using information for decision making
DESCRIPTION
Using Information for Decision Making. Identifying Interventions that support Targeted and Intensive Students. Monitor Objectives & Outcomes. Big Idea: - PowerPoint PPT PresentationTRANSCRIPT
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Using Information for Decision Making
Identifying Interventions that support Targeted and Intensive
Students
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Monitor Objectives & Outcomes
• Big Idea: – The staff determine what they want to
answer, what data will answer the question, the simplest way to get that data, and then write an objective for where they want to be in the future.
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Questions
How does the team use to data to:
• Get 80% staff buy-in (staff survey, TIC)
• Keep 80% buy-in (BIG 5, communication)
• for problem solving across all teams/committees
• Utililize the three-tiered model of prevention (integrate student services, academic support, teacher support)
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SYSTEMS School wide Non classroom Classroom Individual students
PRACTICES define (behav. expect. & routines) teach acknowledge correct follow up & feedback consensus & collaboration
INFORMATION office discipline referrals PBS self assessment survey all staff (parents/students?) input academic progress attendance direct observation school improvement goal progress
SupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
Positive Behavior Support
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Why Collect Discipline Information?
• Decision making
• Professional Accountability
• Decisions made with data (information) are more likely to be (a) implemented, and (b) effective
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Key features of data systems that work.
• The data are accurate• The data are very easy to collect (1% of staff
time)• Data are used for decision-making
– The data must be available when decisions need to be made (weekly?)
– Difference between data needs at a school building versus data needs for a district
– The people who collect the data must see the information used for decision-making.
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What data to collect for decision-making?
• USE WHAT YOU HAVE– Office Discipline Referrals/Detentions
• Measure of overall environment. Referrals are affected by (a) student behavior, (b) staff behavior, (c) administrative context
• An under-estimate of what is really happening
• Office Referrals per Day per Month
– Attendance– Suspensions/Expulsions– Vandalism
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Office Discipline Referral Processes/Form
• Coherent system in place to collect office discipline referral data– Faculty and staff agree on categories– Faculty and staff agree on process– Office Discipline Referral Form includes needed
information• Name, date, time• Staff• Problem Behavior, maintaining function• Location
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Observe Problem Behavior
Warning/Conference with Student
Use Classroom Consequence
Complete Minor Incident Report
Does student have 3 MIR slips
for the same behavior in the same quarter
•Preparedness•Calling Out•Classroom Disruption•Refusal to Follow a Reasonable Request (Insubordination)•Failure to Serve a Detention•Put Downs•Refusing to Work•Inappropriate Tone/Attitude•Electronic Devices•Inappropriate Comments•Food or Drink
•Weapons•Fighting or Aggressive Physical Contact•Chronic Minor Infractions•Aggressive Language•Threats•Harassment of Student or Teacher•Truancy/Cut Class•Smoking•Vandalism•Alcohol•Drugs•Gambling•Dress Code•Cheating•Not w/ Class During Emergency•Leaving School Grounds•Foul Language at Student/Staff
Write referral to office
Administrator determines
consequence
Administrator follows through
on consequence
Administrator provides teacher
feedback
Write the student a
REFERRAL to the main office
•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning
•Once written, file a copy with administrator
•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)
SIDE BAR on Minor Inc ident Repor t s
•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning
•Once written, file a copy with administrator
•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)
SIDE BAR on Minor Inc ident Repor t s
Is behavior office
managed?
ClassroomManaged
Office Managed
No Yes
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Minor Incident Reports
• Overall Design
– Smaller than referral
– In triplicate
– Replaced Detention Forms
• Pre-Referral Documented Step
• Flexible Consequences
– Ex: Detention, reflection, parent signature, etc.
• Administrative Intervention Before Referral
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When Should Data be Collected?
• Continuously
• Data collection should be an embedded part of the school cycle not something “extra”
• Data should be summarized prior to meetings of decision-makers (e.g. weekly)
• Data will be inaccurate and irrelevant unless the people who collect and summarize it see the data used for decision-making.
