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Objectives
Review why and how to use discipline data Provide examples of how CCPS schools use various
forms of data to monitor the effectiveness of PBIS Highlight and demonstrate templates utilized to share
information with staff and PBS teams Determine what barriers to learning we have Complete an activity to help plan for data-based
decision making
Data
IS NOT: A scary or “four letter”
word Should not intimidate us Just numbers
IS: Powerful when used to
discuss discipline Empowering when used
by school teams Reviewed frequently to
determine areas of strength and weakness
Scenarios
You work at an elementary school with 400 students. Upon reviewing data at the end of the year you find that your school had 20 suspensions.
You work at a high school with 1000 students. You have a total of 100 days of suspension during the school year.
Scenarios
You work in a middle school of 650 students. Last school year there were 100 referrals.
You work at an elementary school of 450 students. Last year there were 800 referrals
What impact does it have? Think about each of the scenarios
Impact
Administrators Teachers Staff Students Parents School Climate Interventions Support Services needed Academic Achievement
Improving Decision-Making
Problem SolutionFrom
To ProblemProblem
SolvingSolution
Information
Why Collect Discipline Data?
Decision making What decisions do you make? What data do you need to make these decisions?
Professional AccountabilityDecisions made with data (information) are more
likely to be (a) implemented, and (b) effective
From primary to precise
Primary statements are vague and leave us with more questions than answers
Precise statements include information about 5 “Wh” questions: What is the problem and how often is it happening? Where is it happening Who is engaging in the behavior? When is the problem most likely to occur? Why is the problem sustaining?
From primary to precise: An example
Primary statement: “There is too much
fighting at our school”
Precise statement There were 30 more ODRs for
aggression on the playground than last year, and these are most likely to occur from 12:00-12:30 during
fifth grade’s recess because there is a large number of students, and the aggression is related to getting access to the new playground equipment. “
From primary to precise: An example
Primary statement: “ODRs during December
were higher than any month”
Precise statement: Minor disrespect and disruption are
increasing and are most likely to occur during the last 15-minutes of our classes when students are engaged in independent seat work. This pattern is most common in 7th and 8th grades, involve many students, and appears to be maintained by work avoidance/escape. Attention may also be a function of the behavior- we’re not sure.
The data are accurate and valid The data are very easy to collect (1% of staff time) Data are presented in picture (graph) format Data are current (no more than 48 hours old) 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.
Effective Data Systems
Data Collection
The “Big 5” Average referrals per
day per month Location Problem behavior Student Time
Summarize the “Big 5”
Is there a problem? If no, what will we do to sustain our efforts? If yes, is problem definable or do we need more
information?
Next steps How will we know if it’s working? Where will we review the data?
Steps to Problem-Solving
Define the problem(s) Analyze the data
Define the outcomes and data sources for measuring the outcomes Consider 2-3 options that might work Evaluate each option
Is it safe? Is it doable? Will it work? Which option will give us the smallest change for the biggest
outcome? Choose an option to try Determine the timeframe to evaluate effectiveness Evaluate effectiveness by using the data
Is it worth continuing? Try a different option? Re-define the problem?
Interpreting Office Referral Data: Is there a problem?
Absolute level (depending on size of school) Middle, High Schools (> 1 per day per 100) Elementary Schools (> 1 per day per 250)
Trends Peaks before breaks? Gradual increasing trend across year?
Compare levels to last year Improvement?
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?
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 (hallways)
5:1 Ratio of tickets to referrals
Our data tells us that we should be giving 5 positives to each corrective response
How is that measured? Number of coupons versus number of referrals.
