multi-tiered system of supports: tier 1 training
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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. - PowerPoint PPT PresentationTRANSCRIPT
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
0
10
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40
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70
Refe
rrals
Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun
School Month
Total Ref versus Ref/Day/MoNV High School
0
1
2
3
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5 M
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?