Data Driven Decision Making Positive Behavior Supports Jean Ramirez Positive Behavior Support

Data Driven Decision MakingPositive Behavior Supports

Jean RamirezPositive Behavior Support

Using Data for Positive Behavior Supports

SSTAGE Presentation

Positive Behavior Support of Georgia

• A statewide program that addresses discipline and behavior at each tier of the Pyramid of Interventions

Georgia Department of Education Kathy Cox, State Superintendent of Schools

It is Not Just About Behavior


Redesign & support teaching & learning environments that are effective, efficient, relevant, & durable

Outcome-based

Data-guided decision making

Evidence-based practices

Systems support for accurate & sustained implementation


Change social context to break up antisocial networks

Improve parent effectiveness

Increase academic success

Create positive school climates

Teach & encourage individual skills & competence

2001 Surgeon General’s Report onYouth Violence: Recommendations


Students, staff, & community must have means of communicating that is immediate, safe, & reliable

Positive, respectful, predictable, & trusting student-teacher-family relationships are important

2006 White House Conference on School Safety


High rates of academic & social success are important

Positive, respectful, predictable, & trusting school environment/climate is important for all students

Metal detectors, surveillance cameras, & security guards are insufficient deterrents

Lessons Learned: White House Conference on School Safety


•Teach children social skills directly in real context

•“Foster respectful, supportive relations among students, school staff, & parents”

•Support & reinforce positive academic & social behavior through comprehensive systems

•Precorrect & continue prevention efforts

School-based Prevention & Youth Development ProgrammingCoordinated Social Emotional & Academic Learning Greenberg et al. (2003) American Psychologist


•Contexts for teaching & learning environments•Interaction between academic & social behavior instruction•Data for informed decision making•Effective, efficient, durable, & relevant practices & systems

What Matters

4 Critical Dimensions of Support

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

Supporting Student Behavior

OUTCOMES

Data Driven Decision Making

SupportingDecisionMaking


Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION PROCESS


Essential Elements for PBS

• 1. Invest in PreventionTeach, monitor and reward before resorting to

punishment and exclusion.Focus first on the social culture of the school

• 2. Work smarter Identify clear outcomesCombine rather than add initiativesMake decisions based on data


• 3. Create durable “Systems of Support”Select different systems based on the nature of the

problems

• 4. Prepare an implementation plan to “fit” the unique characteristics of your schoolSelf-assessmentDifferent paths -- common outcomes

• 5. Gather and use information for on-going decision-making


School-Wide Systems

• Establish clearly defined behavior expectations

• Teach behavior expectations (all staff and all students)

• Continuum of procedures for encouraging expected behavior and discouraging problem behaviors

• Acknowledge desired behaviors• Procedures for monitoring & evaluating


Nonclassroom (common areas) Systems

• Teaching expectations & routines• Active supervision

– Scan, move, interact

• Precorrections & reminders• Positive reinforcement


Classroom

• Behavior management– Teaching routines– Ratio of 4 positive to 1 negative adult-student

interaction

• Instructional management– Curriculum & Instructional design

• Environmental management



Continuous progress monitoring

Prescriptive problem solving & data-based decision making

Assessment-based intervention planning

Consideration of all students

Response to Intervention


RtI Logic

Teach w/ best curriculum & instruction

Intervene early at all levels

Use student behavior as

progress indicator

Screen universally &

frequently

Modify & specialize for

non-responders

Let’s Look at a School

• A middle school with 1400 students• The school had ongoing professional learning

around quality instruction, co-teaching, and differentiation

• There was still a concern with the administrators that discipline was a problem

• The administrative team came up with a set of hypotheses on what they thought the problem areas were at their school


Their Hypothesis Drove the Data they Looked at

• They looked at the number of referrals where no previous action was marked on the ODR

• 6th Grade-60• 7th Grade-64• 8th Grade-162

• Why was previous action not taken or documented?


Number that should have been handled by teacher

6th Grade 0

7th Grade 60

8th Grade 3Georgia Department of Education Kathy Cox, State Superintendent of Schools

Do Teachers Have a Clear Understanding of Behavior that Should be Handled in

the Classroom?

Number of Referrals Where Grade Level Plan was not Followed

6th Grade 11

7th Grade 92

8th Grade 162

Grade level plan is decided by staff and signed by parents. Why is it not being followed consistently? Are individual teachers changing the plan as they go?


What would be a better way to ensure the plan is being followed by all staff?

At your table discuss these questions • Is your school wide and classroom plan

being followed consistently by all your staff?• How do you know?

