Discipline Referrals, Data Analysis, SWPBIS Rollout

SWPBSDay 4: Universal Curriculum

The importance of what we are doing!

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http://Social/Emotional Learning - Hawn Foundation

4 : 18/24/20103

Previous Meeting Objectives

• Understand why acknowledgement systems are a critical feedback mechanism for students.

• Develop acknowledgement system

• Define office vs. classroom handled problem behaviors

• Define how each type of problem behavior is handled in a flow chart display

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Today’s Objectives

Review Progress of your Core TeamPlan for Fidelity Checks:

Team Implementation Checklist (TIC)

Benchmarks of Quality (BoQ)Use Data for Problem Solving

TIPSAction Planning

Rollout/ Year 1 Implementation - Guest Speaker5

Where are we?

MatrixLesson planningAcknowledgements (see new examples)Behavior definitionsDiscipline Referral Format

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TIC – Team Implementation Checklist

and BoQ - Benchmarks of Quality

Complete with Coach (by the end of the year)Corresponds with Action PlanReport on PBIS Assessment Website

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Minors-Classroom Managed Behaviors

a) Simple correction strategies to use with early stage misbehavior to try the easy thing first

b) Creating your menu of classroom-based corrective consequences-teacher managed consequences

c) Majors (Office managed consequences)-How will you determine these?

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General Procedure for Dealing with Problem BehaviorsObserve problem

behavior

Problem solve

Determineconsequence

Follow proceduredocumented

File necessarydocumentation

Send referral to office

File necessary documentation

Determine consequence

Followthrough with

consequences

Problem solve

Follow documented

procedure

Write referral andEscort student to office

Follow upwith student

within aweek

Is behavior major?

Does student have 3?

NO YES

NO YES

Find a place to talk with student(s)

Ensure safety

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Office Discipline Referrals

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BIG 5

o Where are they happening?o What types of problem behaviors?o When are the problems occurring?o Who is contributing?o What is the possible motivation?

And what is the consequence?

MinorInappropriate languageDisruptionProperty misuseNon-complianceOther_____

Parent contact Out-of-school suspension Time in office Other________________

Avoid workObtain itemsDon’t knowOther_____

ClassroomOn busSpecial eventCommon areaOther_____

Possible MotivationLocationProblem Behavior

ConsequenceLose privilege individual instructionConference In-school suspension

Attention from peersAttention from adultsAvoid peersAvoid adults

HallwayCafeteriaLibraryRestroomOfficeParking lot

MajorAbusive languageFighting/physical aggressionHarassmentOvert defianceOther_____

Office Discipline Referral FormName: _________________________ Grade: _____ Date: _____Referring Person: ________________________Time: ________

Others involved: None Peers Staff Teacher Substitute Unknown Other

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ACTIVITY• Revise current office discipline referral form

• Continue defining minor and major behaviors

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Implementers’ Forum Video

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TIPS

Goal: Develop a “problem-solving model” for school teams that results in active use of data to (a) define problems, (b) build solutions, and (c) transform solutions into practical action plans.

Steve Newton, Anne Todd, Bob Algozzine, Kate Algozzine, Rob Horner

CollectCollect and Useand Use

DataData

Team Initiated Problem Solving (TIPS) Model

TIPS Model

Team MeetingUse of electronic agendaFormal roles (facilitator, recorder, data analyst)Specific expectations (before meeting, during

meeting, after meeting)Expected use of data

Problem Solving Goals

Define logic for data useDefine “problem statements” that can lead

to functional solutionsDefine standards for using data to refine

problem statements and build solutionsDefine core elements of behavioral

solutionsAssist teams with using data for problem

solving

Main Idea

The process a team uses to problem solve is important:Roles:

Facilitator; Recorder; Data analyst; Active memberOrganization

Agenda; Old business (did we do what we said we would do); New business; Action plan for decisions.

What happens BEFORE a meetingWhat happens DURING a meetingWhat happen AFTER a meeting

Using Data

Do we have a problem?Refine the description of the problem?

What behavior, Who, Where, When, Why

Test hypotheses“I think the problem on the playground is due to Eric”“ We think the lunch period is too long”“We believe the end of ‘block schedule” is used

poorly”

Define how to monitor if solution is effective

Important Structural Components

Regular meetings & regular attendanceThe “right” peopleThe right roles

FacilitatorMinute TakerData AnalystActive Team Members

Accomplishments – Products of successful meetingMeeting Minutes (record of decisions & tasks concerning

administrative/general issues)Action Plan (record of decisions & tasks concerning

problems identified by team)(We’ll discuss these in more detail later in this workshop)

CollectCollect and Useand Use

DataData

Review Status and

Identify Problems

Develop andRefine

Hypotheses

Discuss andSelect

Solutions

Develop andImplementAction Plan

Evaluate andRevise

Action Plan

Problem Solving Foundations

Team Initiated Problem Solving (TIPS) Model

Identifying problems/issuesWhat data to monitor

ODR per day per monthOSS, ISS, Attendance, Teacher reportTeam Checklist/ SET (are we doing what we planned to

do?)

