Developing Data Based Decision Making
Processes
Illawarra and South East Region Positive Behaviour for Success
AGENDA
• School Progress Reports •What is happening in your school?
• PBS Regional Update•Network sharing meetings (dates venues email)•Review of Data Based Decisions •Question & Answer (Mute microphone – turn on when asked)
Data Based Decisions
Electronic Data System
Referral Form Format
Data Definitions
Referral Process
Data Based Decision SystemKey Elements
Review and report monthly
Electronic Data System
Computerised Data SystemExamples
• “Data Detective”• RISC http://marilliondesigns.com/• STARS http://www.jsinfotech.com• Sentral http://www.gptech.com.au/ • Generic systems (File Maker Pro)
RememberThe system used must have the
capacity to graph and display data
Data Based Decisions
Electronic Data System
Referral Form Format
Data Definitions
Referral Process
Data Based Decision SystemKey Elements
Review and report monthly
Electronic Data System
Behaviour Locations
1. Workshop locations at a staff
meeting
2. Clearly define locations
3. Use a map – visual representation
PDU
A
Canteen
TAS
Science BlockLab 1
Science BlockLab 2
RampART / TAS
ADMINBLOCK
ART 3
BLOCK C HISTORY (HISE)
BLOCK B English / PE
BLOCK AMaths / Library
Shed
D
E
C
C
C
B
Main Quadrangle
Junior Quad
Senior Quad
N
W E
S
CARP
ARK
Football field
Tennis Court
Front Gate
Basketball Court
KEY
Building
Stairs
Gate
Podium
HALL
Common Room
Girls’Toilet
Boys Toilet
Behaviour Definitions
Clear, specific definitions provide:
• School wide consistency
• Accuracy and reliability
• Application of appropriate and meaningful
consequences
• Definitions communicated and understood
• Define as a glossary of terms
Behaviour Definition Strategies
1. An operational distinction is made between problem behaviours
2. Behaviours categorised into;i. Minor Behaviours
(Teacher Managed)ii. Major Behaviours
(Executive Managed)
Examples pp 80-86 of the manual
These may include :
• lateness to class
• lack of classroom equipment
• incomplete tasks
• failure to follow instructions
• off task
• rudeness
Can be handled by the classroom teacher and must be recorded but does not warrant
a discipline referral to the executive
Minor Discipline Incidents
Minor Discipline Incidents
Teachers determine;
• Appropriate contingent
consequence
•When and where the consequence
should be delivered
Handled by the executive These may include but are not limited to:•defiance •bullying and harassment•abusive language•physical fights•property damage•drugs, tobacco, weapons
Major Discipline Incidents
Definitions – Language Example
Data Based Decisions
Electronic Data System
Referral Form Format
Data Definitions
Referral Process
Data Based Decision SystemKey Elements
Review and report monthly
Electronic Data System
• Student’s name• Date• Time of the incident• Student’s grade• Student’s teacher• Referring staff• Location of the incident• Problem behaviour• Possible motivation• Others involved• Executive decision• Other comments - only 3 lines
Referral Form Essential Categories
Referral Form Graph/ Report Categories
• Name • Grade• Date• Time• day, week, month (per day per month), year
• Referring staff• Location• Behaviour type• Others involved• Consequences assigned• Possible Motivation
• See pages chapter 15 in the manual• WWW.iserpbs.wikispaces.com
Referral Form Examples
Data Based Decisions
Electronic Data System
Referral Form Format
Data Definitions
Referral Process and Consequences
Data Based Decision SystemKey Elements
Review and report monthly
Electronic Data System
Evaluate current system
•Is the behaviour referral process
meaningful and effective?
•Are teachers following the current plan for
completing referrals?
•Interview teachers on their perceptions
regarding the school’s responsiveness to
problem behaviour (EBS or survey)
•Use EBS and SET results to action plan
Referral Process Current System
If a new system is to be developed ensure;
•Predictable Executive Referral
Process for problem behaviours
exists
•Process is agreed upon with all
staff
•System is defined and taught to
staff
Referral Process New System
Contains definitions of: •major discipline incidents•minor discipline incidents•crisis incidents•a continuum of discipline procedures•Can be summarised in a descriptive or graphic form•Is presented to all staff for consultation•All staff receive specific training
Features of the Executive Behaviour Referral Process
They have not been aligned with:
•School-wide values
•Clearly defined expectations
•A system for teaching expectations
and values
•A system for rewarding appropriate
behaviours
Why are traditional consequences ineffective?
They are not related to the function of the behaviour
Example:
1. Student tries to avoid a task by
disrupting
2. Teacher sends to time out (or
executive)
3. Avoidance function is served student
‘rewarded by time out’
4. Inappropriate behaviour is maintained
Why are traditional consequences ineffective?
What is the Purpose of Developing Consistent Consequences?
‘The more students know the rules and consequences for misbehavior and are aware that the rules in a school are applied fairly under a “system of laws,” the less victimisation and disorder is present in the school’
(Mayer & Leone, 1999)
Referral Process Define Behaviour Consequences
1. Agree on and define a consistent set of consequences
2. Teacher assigned consequences3. Executive assigned consequences4. Make sure consequences can be
delivered contingently5. Use a diagram to remind staff of
the consequences system6. All consequences should be
accompanied by re-teaching of the expected behaviours
Referral Process Define Behaviour Consequences
• Clearly identify where various
behaviours will be managed
(teacher vs. executive referral)
• Develop an array of responses to
problem behaviours
• Include opportunities for students to
learn and/or practice more
acceptable behaviours
Referral Process Developing Behaviour Consequences
• Defined:A hierarchy of discipline procedures for breaking a given rule
• Purposeo To align the consequences with the
broken rule. o The same consequence should not follow
all rule violations occurring in the school. o A hierarchy from least to most severe
consequences should be aligned with the breaking of rules from the least to most severe in nature
Referral Process Continuum of Discipline Procedures
·Train staff to TEACH:
1.Ask, “Is that the expected behaviour?”
2.State the school-wide expected behaviour
3.Ask student to demonstrate behaviour
4.Provide acknowledgement to student on
compliance “Thanks, good, well done,
that’s it”
Referral Process Delivering Consequences
When delivering a consequence:
1.Offer a choice – either compliance
or ….
2.Acknowledge compliance
3.Follow referral procedures based on
major/minor definitions
Referral Process Delivering Consequences
Data Based Decisions
Electronic Data System
Referral Form Format
Data Definitions
Referral Process
Data Based Decision SystemKey Elements
Review and report monthly
Electronic Data System
The POWER of data
• Drives decisions
• Provides answers to address systems
solutions
• Evaluates whether system solutions
are working
• Used to moderate improvement cycle
In reviewing the monthly data
consider ;
• Where
• What
• When
• Who
• How often
• Why
• Motivation
PBS Team Behaviour Data Review
See Page 88 Universal Manual for Data review template
General Data Decision Making Rules
Emergency or Crisis Incidents
•Major school – wide system
•Evaluated in the SET
•Part of the behaviour referral process