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Organizing Data for “Information”
• Counts are good, but not always useful
• To compare across months use “average office discipline referrals per day per month”
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0
10
20
30
40
50
60
70
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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0
1
2
3
4
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
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Using Data for On-Going Problem Solving
• Start with the decisions not the data
• Use data in “decision layers”– Is there a problem? (overall rate of ODR)– Localize the problem
– (location, problem behavior, students, time of day)
– Get specific
• Don’t drown in the data
• It’s “OK” to be doing well
• Be efficient
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Is there a problem?
• Office Referrals per Day per Month
• Attendance
• Faculty Reports
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Interpreting Office Referral Data:Is there a problem?
• Absolute level (depending on size of school)– Middle Schools (>5 per day)– Elementary Schools (>1.5-2 per day)
• Trends– Peaks before breaks?– Gradual increasing trend across year?
• Compare levels to last year– Improvement?
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0
0.5
1
1.5
2
Ave R
efe
rrals
per
Day
Sept Oct Nov Dec Jan Feb Mar Apr May Jun
School Months
Office Referrals per Day per MonthLast year
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0
5
10
15
20
Ave R
efe
rrals
per
Day
Sept Oct Nov Dec Jan Feb Mar Apr May Jun
School Months
Office Referrals per Day per MonthLast year
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0
5
10
15
20
Ave R
efe
rrals
per
Day
Sept Oct Nov Dec Jan Feb Mar Apr May Jun
School Months
Office Referrals per Day per MonthLast year
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0
5
10
15
20
Ave R
efe
rrals
per
Day
Sept Oct Nov Dec Jan Feb Mar Apr May Jun
School Months
Office Referrals per Day per MonthThis Year
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0
5
10
15
20
Ave R
efe
rrals
per
Day
Sept Oct Nov Dec Jan Feb Mar Apr May Jun
School Months
Office Referrals per Day per MonthLast Year and This Year
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0
5
10
15
20
Ave R
efe
rrals
per
Day
Sept Oct Nov Dec Jan Feb Mar Apr May Jun
School Months
Office Referrals per Day per MonthLast Year and This Year
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Is There a Problem? #1Maintain - Modify - Terminate
0
5
10
15
20
Ave R
efe
rrals
per
Day
Sept Oct Nov Dec Jan Feb Mar Apr May
School Months
Office Referrals per Day per MonthThis Year
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Is There a Problem? #4Maintain - Modify - Terminate
0
5
10
15
20
Ave R
efe
rrals
per
Day
Sept Oct Nov Dec Jan Feb Mar Apr May Jun
School Months
Office Referrals per Day per MonthLast Year and This Year
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What systems are problematic?• Referrals by problem behavior?
– What problem behaviors are most common?
• Referrals by location?– Are there specific problem locations?
• Referrals by student?– Are there many students receiving referrals or only a
small number of students with many referrals?
• Referrals by time of day?– Are there specific times when problems occur?
