the behavior support team
periodically. Adjustments should be made as needed and progress reviewed relative to the
long-term vision of the student and their family (Positive Behavior Support PBS Process Steps
Planning Assessment Outcome, n.d.).
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11. This concludes our PD for the day!
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12. References:
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