Using ODR Data forDecision‐ Making

Questions to Ask

Is there a problem?

If so, define the problem with precision: o What areas/systems are involved?o Are there many students or a few involved?o What types of problem behaviors are occurring?o When are the behaviors most likely to occur?o Why is the problem occurring?

o What solutions might work?o What is the most effective use of our resourc

es to  solve this problem?

SWIS Summary 07-08 (Majors Only)

2,717 schools, 1,377,989 students, 1,232,826 ODRs

Grade Range

Number of Schools

Mean Enrollment Per School

Mean ODRs Per 100 per school day

K – 6 1,756 445 .35 (sd=.45)(1/300/day)

6 – 9 476 654 .91 (sd=1.40)(1/100/day)

9 – 12 177 910 1.05 (sd=1.56)(1/100/day)

K – (8 – 12) 308 401 1.01 (sd=1.88)(1/100/day)

Calculating the absolute value per 100  students

1. Divide total enrollment by 100

2. Using that total, multiply the per day per 100 student  figure from the SWIS Summary data to get the absolute  value per 100 students

– An elementary school of: 500 students: 5 X .35 per day = 1.75 ODR per day 350 students: 3.5 X .35 per day = 1.22 ODR per day

- A middle school of: 500 students        5 X .91 per day = 4.55 ODRs per day

– A high school of1200 students: 12 X  1.05 per day = 12.6 ODRs per day

3. Calculate this with your school teams and use this number  throughout the year for problem solving

OR

For Primary Schools, ODRS should be less than 1 per day per month for every 250 students

For Secondary Schools, ODRs should be less than 1 per day per month for every 200 students

Is There A ProblemAbsolute – Trend - Compare

http://www.swis.org

Look at Average Referrals Per Day Per Month

Precision Problem Statements (What are the data we need for a 

decision?)Precise problem statements include  information about the five core “W”  questions.

– What is problem, and how often is it happening – Where is it happening – Who is engaged in the behavior – When the problem is most likely – Why the problem is sustaining

Primary versus Precision Statements

Precise or Primary 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 or Primary 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 or Primary Statement?

The playground is out of control. The students  won’t listen to anyone and are fighting all the  time.

Major & minor referrals have increased by  50% during lunch time on the playground. The  referrals are mostly 4th and 5th graders, and  disrespect and aggressive behavior are the  highest problem behaviors. Peer attention is  the motivation.

Primary to precise

Primary – Kids are noisy in the hallway going to reading.

Precise – Many second graders coming from reading are too  loud from room 13 to room 22 and their noise is  maintained by peer attention. We also have very  little adult supervision available.

What are the data you are most likely to need to 

move from a Primary to a Precise statement?

What problem behaviors are most common? – ODR per Problem Behavior

Where are problem behaviors most likely? – ODR per Location

When are problem behaviors most likely? – ODR per time of day

Who is engaged in problem behavior? – ODR per student

Why are problem behaviors sustaining? – Team hypothesis

Building Solutions

Areas to think aboutPreventionTeachingRecognitionExtinctionConsequencesProgress Monitoring & Evaluation

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?

Things to avoid when building solutions

Avoid going to consequences first.

Look for multiple components to the solution

Most problems that are worth solving require  more than one strategy…. Don’t look for the silver  bullet.

Withholding Reward/Reinforcement “Extinction”

Element that is most missed in Behavior Plans

Decrease the pay off for students doing it the  wrong way.

Continuation of behavior shows that the  student is getting something they want or don’t want.

How do we decrease the likelihood that  problem behavior gets paid off?

Solutions –Generic Strategies Prevent–Remove or alter “trigger” for problem behavior.

Define/Teach–Define behavioral expectations; provide demonstration/instruction in expected behavior (alternative to problem behavior).

Reward/reinforce–The expected/alternative behavior when it occurs; prompt for it, as necessary.

Withhold reward/reinforcement–For the problem behavior, if possible (“Extinction”).

Use non-rewarding/non-reinforcing corrective consequences–When problem behavior occurs.

Collect additional data–Collect if needed to gain more information before developing hypothesis/solution pair; also use to monitor success of implemented solutions.

Create PlanPrevent “Trigger”

Define/Teach

Reward/Reinforce

Withhold Reward

Corrective Consequence

Data Collection

Action Planning

Determine Solutions

Determine who will do what tasks and the  timeline for completion

Use meeting agenda with format for problem  solving steps to prompt team.

Problem Statement (what, when, where, who)

Hypothesis(why)

Solutions (prevent, teach, reward, withhold, correct

Who? By When?

K-12 Decision RulesK-12: More than 30% of referrals occur in a specific area of the school: re-teach specific common area behavior expectations, acknowledge/reward positive behavior, & correct inappropriate behavior immediately.

K-12: More than 40% of referrals occur in classrooms: re-teach classroom expectations, increase professional development in classroom management strategies, and/or revisit CORE instruction in specific classrooms.

K-12: More than 30% of referrals for similar reasons (e.g., aggression & fighting), re-teach school rules specific to that area and acknowledge positive behavior.

What if School-Wide Systems Aren’t

Enough?Guidelines for providing support for the “High

Flyers”.

Love That Data!By Scott Perry

Linn Benton Lincoln ESD

You gotta think about data every time you start to look at your school.

Collect that data and use that data as a tool!

Hall Data

Class Data

Data From the Lunchroom

Playground

Breezeway

Even in the Restroom

Without that data it just won’t happen it’s true!

There was a school I knew, said they had it

all…

Signs posted up and down those halls.

Taught the rules, everybody did know…

But never looked at data so they never did grow!

Ya gotta love that data!

Ya gotta use that data!

Without a team scanning data…

You really ain’t a PBS school!

Ahhhh data:

If it can't be counted…

does it exist?

George Sugai

Let the data lead you to the right “questions to ask” not the answers.

Rob Horner

Data need not be a four letter word!

Anne Todd

Let decisions drive the data you collect.

Rob Horner

When I die, I want a graph on my tombstone…

and in my obituary!

George Sugai

You gotta think about data every time you start to look at your school.

Collect that data and use that data as a tool!

Hall Data

Class Data

Data From the Lunchroom

Playground

Breezeway

Even in the Restroom

Without that data it just won’t happen it’s true!

There was a school I knew, said they had it

all…

Signs posted up and down those halls.

Taught the rules, everybody did know…

But never looked at data so they never did grow!

Ya gotta love that data!

Ya gotta use that data!

Without a team scanning data…

You really ain’t a PBS school!

Without a team scanning data…

You really ain’t a PBS school!

Without a team scanning data…

You really ain’t a PBS school!

From Jeff Sprague….

Implementing PBS without data

is like Alice in Wonderland talking to the Cheshire Cat …

Alice: Which way should I go?

 

Cheshire Cat: That depends on where you are going.

 

Alice: I don’t know where I am going!

 

Cheshire Cat: Then it doesn’t matter which way you go!

Love That Data!