ABSTRACT
School problem-solving teams function best when access to multiple sources of meaningful, reliable, and valid data is available. This chapter provides the start of a process that schools need teams to follow to ensure their data are collected in a standardized and systematic manner. It explains the aggregation and examination of office discipline referrals, which can then be used to differentiate between schoolwide, classwide, and student behavioral problems. The chapter also explains formal and informal data collection techniques. The faculty divided behaviors into two categories when they could not come to a consensus regarding definitions of specific behaviors. Because students create novel means by which to exhibit socially unacceptable behaviors, faculties should proactively plan to update their lists as the needs and characteristics of the student body change.
