education connection the gateway to hcps discipline data
TRANSCRIPT
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Education Connection
the Gateway to HCPS Discipline Data
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Presenters and Facilitators
School Psychology• Dr. Tracy Schatzberg, Supervisor • Dr. Kevin Murdock, Behavior Analyst
Area 6• Barbara Franques, General Director• Janet Ritchie• Dorinda Rountree
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Special Thanks to:Curriculum and Instruction• Wynne Tye, Assistant Superintendent
Exceptional Student Education• Walter A. Stevens, Jr.; District ESE Specialist
B.T. Washington Elementary School• Jason Pepe, Administrator• Dr. Sylvia Rockwell, Behavior Coach
Information Services • Jeff Arnold, Systems Analyst• Carol Risher, Research Analyst• Rosie Gonzalez-Mills, Senior Programmer
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Let’s Practice
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• Web address:
• User ID: (your primary ID, a full or partial spelling of your last name, may include initial of first name)
Example: SmithJ
• Password: (same as Lawson, may differ from IDEAS password)
https://portal51.sdhc.k12.fl.us/wps/portal
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If you get a prompt to configure your credentials, do so.
If you are asked about closing the window, click Yes.
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Getting and exporting the data from “Education Connection”
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Click Document List
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Click the + sign, NOT the words
(remember this rule)
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Click the + sign
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Click the folder or words
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Make a note of the report date: Dec 11, 2008
Reports are (usually) run weekly.
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Right click
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Click View
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Enter 08 or 8
Enter 09 or 9
Click
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SAMPLE REPORT
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• Some reports may initially appear empty.
• You can Schedule (prepare) a new report as described in the next few frames.
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To Schedule (prepare) a report for a prior year, or the current year:
Right click Then, click Schedule
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Click Parameters
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Click Edit
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Enter year 1 – Example: 07 or 7 Click
Repeat for year 2 – Example: 08 or 8.
Finally, click Schedule in lower right corner.
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Wait a minute or 2. Click Refresh.
(Repeat, as needed.)
When the Status changes from Pending to Success,
click here to view the report.
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Other available reports
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SAMPLE REPORT
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SAMPLE REPORT
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SAMPLE REPORT
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Coming Soon!
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SCHOOL NUMBER AND NAME
SCHOOL YEAR 2008-2009AREA NUMBERSTUDENT REPORT
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SCHOOL NAMETEACHER &
STUDENT REPORT
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Including Summary Tables
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SCHOOL YEAR 2007-2008, SCHOOL NUMBER AND NAME
Page 204
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Tips on Report Viewing
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If not done already,
maximize the window size
School
name
appears
here
School number and name
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Open drop-down menu
Select 75% view
School
name
appears
here
School number and name
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Scroll down to
improve view of graph
School
name
appears
Here
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Some Reports Provide Additional Data
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SCHOOL NAME
Click + sign to see
list of Actions
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SCHOOL NAME
Click + sign to see
list of Students
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SCHOOL NAME
Click + sign to see list of Incidents
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List of Incidents for this Student
SCHOOL NAME
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Exporting Data
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SCHOOL NAME
Click to begin Export
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SCHOOL NAME
Click to open drop-down menu
Select Microsoft Excel
(97-2003)
Click Export
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Save
SCHOOL NAME
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SCHOOL NAME
Select and note
folder / location
where file
will be saved
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Rename file.
Example format:
(date)DisciplineActions.xls
Click
SCHOOL NAME
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“Download
Complete”
confirmation
SCHOOL NAME
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SCHOOL NAME
To view other reports
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Repeat same steps.
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Copy & paste the report into a Word document
or Powerpoint presentation.
Print the graph.
Double-click the saved .xls file.
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If not done
already,
maximize
the window
size
SCHOOL NUMBER AND NAME
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Open drop-down menu
Select Copy
SCHOOL NUMBER AND NAME
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Pasting into a Powerpointpresentation
After pasting, you may print the “slide” view to get a full page
landscape graph.
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DISCIPLINARY ACTION
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If the graph is off-center, click in the center to drag it to the
desired location.
If the graph is too big, click on a corner and drag toward the
center of the graph to make it smaller.
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School Name 8/18/08 – 11/10/08
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Add a heading with the date range.
8/18/08 was the start of the 2008-2009 school year.
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Pasting into a Microsoft Word document
• Place the cursor where you want the graph to go. • Paste, move and resize the graph as described in the preceding frames.• To view or print a full page view, change page setup to “landscape.” Resize the graph, as needed.