• Is this important information?


The next step was to look at children with 4 or more referrals

• The 6th grade had 4 students– 2 have SST’s with Behavior Plans– 1 has an IEP– 1 had no IEP, no SST, he was a new

student who seemed to have difficulty with adjustment

This data was after the first semester of school


– 17 have SST’s

– 4 have IEP’s

– 10 of those with an SST or IEP have a Behavior Intervention Plan(less than half)

– 7 have been placed at the alternative school


The 7th Grade had 65 students with more than 4 referrals

21 students in the 8th grade have 4 or more referrals

2 have SST’s1 has an IEP for behavior3 have been placed at the alternative school

What conclusions could you draw?

Do you know this information for your school?

What other data would you look at?


Individual Teachers Referral Data was also looked at.


•Number of referrals written•Cause of referral•Previous action taken by teacher•If referrals were written for a few students or many


Largest Number of Referrals Written in Each Grade

6th GradeRefusal to comply

DisrespectUnruly

7th GradeOff Task

Class Disruption

8th GradeRefusal to Comply

They discovered after further

investigation that there was not a

clear definition of behaviors

Months With Largest # of Referrals


Number of ISS repeat offenders on different teams


Teams 6th 7th 8th1- 11 29 32

2- 3 8 13

3- 4 41 18

4- 4 0 9

5- 9 0

Totals 31 78 72


What suggestions do you have for making In School Suspension work ?Is there anything going on in your suspension room that will make a difference to this student and their behavior in the future?


A poorly designed ISS program will tend to have the sameeffect on a student as OSS would. Some characteristics of an ineffective program include: assignments don’t come with the students, little or no time is spent oncorrecting the behavior that got the student sent to ISS, lack of follow-up tends to allow a student to fall back into old patterns. Consequently, misbehaviors persist, and quite often, students miss instruction just as if they had received an out-of-school suspension (Sanders, 2001).

Additional Data That Was Examined

• Bus Referrals• Administrative Consequence and

Consistency• OSS• Location of Referral• Student Grouping for LRE• Substitute Teacher Data and ODR’s


How Do You Get Started at Your School?


Are the critical features & essential practices of

behavior management in your school and classroom

settings?

The Goal is to Review the basics for self-assessment

• Is Behavior– Informal & untaught– Reactive & ineffective

• Is there a – lack of staff consistency– Lack of durability– Lack of instructional fluency


School Wide

• Positively Stated Behavioral Expectations

(3-5)• Written Procedure for data collection &

practices• Evidence Based practices• Instructional Support• Positive Reinforcement for Implementation


Teaching Matrix Activity

Classroom Lunchroom Bus Hallway Assembly

Respect Others

• Use inside voice• ________

• Eat your own food•__________

• Stay in your seat•_________

• Stay to right• _________

• Arrive on time to speaker•__________

Respect Environment & Property

• Recycle paper•_________

• Return trays•__________

• Keep feet on floor•__________

• Put trash in cans•_________

• Take litter with you•__________

Respect Yourself

• Do your best•__________

• Wash your hands•__________

• Be at stop on time•__________

• Use your words•__________

• Listen to speaker•__________

Respect Learning

• Have materials ready•__________

• Eat balanced diet•__________

• Go directly from bus to class•__________

• Go directly to class•__________

• Discuss topic in class w/ others•__________

• Good teaching is one of our best behavior management tools that includes:

– Active engagement– Positive reinforcement



“The academic deficits of these students thus may be exacerbated by the lack of effective academic instruction they receive, which in turnis due in part to their disruptive classroom behavior.”~Sutherland, Wehby & Yoder, 2002~


“Low achievement and problem behaviors gohand in hand”~Kauffman, 1997

Design Independent work forcorrect responding

Tier One

• Study showed when independent work was set at “easy” (90% correct responding) versus difficult (less than 70% correct) resulted in more desirable behavior and less problem behavior. (DePaepe et al 1996)

• Is there a high occurrence of behavior referrals that are reported during seat work?


• If we carefully attend to instruction we may find that: Students learn more and problem behavior is reduced


What is differentiation?

Differentiation is classroom practice

that looks eyeball to eyeball

with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning.

-Tomlinson (2001)


• Teach social skills in the same way you would academic skills

– Tell/model/explain

– Guided practice

– Monitor & assess

– Give positive feedback

– Adjust & enhance


• Build systems to support sustained use of effective practices

– Leadership team to look at and do regular data review

– Regular individual & school action planning


Effective Classroom ManagersTeam Time

• 3 minutes (pick recorder & spokesperson)

• What do effective classroom managers do daily?

