Transcript School-wide PBIS Data Systems Tier 1 Day 3
School-wide PBIS Data Systems Tier 1 Day 3
Goals for Today
• • • • • Understand the importance of data Analyze current data system effectiveness Define teacher managed (minor) vs. office managed (major) behaviors Formalize process for staff to respond to minor and major behaviors Align ODR for data collection
Materials
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SCCOE PBIS Website – http://pbis.sccoe.org
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Resources
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Tier 1
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Day 3 Materials/Presentations
Working Agreements
Question What have you accomplished since the last training?
Questions?
Team Activity
Team Task Worksheet Review the tasks from the last trainings. SW Rules Expectations Grid Lesson Plans Acknowledgment System Presentations to staff Feedback & participation from staff Worksheet #1: Tier 1 Day 3 Notes
Now that you’ve been working on this…. What questions do you have?
• • • • • • Team Process Communication with Staff – Understanding – Buy-In & Commitment SW Rules Behavioral Expectations Lesson Plans Acknowledgment System
Data Base Decision Making
Elements of SWPBS Supporting Social Competence & Academic Achievement OUTCOMES Supporting Staff Behavior Supporting Decision Making PRACTICES Supporting Student Behavior
Data Systems – CRITICAL Elements!
Using Data for Decision Making
• The best data system in the world won’t make a difference if no one is looking at the data and using it to guide decision making
Look at Data to Guide Decisions
Using Data for Decision Making
• The PBIS team should commit to reviewing data and using it to inform decision making to maximize resources & results
Review at Least Once a Month
Two Types of Data Systems
Fidelity Data: PBIS Assessments
www.pbisapps.org
● Used to ensure effective implementation of PBIS ● Used for sustainability of PBIS over time
Student Data: SWIS and School Data Systems (Behavior and Discipline)
● Used to support the academic success of students ● Track individual progress behavior and academic
Evaluation
• Develop a process/schedule for assessing (a) extent to which teams are
using SW-PBS, (b) impact of SW-PBS on student outcomes, and (c) extent
to which the leadership team’s action plan is implemented. • Build local capacity for Assessment & Decision Making – Use the PBIS Evaluation Planning Tool to determine when assessments will be completed – Regularly report data to appropriate stakeholders in ways that facilitate ease of decision making – – Use data to guide decision making at school & district level Train school teams to effectively use data for decision making
Measuring Implementation Fidelity
SW PBIS Tiered Fidelity Inventory (TFI)
Purpose
The purpose of the School-wide PBIS Tiered Fidelity Inventory is to provide an efficient and valid index of the extent to which PBIS core features are in place within a school. • Tier I, Tier II, Tier III
Uses of TFI
• Formative assessment to help school teams improve • Progress monitoring - self-assess PBIS practices by tier to guide implementation efforts, and assess progress by tier • Build action plan to focus implementation efforts • Conducted annually • State Recognition Determine schools warranting recognition for their fidelity of PBIS implementation.
Student Outcome Measures
– Office Discipline Referrals (ODRs) – Suspension/Expulsion – LRE data – School Climate Surveys (staff, student) – Attendance – Academic Achievement data
Question
Team Activity
Team Task Worksheet What data do you currently use? How often is this data shared with the entire staff?
What are some positives and challenges to using data?
Discuss with your team what data systems you currently use to evaluate school-wide discipline and behavior interventions.
Worksheet #1: Tier 1 Day 3 Notes What challenges will there be to using the data?
Discuss the positives and challenges with your current system.
Discuss why it would be important to look at data across ODRs/Susp/LRE, etc. when examing progress with school climate and discipline.
Effective Use of Data
What data are we currently collecting?
• Discipline Referral Data • Detention/Suspension/Expulsion Data • Attendance data – Are we using this data effectively?
– Are we getting the most out of the data we’re collecting?
Effective Data Systems
• In order to make the most informed decisions regarding SW PBS – an effective data system must provide data not only about individual students, but also compile discipline data school-wide • Can your school currently look at discipline data from a School-wide perspective?
– SWIS (School-wide Information System) is one system that allows this type of manipulation of data
Aries Discipline Database System
Aries DEMO
Question
Team Activity
Team Task Worksheet What are the strengths and limitations of your current data system?
Examine the current discipline data system used in your school & compare with the features of SWIS Will your current data system facilitate effective decision making?