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Sharing Data and Preparing Supplemental Data
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• Set a regular monthly date to access and save your data.
• Determine when and how to summarize, use, and share the data
• Examples:– Powerpoint presentation to the Behavior Leadership
Team– Print charts for Professional Learning Community
focusing on behavioral data– Email a Word document to all faculty
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• Explore other data sources to identify and target services to:– Top 10 frequently referring teachers and– Top 25 frequently referred students
Other data sources may include:– Mainframe printouts– E-reports (discipline section)
• Prepare graphs comparing monthly trends of exclusionary discipline actions (e.g., OSS, ATOSS, ISS, Bus suspension)– May use Education Connection data (subtract prior
month from current cumulative total)
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“Referrals are vitally important.”
• Disseminate and support the above message. • Referrals help with allocation of services for
individual students, classroom interventions, and schoolwide behavioral systems.
• Early identification through referral and discipline data leads to early intervention.
• Suppressing referrals can result in more severe behavior challenges later on, and ultimately more complex interventions and other additional hassles.
• Identify staff who may tend to suppress referrals due to increased analysis by supervisors.
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Using the Data in the Reports
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Long-term Goals
• Universal screening (Tier 1 Problem-Solving)• Early identification and effective, non-exclusionary
intervention for students with behavior challenges• Early supports to teachers with frequent discipline
referrals, less teacher turnover• Safer schools• Less disruptive behavior = More on-task behavior
and academic progress = Better FCAT and related scores
• More equitable ethnicity representation for disciplinary actions and ESE programs
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STAT, 3 Tier Problem-solving, and RTI
• The next frame depicts the 3 Tier Model as a Pyramid.
• Tier 1 includes universal, school-wide behavioral interventions.
• Tier 1 behavioral interventions emphasize proactive environmental and teaching strategies, plus reinforcement-based methods.
• The emphasis is NOT on disciplinary procedures.
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EvaluateResponse to
Intervention (RtI)
Problem Analysis
Problem Identification
Implement Plan
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Tier 1 Behavioral InterventionsCollaborate with other school teams to assure:• All school staff are connected with all students
– Everybody takes responsibility to ensure that each and every student succeeds.
• Behavioral expectations are clearly defined and posted for all schoolwide and classroom settings– Students receive instruction, rehearsal, reviews, and
reinforcers for improved performance and meeting expectations (i.e., following rules)
• Discipline referrals are systematically used as universal screening tools for early identification of students who may need intensive interventions
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Tier 2 Behavioral Interventions
• Universal (Tier 1) interventions will NOT be “universally” effective. (However, they should meet the needs of at least 75% of the students.)
• Targeted-group (Tier 2) behavioral interventions are needed for some students.
• Tier 2 behavioral interventions also emphasize proactive environmental and teaching strategies, plus reinforcement-based methods, delivered in smaller group settings.
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EvaluateResponse to
Intervention (RtI)
Problem Analysis
Problem Identification
Implement Plan
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Tier 2 Behavioral InterventionsCollaborate with other school teams to assure Tier 2
behavioral services are effectively implemented.
Questions for your team to address:• How, and how often, are students identified as
needing Tier 2 services?• How are prior and current Tier 1 behavioral
interventions documented? What aspects of the Tier 1 interventions were not sufficient? Why?
• How are academic variables addressed regarding their potential impact on problem behaviors (e.g., academic frustration)?
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Tier 2 Behavioral Interventions
• How are the targeted group and classroom interventions selected to match the behavior of concern?– Are the procedures research-based best practice? – Is there sufficient focus on reinforcement-based
procedures?– Are the procedures of sufficient intensity (frequency,
duration)?• Are they defined and trained so that staff can
implement them with fidelity?
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Tier 2 Behavioral Interventions• How will the team know if the intervention is
(not) working? How will student progress be measured?
• How and when (e.g., how often) will the team decide when a student must receive modified or more intensive Tier 2 behavioral interventions?
• How and when (e.g., how often) will the team decide when a student should be considered for Tier 3 behavioral interventions?
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Where to Find Interventions
• http://interventioncentral.mysdhc.org/
• STAT
• Student Support Staff
• Professional Learning Community
• Behavior Leadership Team
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Tier 3 Behavioral Interventions
• Universal (Tier 1) and Targeted-group (Tier 2) behavioral interventions will NOT work with all students. (However, they should meet the needs of at least 75% of the students.)