– 2-3 formal & 2-3 informal strategies

• Report 2-3 “big ideas” from your team discussion (1 min. reports)


The Three Basic Elements


1. Instructional/Curricular Management

2. Environmental Management

3. Proactive Behavior Management

Classroom Design

• Design room to stimulate learning• Design room to accomplish instructional

goals and objectives• Keep high traffic areas free of congestion• Situate high items so that all students can be

supervised at all times• Make commonly used materials easily

accessible• Ensure all students can see and hear


Key Concepts

• “What you expect is what you get.”• Expectations set the stage for learning and

behavior control.• Expectations need to be taught.• Apply standard instructional practices for

teaching classroom expectations• Extend school-wide expectations to

classrooms


Sample Expectations

1. Do your best

2. Be responsible

3. Cooperate

4. Be respectful


How to teach Expectations and Routines

A. Elementary Teachers use the same five steps to teach classroom expectations and routines (explain, specify behaviors, practice, monitor and review)

B. Secondary Teachers use the same three steps for teaching expectations and routines (remind, supervise and provide feedback)


Actively supervise at all times

– Move continuously

– Scan continuously & overtly

– Interact frequently & positively

– Positively reinforce rule following behaviors


Increase ratio of positive to negative teacher to student interactions– Maintain at least 4 to 1– Interact positively once every 5 minutes– Follow correction for rule violation with

positive reinforcer for rule following



Positively interact with more students during

a lessonVary type of contact

-Physical, verbal, visual

Vary by individual & group

Mix instructional & social interactions

Manage minor (low intensity/frequency) problem behaviors positively & quickly

– Signal occurrence– State correct response– Ask student to restate/show– Disengage quickly & early


• Be consistent & business-like

• Pre-correct for next occurrence • Follow school procedures for major behavioral

incidents

• Develop individualized plan for repeated incidents


Follow school procedures for chronic problem behaviors

If your horse dies, DISMOUNT

If your intervention doesn't work,

stop doing it!

DO NOT

1. Stay on the horse.

2. Switch riders.

3. Move the horse to a new location.

4. Buy a stronger whip.


Get Off the Horse

5. Tighten the cinch. 6. Try a new bit or bridle. 7. Say things like: "We've always ridden our horses this way." 8. Visit other sites where they ride dead horses in different ways. 9. Complain about the state of horses nowadays. 10. Blame the breeding


Conduct smooth & efficient transitions between activities

– Teach routine

– Limit the time required for students to be ready

– Engage students immediately



Be Prepared

Have filler activities Know desired outcome Have materials Shift phases of learning

Acquisition, fluency, maintenance, generalization

Practice presentation fluency

A Clear Beginning

The student is given a clear explanation of the outcome and the objectives

– Provide advance organizer– Create focus or point of reference for

assessment


What is your favorite way to respond?

Give each student multiple ways to actively respond

– Vary response type

• Individual v. choral responses

• Written v. gestures

– Use peer-based assistance



Engage students in active responding

Establish & expect behavioral indicator

Write, verbalize, manipulate materials

Enable immediate assessment of learning & instructional impact

Monitor Progress and Understanding


Regularly check for student understandingVary assessment type

Immediate v. delayedIndividual v. group

Review previously mastered contentCheck for existing knowledge

Tier One

• It is only after high quality academic and behavior instruction and interventions are established at both the school wide and classroom levels that schools could conclude there is a need for additional services.


Tier Two


•Check In/Check Out•Social Skills Groups•Group Counseling•Mentoring

•In the majority of the cases you will need to provide academic and behavior interventions simultaneously

•Progress monitoring could include teacher rating scale

Data Supports a Student has a Need for Additional Support

Positive Behavior Support for Tier Three


Action Plan Strategies


Build on School Wide System Plan+ Use school-wide leadership team+ Use data to justify+ Adopt evidence based practice+ Teach/practice to fluency/automaticity+ Ensure accurate implementation + Regular review & active practice+ Monitor implementation continuously+ Acknowledge improvements

You Have Your DataYou Have Your Team

• Do you have evidence based practice?

Are you teaching social skills in the same way you would academic skills?

Do you teach/practice to fluency/automaticity?

What are your targets

for improvement?


Are the critical features & essential practices of

behavior management in your school and classroom

settings?

Questions

• If you need further assistance please contact

Jean Ramirez

[email protected]


mailto:[email protected]

Documents

Data Driven Decision Making Positive Behavior Supports Jean Ramirez Positive Behavior Support