Number of RRR Tickets
Quarter K 1 2 3 4 5 Total
One 306 289 278 236 110 193 1412
Two 678 526 423 278 147 191 2243
Overall 984 815 701 514 257 384 3655
Ratio of Tickets: Referrals
0.0
1.0
2.0
3.0
4.0
5.0
6.0
Triangle of Student Referrals
1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual InterventionsIndividual StudentsAssessment-basedHigh Intensity
6+ referrals
Targeted Group InterventionsSome Students (at-risk)High EfficiencyRapid Response
2-5 referrals
Universal InterventionsAll Students Preventive, proactive
0-1 referral
1-5%
07%%
10-15%
03%
80-90%
90%
Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures
Targeted Group Interventions Some Students (at-risk) High Efficiency Rapid Response
Universal Interventions All Settings All Students, Preventive, proactive
1-5% Students with 2 or more referrals
Students with 1 referral
Students with 0 referrals
Triangle of Student Referrals:August/September 2005
Triangle of Student Referrals:April 2006
Actual dataTheory
10-15%
4%
80-90%93%
Intensive, Individual InterventionsIndividual StudentsAssessment-basedIntense, durable procedures
Targeted Group InterventionsSome Students (at-risk)High EfficiencyRapid Response
Universal InterventionsAll SettingsAll Students, Preventive, proactive
1-5%Students with 2 or more referrals
Students with 1 referral
Students with 0 referrals
3%
MinutesHoursDays
Cost Benefit Analysis
Number of referrals Q1 and Q2 2006-2007
233
Number of referrals Q1 and Q2 2005-2006
13 30
Staff6300 14175
Average # of minutes administrator needs to
20
45
Average # of minutes student is out of class due to referral
105 236
548
Student
10960
46606300
24660
10485
14175
0
5000
10000
15000
20000
25000
30000
Student Minutes Admin Minutes
Cost-Benefit Analysis
School name
Average # of Average # of minutes staff need to process referral
5
Number of referrals April 2006 61
Average # of minutes student is out of class due to referral
22
Number of referrals November 2005
132
COST/BENEFIT ANALYSIS WORKSHEET
Enter info below
Robert Moton
Elementary School
2640
12201420
660305 355
0
500
1000
1500
2000
2500
3000
Last
Yea
r
This
Yea
r
Tim
e
Re
ga
ine
d
6
3
1
1
0
1
2
3
4
5
6
Last
Ye
ar
This
Ye
ar
Other data to consider
Is our attendance rate improving? Is our achievement data improving?
How many students are on the honor roll? Are state tests scores improving? What is our graduation rate? How many students are taking AP courses?
What else does the data tell you?
Is there a problem on Bus Cafeteria Hallways
If you have been implementing for many years, are you still seeing the same results? Are older students still motivated by the same
incentives?
Next Steps
Comparing academic and behavior data
1-5%
5-10% 5-10%
80-90% 80-90%
Below grade level 6+ referrals
Approaching grade level
2-5 referrals
On or above
grade level
0-1 referral
1-5%
Classroom Performance:
State-Wide Assessment
:Basic
Borderline
Proficient or
Advanced
Discipline:
What is the academic/behavior connection in your school?
What information do you need to answer this question?
What types of data do you currently use? How often? Is it working? What would make it better? What are your goals when you leave to return to
your building?
Templates
Excel data template
Cost-Benefit Analysis Worksheet
Discipline Data: Essential Questions
Staff have questions regarding effective discipline strategies
How do you collect data?What data do you use?What do we do with the data?When do you know you have a problem?How often do you look at your data? How often is discipline data shared with staff?
Discipline Data is collected to answer questions
What information do you already have? Attendance, suspension, office referrals, achievement scores, tardies, timeout/support room referralsWhat are the critical discipline issues in your building? Who, What, How Often, When, Where?
Discipline Data: Essential Questions
Design intervention to target concern
How do you know what invention is needed?How many students contribute to your referrals? Are referrals coming from one grade, classroom, or area?
Measure success
What do we measure?How do we measure "it"?How often do we measure "it"?How do we know when we have success?How do we know when we need to make changes?Who do we share it with?How do we share it?
Resources
www.pbis.org www.swis.org www.pbssurveys.org www.pbismaryland.org
“Without data, you’re just another person with an opinion”- Unknown