multi-tiered system of supports: tier 1 training

Multi-Tiered System of Supports:Tier 1 Training

Addressing the Behavioral and Academic Needs of All Students

Session 3

Review

• Find the handout called Review Questions and Activities

• Discuss items 1, 2a, 2b, 2c, and 2d.

• Be prepared to share out (Communicator)

Session Objectives

• Determine a plan for behavior data entry and analysis– Develop a system for collect and analyzing data

• Determine effective procedures for dealing with discipline

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Talking Cards Activity

• Each team member should have some blue, pink, and yellow post-it notes

• Individually, jot down your thoughts regarding the following questions:1. What would a consistent and efficient office referral

process look like (blue)?2. What aspects of our work place hinder a consistent and

efficient office referral process (yellow)?3. What aspects of our work place support a consistent and

efficient office referral process (pink)?• Collect all post-it notes in color groups

Talking Cards Activity

• As a group, cluster post-it notes that express a common theme or idea

• Place groupings of post-it notes on chart paper and label clusters with an appropriate title to describe common themes or ideas

• Regroup if needed; some trial and error is normal• Collectively, reflect on what this means; consider: “So

what?” “Now what?”

Research Base

• The use of office discipline referrals (ODRs) as a behavior outcome measure is standard procedure in PBIS schools

• ODR data is used to determine patterns and trends in ODR rates

• ODR analysis creates efficient problem-solving of schoolwide issues

• ODR analysis increases the likelihood that behavior practices will be more effective in improving student behavior and school climate

Newton et al., 2009; Spaulding et al., 2010

Research Base

• Research shows that using ODRs to determine schoolwide levels of problem behaviors is efficient and effective (Irvin et al., 2004; Irvin et al., 2006; Spaulding et al., 2010)

• Research overwhelmingly supports that schools implementing PBIS with fidelity show reductions in ODRs and out-of-school suspensions

• Irvin et al. (2004) found the higher the ODR rate in a school:– The lower students rate their commitment to education– The higher number of students with behavior disorders and

juvenile delinquency issues– The higher the number of classroom disruptions

Team Time

Element 4: Data Entry and Analysis Plan Established

Ensure that a system exists for collecting, analyzing, and sharing office discipline referral and other data sources

Data Entry and Analysis Items

• Data system is used to collect and analyze office referral data

• Additional data are collected (attendance, grades, surveys, etc.) and used by the Leadership Team

• Data are analyzed by Leadership Team at least monthly

• Data are shared with Leadership Team and faculty monthly (minimum)

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Why Collect and Analyze Data?

• Prepared to respond proactively to different situations

• Identify problems and generate solutions• Increased:

o Fidelity of Implementationo Effectiveness

• Monitoring and evaluating the success of interventions

Data-Based Decision-Making System

• Provides teams with access to comprehensive, accurate, and timely data

• Impacts behavior across the entire school, in classroom settings, of targeted groups, and of individual students

• Increases the probability that systems change and interventions will be more successful

• Provides a resource for evaluating effectiveness

What Questions to Answer?• How are many referrals are there:

– Per day each month?– Based on location?– Based on problem behavior?– By student?– By time of day?– Originating from various ethnic groups?– Originating from special education?

• What is the range of consequences provided based on the type of behavior exhibited?

School-Wide Information System

• SWIS is a web-based information system for gathering, summarizing, reporting, and using office discipline referral data

• Highly efficient, confidential and secure• SWIS can improve the ability of school

personnel to develop safe and effective educational environments

• For more information, take a look at the demo site on www.pbisapps.org

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Refe

rrals

Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun

School Month

Total Ref versus Ref/Day/MoNV High School

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ean R

efe

rrals

per

Day

Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun

School Month

Total Ref versus Ref/Day/Mo

Average Referrals per Day per Month

Multi-Year Comparison

Referrals by Problem Behavior

Referrals by Location

Referrals by Time of Day

Referrals by Student

Referrals by Motivation

Team Time

Do you think your school does a good job collecting and

analyzing behavior data?

How do you foresee that looking at referral

trends by month and referrals by problem

behavior, time, location, student, and motivation

might be beneficial?

Entering and Analyzing Data

• It is recommended that data are entered daily, but should be entered at least weekly

• When information is entered daily, it is easier for schools to analyze the data and make school-wide interventions based on the results

• If the data are analyzed at least monthly, then the team can begin the problem-solving process and make data-based decisions

CollectCollect and Useand Use

DataData

Review Status and

Identify Problems

Develop andRefine

Hypotheses

Discuss andSelect

Solutions

Develop andImplementAction Plan

Evaluate and

ReviseAction Plan

Problem Solving Foundations

Team Initiated Problem Solving (TIPS) Model

TIPS Model• Teams are encouraged to use the TIPS model

for data-based decision-making in PBIS meetings

• Similar to other problem-solving models but with emphasis on data collection

• Provides teams with a consistent method of actively using data to make decisions

• PBIS Coaches are provided with additional training to facilitate the TIPS model during PBIS meetings

Sharing Data

• It is recommended that data are shared with staff at least monthly– Creates buy-in– Allows staff to see their hard work is paying off– Allows staff to see that there are still areas for

improvement– Allows staff the chance to discuss the impact PBIS

is having in the building• Can be shared via faculty meetings, staff

newsletters, PLC’s, email, etc.