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Referrals by Problem Behavior
0
10
20
30
40
50
Num
ber
of R
efe
rrals
Lang Achol ArsonBombCombsDefianDisruptDressAgg/fgtTheftHarassProp D Skip Tardy Tobac Vand Weap
Types of Problem Behavior
Referrals per Prob Behavior
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Referrals by Problem Behavior
0
10
20
30
40
50
Num
ber
of R
efe
rrals
Lang Achol ArsonBombCombsDefianDisruptDressAgg/fgtTheftHarassProp D Skip Tardy Tobac Vand Weap
Types of Problem Behavior
Referrals per Prob Behavior
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Referrals per Location
0
10
20
30
40
50
Num
ber
of O
ffic
e R
efe
rrals
Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other
School Locations
Referrals by Location
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0
10
20
30
40
50
Num
ber
of O
ffic
e R
efe
rrals
Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other
School Locations
Referrals by Location
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Referrals per Student
0
10
20
Num
ber
of R
efe
rrals
per
Stu
dent
Students
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Referrals per Student
0
10
20
Num
ber
of R
efe
rrals
per
Stu
dent
Students
Students per Number of Referrals
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Referrals by Time of Day
0
5
10
15
20
25
30
Num
ber
of R
efe
rrals
7:00 7:30 8:00 8:30 9:00 9:30 10:0010:3011:00 11:3012:0012:30 1:00 1:30 2:00 2:30 3:00 3:30
Time of Day
Referrals by Time of Day
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Referrals by Time of Day
0
5
10
15
20
25
30
Num
ber
of R
efe
rrals
7:00 7:30 8:00 8:30 9:00 9:30 10:0010:3011:00 11:3012:0012:30 1:00 1:30 2:00 2:30 3:00 3:30
Time of Day
Referrals by Time of Day
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Decision-making
• Is there a problem?
• What areas/systems are involved?
• Are there many students or a few involved?
• What kinds of problem behaviors are occurring?
• When are these behaviors most likely?
• What is the most effective use of our resources to address this problem?
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Designing Solutions
• If many students are making the same mistake it typically is the system that needs to change not the students.
• Teach, monitor and reward before relying on punishment.
• An example (Kartub et al, JPBI, 2000)
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IF...
FOCUS ON...
More than 40% of students receive one or more office
referrals More than 2.5 office referrals per student
School Wide System
More than 35% of office referrals come from non-classroom settings
More than 15% of students referred from non-classroom settings
Non-Classroom System
More than 60% of office referrals come from the classroom
50% or more of office referrals come from less than 10% of classrooms
Classroom Systems
More than 10-15 students receive 5 or more office referrals
Targeted Group Interventions / Classroom Systems
Less than 10 students with 10 or more office referrals Less than 10 students continue rate of referrals after
receiving targeted group settings Small number of students destabilizing overall
functioning of school
Individual Student Systems
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Targeted Group Supports
• For those students who exhibit difficulties despite proactive school-wide prevention efforts
• Likely to be student with both academic & behavioral challenges
• Approximately 10% of school population
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Remember…
Without school-wide prevention,
we cannot reliably identify
targeted-level students.
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Halls Ferry Elem entary School
YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5
High Fiv e Approach - school wide social skill lessonsCentral Data SystemProduced school-wide expectations v ideoCafeteria routine and lessons
Playground routine and lessonsProduced bathroom expectations & routines videoProduced indoor recess expectation & routines video
New comer's ClubStudy Skills - Homew ork Support
Social Skills Club
FBA TrainingCoaches T raining
MentoringChamps Theater
Function-BasedStudent SupportTeam
ClassroomBus expectations
Present to Board
District w ide w eb based data systemDistrict level leadership teamDistrict level collaborative teamDistrict w ide netw orking system
Universal School-w ide Systems
Secondary / Targeted Group
Tertiary / Individual Student
District Level Systems
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Using Data to Select Interventions
Who are the students who need additional support? (referrals by student, targeted:2-5 referrals, intensive: 6 or more referrals)
What are the interventions? (link to SW)What is the referral process? (teacher support-quick, easy, )What is the time frame students get access to the
intervention? (72 hours)What is the process to determine function?• FACTS, student questionnaire, role of academics, hypothesis
statement, team process?
Does the SST have access to the data for ongoing monitoring of intervention?
