Efficient & Effective Office Referral and

Data Collection System

Diane Goodman – Principal, Brechin Elementary

Rose Tull – District RTI, Behaviour Resource Teacher

Objectives

• Use a Response to Intervention (RTI) –

Positive Behaviour Interventions and Supports (PBIS) Data Program based on a simple office referral form system.

• Use meaningful data for School-Based decision-making for students at the Universal, Targeted and Intensive Tiered levels is the key to delivering appropriate proactive interventions and supports.

Data is Essential Data is essential for establishing:

Current baseline level for RTI – PBIS success.

Benchmark level needed to determine rate of progress required.

Universal Tier 1 and Peer Level Tier 2 intervention protocol and

Individual Tier 3 adult to student support.

Lagging skills and gaps needed to determine scope of work to be done and length of time required to do it.

Do you compare last years school-wide frequency data on a month to month basis with this years data?

RTI and PBIS Woven Together

Excellent Reading: Responsiveness-to-Intervention and School-Wide Positive Behavior Supports: Integration of Multi-Tiered System Approaches, George Sugai & Rob Horner

Response to Intervention Model

Response to Intervention

• Response to Intervention is defined as a

data-based method to determine the level

of a student’s response to interventions

that range from universal (all student ) to

intensive (individual student) delivering

both core academic and core behavioural

interventions and support.

RTI – PBIS Tiered - Data Collection

The Response to Intervention (RTI) – Positive Behaviour Intervention and Support (PBIS) tiered model is characterized by a fluid continuum of academic and social behaviour instructional supports. Three tiers are used to describe the level and intensity of the instruction/interventions as they are provided across the continuum as follows: • Tier 1: Core, Universal Instruction & Supports - General academic and social behaviour instruction and support provided to all students in all settings. Data collections academic and behavioural by all teachers. For example all students receive reading instruction and are taught how to behave in an assembly. • Tier 2: Targeted Interventions & Supports - More targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and social behaviour Prescribed Learning Outcomes. Data collection specific to expectations, location, time of day and settings. For example for targeted students we provide small group reading and we teach hallway behaviour in the location in small groups. • Tier 3: Intensive, Individualized Interventions & Supports - The most intense (increased time, narrowed focus, reduced group size) instruction and intervention based upon individual student needs in add and aligned with Tier 1 & 2 academic and social behaviour Prescribed Learning Outcomes. Data collection intensified to individual behavioural observations and reteaching. For example we provide achievement and cognitive assessment for academic support and teach 1-1 with modeling for successful playground behaviour. The RTI – PBIS model help the staff provide collaborative tiered planning, guidance assessment, intervening, and monitoring within a continuum of supports, from Universal Practices to Targeted Supports to Intensive Interventions to help struggling learners.

Three Components – RTI and PBIS

1. System Team based problem solving - District and School at all 3 tiers

Data-based decision making system to measure success

Sustainability focus - redefining roles, school data review at all 3 tiers

2. Data Data used for engagement and action planning with school team/staff

Data tools are strengths and needs based

Multiple perspectives and settings captured in data

Show small increments of change at Team/Staff meetings and Assemblies

3. Practices Assess and monitor fidelity a partnership with families at all tiers

Use prevention and intervention with greater frequency and intensity at Tier 2 & 3

Use FBA and BSP are essential skill set for implementers at Tier 3

Use team facilitation of Wrap-Around meetings based on data at Tier 3

How do you know what your students need to know if you don’t have a way

to measure their academic and behavioural needs?

Essential Components of RTI –PBIS Data at the Centre

Increasing Prevention - Decrease Prevalence

Strategic Interventions for

Students at Risk of Academic Failure

Tier 2 – Targeted Data • Some students - Small Group • Greater frequency – Selective Data • Increased times, Check location • Greater intensity of Interventions

Tier 1 – Universal Data • All students – School-Wide • Effective core Academic and Behavioural Data Collection • Effective Social & Behavioural Instruction • Preventive & Proactive

Tier 3 – Intensive Data • Individual Students • Assessment-Based Data • Intense, Frequent, add Support and Resources