• Individualized (Tier 3) behavioral interventions are required for some students. In some cases, these services will need to be intensive.
• FBA is a comprehensive problem-solving process for developing effective interventions.
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EvaluateResponse to
Intervention (RtI)
Problem Analysis
Problem Identification
Implement Plan
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Tier 3 Behavioral InterventionsCollaborate with other school teams to assure Tier 3
behavioral services are effectively implemented:
• How are prior and current Tier 1 and 2 behavioral interventions documented? What aspects of the Tier 1 and 2 interventions were not sufficient? Why?
• How are academic variables addressed regarding their potential impact on problem behaviors (e.g., academic frustration)?
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Tier 3 Behavioral Interventions
• How are the individualized interventions selected to match the behavior of concern?– Are the procedures research-based best practice? – Is there sufficient focus on reinforcement-based
procedures?– Are the procedures of sufficient intensity (frequency,
duration)?• Are they defined and trained so that staff can
implement them with fidelity?
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Tier 3 Behavioral Interventions• How will the team know if the intervention is (not)
working? How will student progress be measured?
• How and when (e.g., how often) will the team decide when a student must receive modified or more intensive Tier 3 behavioral interventions?
• How and when (e.g., how often) will the team decide when a student must receive behavioral interventions that require extensive resources, and/or evaluation for special education services?
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STAT, 3 Tier Problem-solving and RTI
• Universal (Tier 1) behavioral interventions will NOT be universally effective.
• Targeted-group (Tier 2) behavioral interventions will NOT work with some students.
• Individualized (Tier 3) behavioral interventions may be required for some students.
• Planning and documentation is the key to successful interventions at any Tier level.
• Interventions must be monitored.
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Tier 3 services
with a weak support base…
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Tier 3 services
with a weak support base…
will teeter and fall
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EvaluateResponse to
Intervention (RtI)
Problem Analysis
Problem Identification
Implement Plan
Tier 3 services
(including FBA-BIP)
require strong foundations at Tiers 1 & 2
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EvaluateResponse to
Intervention (RtI)
Problem Analysis
Problem Identification
Implement Plan
What systems
does your school have in place at each tier?
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Schoolwide rules are posted, rehearsed,
reviewed, + reinforced
“Hornets Dozen” (Principals 200 Club)
Cafeteria traffic management, reports to teachers
Classroom schedules + routines are posted, rehearsed, reviewed, + reinforced
“Hornet Stamps” reinforcement system
Daily behavior reports to parents (via agenda)
Success Chains, Mystery Motivators, Good Behavior Game
Student problem-solving activities + forms
Example of
3 Tier System at:
B.T. Washington
School
Comprehensive FBABIP (may include Behavior Contract)1-to-1 Replacement behavior trainingServices integrated with parents and
community resources
STAT problem-solving, weekly RTI monitoringSmall group training: Replacement behaviors,
Social Skills, Anger management, etc.“Behavior Clinic”
Behavior Contracts & Goal SettingParent conferences
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School Psychologist Support
– Meet at least monthly with designated school teams and personnel
• Access and disseminate data in documents, Powerpoint presentations, posters, etc.
• Interpret trends• Provide support
– Use data to determine who needs to be receiving Tier 2 and Tier 3 interventions
– Develop and monitor Tier 2 and Tier 3 interventions
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Future Directions
• How do we disseminate the best methods for targeting and getting assistance to students and classrooms with high rates of referrals and disciplinary actions?
• How can Professional Learning Communities and/or Behavior Leadership Teams best use the data?
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Future Directions
• How can the data be tied to School Improvement Plans?
• How can the data cooperatively be used by Administrators, Area General Directors, & Area ESE offices to accomplish HCPS Goals?
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Future Directions
Discipline referral improvements
• Revise the definitions
• Provide alternatives for Disciplinary Actions
• Web-based input – drop-down Action choices
• Address possible causes for under-reporting of referrals at classroom and school levels
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“Handouts”
We’re committed to saving printing costs for the district and promoting a “greener” environment.
This entire presentation can be downloaded or viewed at:http://interventioncentral.mysdhc.org/
• Click the “Intervention” tab• Scroll to the bottom of the page to find the
link
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Contacts
• Please send questions and constructive suggestions to:
• Dr. Tracy Schatzberg, Supervisor [email protected]
• Dr. Kevin Murdock, Behavior [email protected]