No More Gambling with the NumbersNo More Gambling with the Numbers

2009 Positive Behavior SupportSummer Conference

July 9 & 10, 2009Baton Rouge, Louisiana

Session 22A 9:30Session 22B 12:45

2009 Positive Behavior SupportSummer Conference

July 9 & 10, 2009Baton Rouge, Louisiana

Session 22A 9:30Session 22B 12:45

The Importance of Data-Based Decision Making

The Importance of Data-Based Decision Making

Who Cares About Data?

Who Cares About Data?

Administration

PBS Team

All Staff

Students

Parents

Administration

PBS Team

All Staff

Students

Parents

Types of Discipline Data to

Analyze

Types of Discipline Data to

AnalyzeOffice Referral

Minor Infraction

Suspension

ISS/Detention

Survey

Office Referral

Minor Infraction

Suspension

ISS/Detention

Survey

Discipline DatabasesDiscipline Databases

District/State Information Reporting System

SWIS, School Cop, JPAM, Pentamation, E Schools Plus, SIS

Individual School Excel Spread Sheets

District/State Information Reporting System

SWIS, School Cop, JPAM, Pentamation, E Schools Plus, SIS

Individual School Excel Spread Sheets

Average Referrals per Day / Month

By Environment By Location By Motivation By Problem Behavior By Staff Member Student Percent of Referrals Top Offenders

Average Referrals per Day / Month

By Environment By Location By Motivation By Problem Behavior By Staff Member Student Percent of Referrals Top Offenders

Report OptionsReport Options

Average Referrals per day per

Month

Average Referrals per day per

Month

By LocationBy Location

By Environmental FactorsBy Environmental Factors

By Motivation-FunctionBy Motivation-Function

By Problem Behavior and Grade

By Problem Behavior and Grade

By StaffBy StaffAll other staff

Bugs Bunny

Elmer Fudd

Gumby

Scooby Doo

Barney

Smurf

Kermit

Big Bird

Speed Racer

Cookie Monster

Top OffendersTop Offenders

Referrals by Team/Grade: Referrals by Team/Grade:

0

5

10

15

20

25

Chameleons

Scorpions

Alt./Opp.

D-Backs

Cobras

SANKOFA

6th Grade

SDC/ED

Referrals Comparison By Quarter (Team/Grade)

Referrals Comparison By Quarter (Team/Grade)

Team 1st Qtr.08-09

2nd Qtr. 08-09

Percent Change

6th Grade 4 17 325%

Chameleons 18 7 -61%

Scorpions 3 4 33%

SANKOFA 21 16 -24%

Alt./Opp. 14 15 7%

Cobras 4 1 -75%

Diamondbacks

8 3 -62%

SDC/ED 1 7 85%

% of Referrals% of Referrals

Primary Prevention:School-wide and

Classroom-wide Systems for All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students with

High-Risk Behavior

~ 80% of Students

~15%

~5%

Percent of Referrals

Data-Based

Decision Making

Data-Based

Decision Making

Suspension DataSuspension Data

Number of students suspended

Days missed/month By grade By track Top offenders What else?

Number of students suspended

Days missed/month By grade By track Top offenders What else?

Questions to ConsiderQuestions to Consider How do we decide which

reports to generate?

How often should discipline data be reviewed?

Should data be shared with staff? with students?

How do we decide which reports to generate?

How often should discipline data be reviewed?

Should data be shared with staff? with students?

Examples of Data Based Decisions

Examples of Data Based Decisions

• Spike in referrals between 2nd & 3rd periods for both 6th grade teams

• Blocked elective and P.E. times to eliminate one transition

• Spike in referrals the last 30 minutes of the day for 8th grade students

• Rearranged schedule & moved LEAP remediation to the beginning of the day to eliminate one transition

• Spike in referrals between 2nd & 3rd periods for both 6th grade teams

• Blocked elective and P.E. times to eliminate one transition

• Spike in referrals the last 30 minutes of the day for 8th grade students

• Rearranged schedule & moved LEAP remediation to the beginning of the day to eliminate one transition

Data Based Decisions, Cont.

