Transcript Using Your Data to Make Precision Statements

Using Data to Make
Precision Statements
Effective Schoolwide Discipline
Implementers’ Forum
Cathy Shwaery
[email protected]
July 29, 2008
Agenda
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Data Review
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Guided Practice
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Independent Practice
Outcomes
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To use your school data to develop precision
statements to guide solutions for your annual
Action Plan
If you can predict it…
You can prevent it!
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Is there a problem?
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What areas/systems are involved?
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Are there many students or a few involved?
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What kinds of problem behaviors are occurring?
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When, where, with whom are these behaviors
occurring?
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What is the most effective use of our resources
to address this problem?
Guidelines
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When does a recurring behavior become a major?
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Same behavior (3 minors = 1 major)
Suggested time frame (3 minors within 4 weeks)
Look for patterns of behavior
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When are the behaviors occurring? (math, transition)
What are the recurring behaviors?
What are the classroom interventions that have been
used? Are they working?
Why is the behavior occurring?
Using Data
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Are you getting an accurate and reliable picture
with your data?
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Do you share it with the entire staff?
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How do you know when to move “up the
triangle? ”
IF...
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More than 40% of students receive one or more office
referrals
More than 2.5 office referrals per student
More than 35% of office referrals come from nonclassroom settings
More than 15% of students referred from nonclassroom settings
More than 60% of office referrals come from the
classroom
50% or more of office referrals come from less than
10% of classrooms
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More than 10-15 students receive 5 or more office
referrals
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Less than 10 students with 10 or more office referrals
Less than 10 students continue rate of referrals after
receiving targeted group settings
Small number of students destabilizing overall
functioning of school
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FOCUS ON...
School Wide System
Non-Classroom System
Classroom Systems
Targeted Group Interventions /
Classroom Systems
Individual Student Systems
Team Initiated
Problem Solving
(TIPS) Model
Review
Status and
Identify
Problems
Develop and
Refine
Hypotheses
Evaluate and
Revise
Action Plan
Collect
and Use
Data
Develop and
Implement
Action Plan
Discuss and
Select
Solutions
Problem Solving
Foundations
Precision Problem Statements
(What are the data we need for a decision?)
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Precise problem statements include
information about the five core “W” questions.
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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 to occur
Why the problem is continuing
Primary versus Precision
Statements
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Primary Statements
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Too many referrals
September has more
suspensions than last
year
Gang behavior is
increasing
The cafeteria is out of
control
Student disrespect is
out of control
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Precision Statements
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There are more ODRs
(Office Discipline Referrals)
for aggression on the
playground than last year,
and 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 or Primary Statement?
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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
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James D. is hitting others in the cafeteria during
lunch, and his hitting is maintained by peer
attention.
Precise or Primary Statement?
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ODRs during December are higher than in any
other month.
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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?
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The playground is out of control. The students
won’t listen to anyone and are fighting all the
time.
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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.
What are the data you are most likely to need
to move from a
Primary to a Precise statement?
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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?
 No graph
What other data might
be helpful?
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ODR by staff
ODR by IEP
ODR by grade
ODR by gender by grade
Faculty subjective impressions
Academic performance
Attendance
Information about home status
Test precision problem
statement
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Use precise problem statements to build and
test hypotheses.
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Problems are most common in D-Hall wing
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Problems are more likely during second recess
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Problems are most common during assembly
schedule
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Problems are more likely during state testing periods
Phoenix Elementary
265 students k-5
Using Data For Decision-Making
You are the PBS team for
Phoenix Elementary
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What is going well?
Do you have a problem?
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Where?
With whom?
What other information might you want?
Given what you know, what considerations
would you have for possible action?
Use a precision statement to guide your action
plan.
M ean S tudent C ontac ts per D ay
Phoenix
97-98; 98-99 Student Contacts
5
4
3
2
1
0
Sept
Oct
Nov
Dec
Jan
Feb
Mar
School Months
Apr
May
June
N um ber of S tudent C ontac ts
Phoe nix Ele m e ntary
Locations 97-98; 98-99
140
120
100
80
60
40
20
0
Playgd
Class
Restrm
Location
Caf
Other
N um ber of S tudent C ontac ts
Phoenix Elementary
Playground Contacts 97-98; 98-99
30
25
20
15
10
5
0
Sept
Oct
Nov
Dec
Jan
Feb
Mar
School Months
Apr
May June
Students
49
46
43
40
37
34
31
28
25
22
19
16
13
10
7
4
1
Number of Student contacts
Phoenix Elementary ODR per Student
16
14
12
10
8
6
4
2
0
7:
00
7:
30
8:
00
8:
30
9:
00
9:
30
10
:00
10
:30
11
:00
11
:45
12
:15
12
:45
1:
15
1:
45
2:
15
2:
45
3:
15
Number of Referrals
Phoenix Elementary ODR per Time of Day
30
25
20
15
10
5
0
Time of Day
Making Precision Statements
Define the Problem
 What
 Where
 When
 Who
 Why
 What other information
is needed?
Define the Solution
 Prevention
 Teaching
 Reward
 Extinction
 Corrective
Consequences
 Monitoring
Build Your Own Precision
Statement
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Define:
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Using your data, build your precision statement that can be
used to address an area of concern at your school.
Build Solutions through an Action Plan:
How can we
prevent the
problem?
What do we
need to teach
the students?
How can we
recognize the
behavior?
How can we
extinguish the
behavior?
What are
efficient
consequences?
Acknowledgements
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Susan Barrett, Sheppard-Pratt
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Rob Horner, Leanne Hawken, Rob March
Fern Ridge Middle School
Clear Lake Elementary
Bohemia Elementary
Kennedy Middle School
Effective Behavior Support team – University of
Oregon
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This project was supported by Grant No. H324B0000075, a Student Initiated Project, funded by the U.S. Department of
Education, Office of Special Education Programs. Opinions expressed herein do not necessarily reflect the position of
the U.S. Department of Education and such endorsements should not be inferred.