What question to answerDo we have a problem?

What questions to ask of Level, Trend, PeaksHow do our data compare with last year?How do our data compare with national/regional norms?How do our data compare with our preferred/expected

status?

If a problem is identified, then askWhat are the data we need to make a good decision?

Using Data to Refine Problem Statement

The statement of a problem is important for team-based problem solving.

Everyone must be working on the same problem with the same assumptions.

Problems often are framed in a “Primary” form, that creates concern, but that is not useful for problem-solving.

Frame primary problems based on initial review of dataUse more detailed review of data to build “Solvable

Problem Statements.”

Implementers’ Forum Video

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Precise Problem Statements(What are the data we need for a decision?)

Precise problem statements include information about the Big Five questions:What is problem, and how often is it

happeningWhere is it happeningWho is engaged in the behaviorWhen the problem is most likelyWhy the problem is sustaining

Primary vs. Precision Statements

Primary StatementsToo many referralsSeptember has

more suspensions than last year

Gang behavior is increasing

The cafeteria is out of control

Student disrespect is out of control

Precision StatementsThere are more ODRs

for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment.

Precise Statement?

Children are using inappropriate language with a high frequency in the presence of both adults and other children. This is creating a sense of disrespect and incivility in the school

James D. is hitting others in the cafeteria during lunch, and his hitting is maintained by peer attention.

Precise Statement?ODRs during December are higher than

in any other month.

Minor disrespect and disruption are increasing over time, and are most likely during the last 15 minutes of our block periods when students are engaged in independent seat work. This pattern is most common in 7th and 8th grades, involves many students, and appears to be maintained by escape from work (but may also be maintained by peer attention… we are not sure).

Precise Statement?

Three 5th grade boys are name calling and touching girls inappropriately during recess in an apparent attempt to obtain attention.

Boys are engaging in sexual harassment

Precision Statements

5 Core “W” Questions

WhatWhereWhenWhoWhy

Precision StatementsThere are more

ODRs for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment.

Create your Own Precise Statement

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Using your data, develop a precision statement that describes a problem behavior.

Highlight the 5 Core “W” Questions in different colors:WhatWhereWhenWhoWhy

Organizing Data for Decision-making

Compare data across time

Moving from counts to count/month

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Using Data to Build Solutions

Prevention: How can we avoid the problem context?Who, When, WhereSchedule change, curriculum change, etc

Teaching: How can we define, teach, and monitor what we want?Teach appropriate behaviorUse problem behavior as negative example

Recognition: How can we build in systematic reward for desired behavior?

Extinction: How can we prevent problem behavior from being rewarded?

Consequences: What are efficient, consistent consequences for problem behavior?

How will we collect and use data to evaluate (a) implementation fidelity, and (b) impact on student outcomes?

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Solution Development

Prevention

Teaching

Reward

Extinction

Corrective Consequence

Data Collection

PBIS Team

Meeting Minutes

and Problem Solving

Action Plan Form

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565 students

Grades 6,7,8

Trevor Test Middle School

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

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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20

40

60

80

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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10

20

30

40

50

Num

ber

of R

efe

rrals

7:00 7:30 8:00 8:30 9:00 9:30 10:0010:3011:00 11:30 12:0012:30 1:00 1:30 2:00 2:30 3:00 3:30

Time of Day

Referrals by Time of Day

Cafeteria Class Commons Hall

12:00

Lang.

Defiance

Disruption

Harrass Skip

0

20

40

60

80

100 N

um

ber

of S

tudents

1 2 3 4 5 6 7 8 9 10111213141516171819

Number of Referrals

Students per Number of Referrals

Develop 2 Precise Problem Statements &Hypothesis Development(Which students)______________________are

engaging in (what behaviors)________________ and the behavior is maintained by (function of the behavior or why)_________________________________.

(Which students)______________________are engaging in (what behaviors)________________ and the behavior is maintained by (function of the behavior or why)_________________________________.

Solution Development:For disruption in hall and cafeteriaPrevention

Teaching

Reward

Extinction

Corrective Consequence

Data Collection

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