Team Time

What information about the creation and use of a data-

based decision-making system do we need to share

with staff?

Element 3: Effective Procedures for Dealing with Discipline

Establish a building-wide process and procedures for addressing student behavior and discipline

Effective Procedures Items

● Discipline process is described in narrative format or depicted in graphic format

● Discipline process includes documentation procedures

● Discipline referral form includes information useful in decision-making

● Problem behaviors are defined● Major/minor behaviors are clearly differentiated● Suggested array of appropriate responses to major

(office-managed) problem behaviors

Defining Problem Behaviors

• Problem behaviors must be operationally defined because:– One teacher may define problem behaviors differently

than another– Unclear definitions often lead to referrals to the office that

are inappropriate– Creates inconsistency in data collection and analysis

• All problem behaviors are covered and none of the definitions overlap

SWIS-Compatible Definitions

• All problem behaviors (as well as locations, possible motivations, others involved, and administrative decisions) are operationally defined on the SWIS website (www.pbisapps.org)– Example: Disrespect (major) means “Student

delivers socially rude or dismissive messages to adults or students.”

Distinguishing Between Major and Minor Referrals

• A clear distinction must exist between problem behaviors that are staff-managed (minor) versus problem behaviors that are office-managed or crisis (major)

Defined PurposeDiscipline incidents that

must be handled by the administration. These may include, but are not limited to: physical fights, property damage, drugs, weapons, tobacco

Once problem behaviors are operationally defined, it is essential that the team distinguish the major incidents from the minor to determine the appropriate consequence

Major Discipline Incidents

Defined Purpose• Discipline incidents that

can be handled by staff members and usually do not warrant a discipline referral to the office. These may include, but are not limited to: tardy to class, lack of materials, incomplete assignments, gum chewing, etc.

• To determine the appropriate consequence and where the consequence should be delivered

Minor Discipline Incidents

Defined Purpose• Discipline incidents that

require immediate response from administration and/or crisis response team. These incidents may cause short-term change to a school’s PBIS Plan and may include, but are not limited to: bomb threats, weapons alerts, intruder, fire evacuation, etc.

• To maintain safety and order during emergency situations

Emergency or Crisis Incidents

Team Time

Discipline Referral Process

• A predictable discipline referral process ensures consistency for staff, students, and parents

• Process must be defined, agreed upon with all staff, and taught, and must include definitions for:– Major discipline incidents– Minor discipline incidents– Emergency or crisis incidents– A continuum of discipline procedures

• Can be summarized in narrative or graphic format

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Teacher DeterminedConsequences

If Not

Handle in Classroom

Problem Solve

Observe Problem Behavior

File Minor InfractionReport in Classroom and

with Principal

Follow-up

If Yes, butNot Crisis

Submit Office Referral to Principal

Administrative ConsequencesAssigned Prior to Re-entry

to Class

Yes, ImmediateAdministrativeResponse Needed

Call Ext. 900 andProvide Details

Administrators NotifiedImmediately

Situation Assessed byAdmin and Action

Implemented

Is Behavior Major?

Sample Flow Chart

Team Time

1. Develop a graphic or narrative discipline

process.2. Define major, minor, and

crisis behaviors.3. Develop a menu of

appropriate consequences for office

referrals.4. Present to staff for discussion and approval.

5. Train staff on process.

Office Discipline Referral Form

• In formatting the Office Discipline Referral (ODR) form, you must include the following information: who, what, where, when, why

• Clarity on the referral form takes the guess work out of the data entry person’s job

• Data will be more reliable and accurate as judgment calls are minimized

Challenges Solutions• District-required form• The form is filled out

incorrectly or incompletely

• Create a supplemental form with additional information

• Re-train faculty or return to faculty to complete before processing

Developing the ODR Form

Advantages Disadvantages

• Gives you information about underlying behavior issues in the school

• Allows you to be more proactive in addressing minor behavior before it escalates

• Can be difficult to track consistently (teacher by teacher)

• If process is cumbersome, it will not be maintained

• Can be overwhelming in the first year of PBIS implementation

Will you collect and enter only major referral data or both major and minor?

Minor Tracking Form

• Classroom misbehaviors take up considerable amounts of teacher time that could be better spent on instruction

• Forms assist in identifying the pattern of behavior and determining interventions that will be most effective for the student

• Goal is to collect data that are necessary to identify effective ways of changing inappropriate classroom behavior (minor) before it results in an office discipline referral (major)

Guidelines for Tracking Minors

• Used as a tool to identify patterns of behavior– When are the behaviors occurring (math,

transitions, etc.)?– What are the recurring behaviors?– What are the classroom interventions that have

been used? Are these interventions working or does something else need to be done?

– Why is the behavior occurring?

Guidelines for Tracking Minors

• When does a recurring behavior become a major?– Same behavior (e.g., 3 minors = 1 major)– From one particular teacher– Within a time frame (e.g., 3 minors within 4

weeks)

Compatible ODR Form

• Student name• Date• Time of Incident• Grade Level• Referring Staff Member• Location of Incident• Problem Behavior

• Possible Motivation• Others Involved• Administrative Decision• Other Comments

(optional)• Student’s Teacher

(optional)

These categories are included on a SWIS-compatible ODR form

Team Time

Create an ODR formcompatible with SWIS

data entry.

Decide if you will use majors only or both majors and minors.

How will you teachstaff?