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~80% of Students
~15%
~5%
Tertiary Prevention:Interagency PartnershipsCommunity Partnerships
Court/ Institutional LiaisonsSpot Light On Schools/ P.O.s
Maryland’s Tomorrow ProgramHomeless ProgramNW/SW IEP Team
Individual Student IEP/ 504 PlansStudent Therapeutic SupportStudent Threat Assessments
Abuse and Neglect Reporting Program (CPS Liaisons)Traumatic Loss Teams
Secondary Prevention:Project Attend/ FACE
School Resource Officer ProgramD.A.R.E./ S.A.D.D. ProgramsStudent Assistance Programs
Wellness CentersHealth Action Plans/ Appraisals
Peer Helper/ Mediation ProgramsPupil Personnel Home Visits/ Social Histories
Instructional Support Teams (IST)Functional Behavior Assessments
Behavior Intervention Plans Educational/ Psychosocial Assessments
Psychological AssessmentsStudent Case Management
Social Skills, Anger Management, Conflict ResolutionParent Presentations/ Trainings
Alternative School/Program Placements
Primary Prevention:School Improvement Planning
School Emergency Safety PlansPositive Behavior Plans/ CodesCharacter Education Programs
Parent/ Family ResourcesStudent Support Teams
Health Screenings/ ProtocolsSchool Nurse/ Assistant ServicesEssential Guidance Curriculum
School Counselor ServicesPupil Personnel Services
Residency/ Attendance Officer ServicesSchool Social Work ServicesSchool Psychologist Services
Baltimore County2004-2005
32 Schools: 14 ES, 12 MS, 6 HS
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Programs PurposeExpected Outcome
Target Group Outcome Data (Is it working?)
Recommendations:1. What programs groups can we eliminate?2. What programs groups can we combine?3. What programs groups need to be supported for improved outcomes and sustained functioning?
Targeted and Intensive /Programs/InitiativesName of school: County: School Year 2005-06
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Programs PurposeExpected Outcome
Target Group Outcome Data (Is it working?)
Homework Club
Recommendations:1. What programs groups can we eliminate?2. What programs groups can we combine?3. What programs groups need to be supported for improved outcomes and sustained functioning?
Targeted and Intensive /Programs/InitiativesName of school: County: School Year 2005-06
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Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction?
Is the behavior related to lack of academic skills?
Is the behavior maintained by peer
attention?
Escape Motivated BEP
Reduce adult interaction
Use escape as a reinforcer
BEP + Academic Support
Increase academic support
Peer Motivated BEP
Allow student to earn reinforcers to share with peers
Horner, Hawken, Marsh
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D A T A
S W IS o r C e ntra lD a ta S y s te m
S y s te m a ticD a ta E ntry
E ffic ie nt R e fe rra lF o rm
C o m pre he ns iv e
M u ltip le D a taS o u rc e s to Id e ntifyS e c o nd a ry /T e rtia ry
T eac her referralS c reening, etc .
O ffic e Disc ip lineR eferrals
T ime-o ut,Bud d y R o o ms , etc .
Detentio n
IS S
G rap hicd emo ns tratio n
M ultip le teammemb ers trained
M ultip le rep o rts(d aily average)
M atc hes Data Entry
C o mp rehens ive
C hec klis t
Defined p ro c ess
Daily
L. Newcomer
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Summary of PBIS “BIG IDEAS” Systems (How things are done) Team based problem solving Data-based decision making Long term sustainability
Data (How decisions are made) On going data collection & use ODR’s (# per day per month, location, behavior, student) Suspension/expulsion, attendance, tardies
Practices (How staff interact with students) Direct teaching of behavioral expectations On-going reinforcement of expected behaviors Functional behavioral assessment
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Using Data
• School-Wide– What’s happening?– Are we meeting our goals?– Are we doing what we said we would?
• Individual Students– What’s happening?– What do we do next?– Are we doing what we said we would?
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School-Wide Analysis:What’s Happening
• Can we predict our problems?
• Why are they occurring?
• What can we do to prevent?
• Is it working?
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School-Wide Data Analysis:What are our Goals?
• What do we want?
• Is it happening?
• If Yes - what next?
• If No - what next?
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School-Wide Analysis:Are we Doing it?
• Are we doing what we said we would?
• What are our barriers?
• What do we have to do to make it work?