Discuss with your team how your current data system will support your team to use data to make decisions. Worksheet #1: Tier 1 Day 3 Notes
Correction System: Responding to Problem Behavior
• • The emergence of Zero Tolerance is a response to a Research shows these responses are not student problem behavior and improving problem behavior school climate
Consequence Systems
• The American Psychological Association's 2008 (APA) Zero Tolerance Task Force concludes that "ultimately, an examination of the evidence shows: – “zero-tolerance policies as implemented have failed to achieve the goals of an effective system of school discipline.” Recommended Reading: “Suspending Hope” from Teaching Tolerance http://www.tolerance.org/magazine/number-41-spring 2012/suspending-hope
PBIS Big Ideas
• Commitment to serve ALL students – Set students & staff up to be successful –
Proactive
is better than
reactive
– Use to guide decision making
PBIS Big Ideas
Cost Benefit Analysis Reactive Discipline v. PBIS
Oregon Middle School Example 5100 referrals = 229,500 min. @ 45 min./referral = 3825 hrs.
= 478 days @ 8 hrs/day • Implemented SW-PBIS and referrals were reduced by over half in first year • Gain of 240 days of instruction in 1 school year Do one yourself! See link to Cost Analysis Worksheet (Excel) Available at http://www.pbismaryland.org
Benefit Worksheet) (Click on Cost
Caution: Consequence Systems
Too often consequences for negative behavior is the only behavior management plan schools or teachers have – “If your only tool is a hammer, every problem becomes a nail” – Only after teaching, reinforcing &
providing opportunities to practice
the expected behavior do we earn the right to use negative consequences
Discipline Assumption
• Delivering negative consequences for problem behavior is a necessary but insufficient strategy for reducing problem behavior.
– Instead of focusing on
punishment
, focus on the
remediation & instruction
behavior of alternative, desired • Problem behavior should be seen as an instructional opportunity for social behavior
Responding to Problem Behavior
• We will continue to use negative consequences in schools… – Why? Because they are effective for many students (students in the Green Zone) – those who can figure out the appropriate behavior on their own • But only in ways that maintain the dignity, safety and respect of the student – Must pair use of negative consequences with instruction of the desired behavior
Changing the Social Culture:
Responding to Problem Behavior • GOAL of SW-PBIS: – A unified staff that responds consistently, predictably & effectively to student problem behavior – Create a peer culture that discourages (not encourages) peer problem behavior • • Teach students how to respond to problem behavior Encourage on-task, successful peer behavior
• Students with Recurring Problem Behavior When negative consequences are not effective… we need a new approach
Team Discussion
10 mins
• How do staff in your school view discipline and negative consequences for student problem behavior?
• For students who engage in behavioral violations… How do current disciplinary practices & consequences address: a) Instruction of desired/appropriate behavior b) Minimizing loss of instructional time c) Preventing a problem behavior from being rewarded d) Students with recurring problem behavior
Establishing Agreements Continuum of Behaviors
Staff v. Office Managed Responses to Behavior
The Importance of Not Having Dirty Data
Responding to Problem Behavior
Continuum of Problem Behavior
Emergency Planning & Crisis Response
• Has your school addressed responding to crisis in the building & emergencies?
–
For Example: What is the procedure for dealing with a stranger with a gun?
• Is there a systematic plan that all staff know?
Office v. Staff Managed Behavior
• What behaviors should be managed in the classroom/location with no documentation?
• What behaviors would warrant a “minor” referral?
• What is managed through an office referral?
• What is managed through “other” strategies?
What should warrant a minor?
■ If it’s not severe enough to be a major referral… recurring is often the theme • If response to student behavior results in recurring missed instructional time the behavior should be documented… ■ Sent to hall, office, counselor, next door, de escalation room, calm room…
Minor Referral Process
• Middle School – Often MS set up guidelines for # of referrals equals a minor • Teacher will keep minors and attach them to major referral after student gets 3 rd minor referral – MS decide whether or not to enter minor referrals separately or only as major referral • Teacher responsible for keeping minor referrals in meantime
Common Guidelines for “minor” versus “major ” • MINOR → Teachers have the authority to manage problem behavior in class (or with a partner) • Use an office referral if a problem behavior (a) interferes with on-going education of others, (b) threatens safety, or (c) is of a severity requiring more extended intervention (e.g. more than 1 min).