Data Based Decisions, Cont.

• High number of referrals coming from a particular class

• Re-assignment of special education personnel to provide additional support

• Large number of referrals during 6th grade lunch shift while 7th grade students in P.E.

• Color coding of uniform shirts to make it immediately apparent if a student was in the wrong area.

• High number of referrals coming from a particular class

• Re-assignment of special education personnel to provide additional support

• Large number of referrals during 6th grade lunch shift while 7th grade students in P.E.

• Color coding of uniform shirts to make it immediately apparent if a student was in the wrong area.

Data Based Decisions, Cont.Data Based Decisions, Cont.

• High number of referrals for certain teachers after other possible contributing factors have been eliminated

• Development of after school support mtgs. to work on classroom management

• Suspension data revealed frequent fights• Developed “Peaceful Day Count-Up”

competition between teams with high powered reinforcement activities

• High number of referrals for certain teachers after other possible contributing factors have been eliminated

• Development of after school support mtgs. to work on classroom management

• Suspension data revealed frequent fights• Developed “Peaceful Day Count-Up”

competition between teams with high powered reinforcement activities

Data Based Decisions, Cont.Data Based Decisions, Cont.• High number of referrals for “Disrespect”• Survey staff and students: #1 to get information on how they

define disrespect including specific examples

#2 to get ideas on consequences when students/staff demonstrate the expectation & when they fail to meet the requirements

• Implement consensus plan developed by team after analyzing staff/student input

• High number of referrals for “Disrespect”• Survey staff and students: #1 to get information on how they

define disrespect including specific examples

#2 to get ideas on consequences when students/staff demonstrate the expectation & when they fail to meet the requirements

• Implement consensus plan developed by team after analyzing staff/student input

We will decrease the number of students who have We will decrease the number of students who have multiple days of detention not served by 50%, or multiple days of detention not served by 50%, or approximately 53 students, by the end of the 2approximately 53 students, by the end of the 2ndnd quarter as measured by our Detention data base.quarter as measured by our Detention data base.

Action Plan GoalAction Plan Goal

Strategies to Meet Action Plan Detention Goal:

Every Friday, A.P.’s/Community Resource Worker will make phone calls/home visits to students who have >1 detention not served.

Campus Security Officers will escort 2 students/day to detention 15 minutes prior to the end of school.

Using a current detention list, teachers will conduct a check during 4th Period every Thursday. Teachers will black out the yellow intramural sticker for all students owing >1 detention.

A.P.’s will issue new stickers and privileges will be renewed, once detentions are served.

Strategies to Meet Action Plan Detention Goal:

Every Friday, A.P.’s/Community Resource Worker will make phone calls/home visits to students who have >1 detention not served.

Campus Security Officers will escort 2 students/day to detention 15 minutes prior to the end of school.

Using a current detention list, teachers will conduct a check during 4th Period every Thursday. Teachers will black out the yellow intramural sticker for all students owing >1 detention.

A.P.’s will issue new stickers and privileges will be renewed, once detentions are served.

YOUR TURNYOUR TURNAnalyze the charts on your handout and be

prepared to share the conclusions of your group.For each graph address these points:

A) What is this data showing you? B) What additional information would you need?C) What types of strategies/interventions would you begin to discuss and think about as your team analyzed this chart?C) What might be an appropriate action plan goal?

Please complete your evaluations

Please complete your evaluations

Sheryl Nix & Nancy TurmanSession 22A 9:30Session 22B 12:45

Credit & Thanks for original content & graphics:

Credit & Thanks for original content & graphics:

Jacquelin PatrickJacquelin Patrick Suzy JohnsSuzy Johns

Youth Services District MODEL CoachesSan Bernardino City Unified School District

Adapted & Presented by:Nancy Turman /

nturman@caddo.k12.la.usSheryl Nix / shnix@comcast.net