Goals for Session

Goals for Session

Define the role of data-based decision-making with the School-wide PBS approach.

Propose features of Office Discipline Referral data that are most useful for decision-making in schools

Provide guidelines for using data for team planning Provide guidelines for using data for on-going

problem solving Apply guidelines to examples

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

Information

What information do we need to make a good decision?Issue/Concern Information that

may be usefulDecision

Disruption and littering in cafeteria



Disruption and littering in cafeteria

Differences in problems across lunch periods

Number of students involved

Specific types of problem behavior



Disrespect toward adults



Disrespect toward adults

Type of problem behavior

Number of students

Number of teachers/adults

Settings/Time



Failure to turn in homework assignments

Aggression during recess

Key features of data systems that work.

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.

Why Collect Discipline Information? Decision making

What decisions do you make? What data do you need to make these decisions?

Professional Accountability Decisions made with data (information) are

more likely to be (a) implemented, and (b) effective

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

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

Referral Form p.10

Definitions

Compatibility Checklist

What data are needed for effective decision making (The Big Five) How Much: Office discipline referrals (ODR)

ODR per school day ODR per school day per 100 students

What: ODR by type of problem behavior Where: ODR by location When: ODR by time of day Who: ODR by student

Why: ODR by perceived motivation

Organizing Data for “active decision-making” Counts are good, but not always useful To compare across months use “average office

discipline referrals per day per month”

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

January 10

Change Report OptionsChange Report Options1.41.82.72.52.753.4900.000

Using Data for On-Going Problem Solving

Start with the decisions not the data Use data in “decision layers” (Gilbert, 1978)

Is there a problem? (overall rate of ODR) Localize the problem

(location, problem behavior, students, time of day)

Get specific Use data to guide asking of “the right questions” Don’t drown in the data It’s “OK” to be doing well Be efficient

? Problem ?

Beh Location Time Studentof

Day

Setting A B C D E F G H I J K

Locations 1 2 3 4 5 6 7 8 9 10

Times A B C D E F G H I J K

Students 1 2 3 4 5 6 7 8 9 10 11

Is there a problem?

Office Referrals per Day per Month Attendance Faculty Reports

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?

Change Report OptionsChange Report Options0.000.450.500.250.800.940.921.401.251.481.440.000

Elementary School with 250 students

Change Report OptionsChange Report Options0.005.006.5011.0017.0012.0011.0016.009.00127.500.000

Middle School with 500 students

Change Report OptionsChange Report Options0.004.56.249811121114130.000


Change Report OptionsChange Report Options0.000.000.000.000.000.000.000.000.000.000.000.000.003.006.000.000.000.000.000.000.000.000.00140 Middle school with 500 students

Change Report OptionsChange Report Options0.005710157813911120.000.003.006.000.000.000.000.000.000.000.000.0014.000

Change Report OptionsChange Report Options0.005.007.0010.0015.007.008.0013.009.0011.0012.000.000.003.006.0055.342.532.5430Middle School with 500 students

Change Report OptionsChange Report Options0.000.000.000.000.000.000.000.000.000.000.000.000.003.406.204.200.000.000.000.000.000.000.00Is there a problem?

Middle school with 500 students (Dec)

Change Report OptionsChange Report Options0.000.000.000.000.000.000.000.000.000.000.000.000.003.406.204.2010.006.808.500.000.000.000.0014.000

Is there a problem?



Is there a problem?

Middle School with 500 students (Dec 04-05)


Is there a problem?

Middle School with 500 students (Feb 3, 04-05)

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?

Change Report OptionsChange Report Options8876119351441381012110000






Middle School


Elementary School

Referrals per Student

0

10

20

Num

ber

of R

efe

rrals

per

Stu

dent

Students

Referrals per Student

0

10

20

Num

ber

of R

efe

rrals

per

Stu

dent

Students

Students per Number of Referrals




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)

Decision-making

• Is there a problem?

• What areas/systems are involved?

• Are there many students or a few involved?

• What kinds of problem behaviors areoccurring?

• When are these behaviors most likely?

• What is the most effective use of ourresources to address this problem?

Summary

Transform data into “information” that is used for decision-making

Present data within a process of problem solving. Use the trouble-shooting tree logic Big Five first (how much, who, what, where, when)

Ensure the accuracy and timeliness of data.

Team Reports

ID next team meeting (Date and Time)

1. Team Leaders will notify Manuel

[email protected] 410.545.0930

2. Team leader will arrange meeting and

create agenda

3. Team Leader will attend next Baltimore

City Team Leader Orientation meeting

(Date TBA)

ID topic of next team meeting

Documents

Goals for Session