• Note that in-class interventions may also be included in the on-going data collection system… and are useful for decision making
Office v. Staff Managed • • •
CONSIDERATIONS:
Office Managed = loss of instructional time (probably 45 minutes/referral) If a
recurring problem
problem behavior , Removal from classroom may be exactly what student wants – may be strengthening that Teachers may lose credibility if sending too many problems to the office, or out of the classroom – May appear the teacher can’t handle the classroom or work out concerns with students – Classroom Managed = opportunity to model problem solving and conflict resolution
Match Intensity of Response w/ Severity of Behavior
Continuum of Responses to Escalating Behavior Less disruptive More severe
MINOR
Classroom Buddy ManagedManaged
MAJOR
Managed
Code Blue
Office
CRISIS
Office v. Staff Managed
• Creating “United Front” ✓ Consistency begins with agreements • Establish agreements about what behaviors should be sent to the office & what should be handled in the classroom ✓ ✓ Agreements across staff Agreements between staff & administration
Example of Reasons for Discipline Referral
(from 1 school district) • • • • • • • • • • • Dressed all in blue (gang related) No binder in class Talking w/ another student Did not get parent signature Unprepared for class Tickling another student Not following instructions Late assignments Six missing assignments Told many times to sit still and he did not Noisy on way to assembly Should these behaviors have warranted Office Discipline Referrals?
Classroom Managed v. Office Managed Behavior
• • • Make sure staff and administrators agree on what behaviors are sent to office Develop a list of office managed behavior Hold discussions to clarify and foster agreement
Develop Consistency/Agreement in Responses to Problem Behavior
Classroom Managed Office Managed
• Failing to follow rules/directives • Inappropriate voice level • Disruptive • Inappropriate language/comments • Put downs/ low level teasing • Danger to others with intent to hurt • Weapons • Fighting/ assault/ physical aggression • Overt defiance • Harrassment/Bullying • Inappropriate touching ***See Handout for more complete list w/ possible responses
Activity: Staff Managed, Minor, Major
1. Alisha yells at the substitute teacher when asked to do his seat work. 2. Jason steals $5.00 from his teacher’s desk.
3. Candice erases another students name from their homework and writes her name.
4. Tasha is found in the bathroom during class time without a pass 5. Raymond throws food in the cafeteria
Defining the Discipline Process
• What forms to complete?
– When? For which behaviors?
– Is there a minor referral? Or only major?
– Suspension/ Detention?
• What is the follow-up?
– What happens to the discipline referral form?
– With student? With parent?
– With referring staff?
What is the Discipline Process?
-forms to complete?
-steps to take?
MINOR MAJOR
Team Activity
Question Team Task Worksheet What are your staff managed behaviors? Office managed? Developing a process for discipline referral procedure What is your process for documenting referrals?
Minor? Major?
Worksheet #1: Tier 1 Day 3 Notes Handout #1: Day 3 Data Systems Packet Who will enter your referrals?
And what is your communication process?
Discipline Referral Form
Are we getting the right information?
Reviewing your Discipline Referral form • Are you getting the most information from your referral forms?
• Could you update your referral form to provide you with more useful data?
• Would you gain more information if you put in place a minor referral process, in addition to major referrals?
Discipline Referral Form
• Relevant information – Who (name, grade, gender) (students/adult) – What (problem behavior) – Where (location) – When (what time of day?) – With whom (who else was involved) – Why (motivation - why did this happen?) – Details – Administrative Response
Who?
Where?
What?
Why?
With whom?
Details Admin Response?
When?
Minor Referral Form
What?
Who?
With whom?
When?
Where?
Why?
Details Admin Response?
Team Activity
Question Team Task Worksheet Do you need to revise your existing referral form to improve data collection?
Do you want a separate form for minors & majors? Review your existing discipline referral form to determine if it has all relevant information.
Discus if your team will need to refine your current form or create a new referral form.
Worksheet #1: Tier 1 Day 3 Notes Handout #1: Day 3 Data Systems Packet
Team Tasks
• • • • New Tasks Clarify/ document Staff managed v. Office Managed Behavior Review Referral form & process for turning in referrals Use data for Decision Making Set up SWIS or identify system for informing school-wide decision making • • • Follow-up Tasks Finalize Expectations Grid Lesson Planning – Assembly/Teaching Schedule Develop or refine your Acknowledgment System