Assessment Intervention

Tier 3: Intensive, Individual Interventions

•Diagnostic/Comprehensive

•Evaluate intervention

•Educational – Cognitive Assessment Data

•Tier 3: Intense Intervention

•Limiting curriculum

•Specialized Instruction

•Frequency/Intensity increased

•FBA, BSP, ESP – Data on

Designated students Tier 2: Targeted Group Interventions

•Classroom Observations

•Work Samples

•Rating Scales

•Ability Grouping such as Guided Reading

•Learning Achievement Assessment Data

•Tier 2: Targeted Intervention

•Focused Instruction

•Social Skills Training

•Behavior Plans

•Prevention Programs – Bullying

Collect Data – Date, Time,

Location, Grade, Frequency

80-90%

Tier 1: Universal Instruction

•Universal/Benchmarks

•District-Wide Assessments

•Classroom Achievement Data

•School-Wide Class Review

•Tier1: Universal Interventions

•Evidence-Based

•School-Wide PBIS

•Data on Recognition for following

School-Wide Expectations on

Matrix

Three Tiered Model of School Supports

Students

5- 10%

1-5%

RTI-PBIS

1-5%

5- 10%

80-90%

School Matrix and Data

Developing the school climate matrix is the start of the data collection process.

1. Select School-Wide Setting (locations) that are seen by staff as the most prevalent school locations where frequent infractions occur.

2. Develop Expectations for the S-W Settings.

3. Then continue to develop the Non-Classroom then Classroom expectations after the S-W Settings are taught.

Hallway

Washroom

School Yard

Assembly

Classroom

Inside for Recess

Field Trips

Within Community

Electronics

R

esp

ectf

ul

Quiet

Stay in line

Walk with eyes front, hands to side, feet quiet

Be quiet

Stay private

Take turns

Share the playground

Listen to Supervisor

Enter quietly

Listen with whole body

Appropriate applause & audience participation

Sit properly

Listen to person speaking

Raise hand & wait

Get up at appropriate times

Inside voices

Quiet

Take turns

Share

Listen to facilitator

Be extra polite

Raise hand & wait

Cell phones turned off during the day

Messages are handled through office

Expe

ctation

s

Res

po

nsi

ble

Keep right

Hands to self

Use correct entrance/exit

Use correct washroom

Go straight there and back

Flush

Report concerns to teacher

“Think before you act”

Use garbage cans

Help those in need

Line up promptly at bell

Hands to self

Use washroom before / after performance

Be on time

Be prepared

Take care of belongings

Neat & tidy

Choose a quiet activity

Clean up when you’ve finished or when the bell rings

Return permission slips on time

Be a good ambassador for our school

Turned off unless permitted by teacher for education-al purposes

Appropriate content (song lyrics, images)

Walk

Eyes forward

Be polite, stay to right

Practice proper hygiene by washing hands with soap

Play in designated areas

Report all unsafe situations

Meeting place

Follow teacher direction

Use all 4 exit doors

Walk

Sit appropriately

Keep hands and feet to self

Follow classroom rules

Stay where you are for the entire time

Permission for washroom given by supervisor only

Stay with the group

Listen to teacher

Follow rules

Visit only teacher- approved internet sites

Photograph and record people only with prior consent

Sample Climate Matrix - Ecole Quarterway School Climate

Safe

Brechin’s Behaviour Matrix

Expectations

Hallway

Playground

Washrooms

Assembly/ Gathering

Gym

Library/lab

Field Trips

Emergency

Classroom

Electronics

BE RESPONSIBLE

“On the right to be polite” Hands and feet to self

Take care of equipment Dress for the weather Use outside class doors

Enter & leave quietly Report problems Be quick

Enter and leave quietly Keep your personal space Participate at all times

Enter and leave gym quietly Return equipment to storage area Show good sportsmanship

Enter and leave quietly Use quiet voices Follow instructions

Return permission slips Look after your own things

Stay calm Stay with the group

Daily use of planner Be prepared Stay on task Neat and tidy

Must be supervised by staff for educational purposes only Appropriate content (songs, lyrics, images)

BE RESPECTFUL

Eyes forward Quiet voices Walk in a line Listening

Help others in trouble Take turns Include others Use kind words

Empty hands Eyes to self Keep floors and walls clean

Facing forward Legs crossed Eyes on speaker Clap nicely

Use equipment properly Be helpful to others Share equipment & space

Take care of books and materials Share and take turns

Use manners Listen Keep your personal space Be a Brechin Bee

Listen Be quiet Be helpful

Raise hands to share Inside Voice Listen and follow instructions

Electronics turned off during school hours Messages handled through the office

BE SAFE

Quiet feet Walking

Hands and feet to self Stay on school grounds Report problems

Flush Wash hands Feet on the ground

Hands and feet to self Empty hands Follow instructions

Follow instructions Use equipment safely Wear safe footwear

Hands and feet to self Push in chairs Walk at all times

Stay with the group Follow instructions Follow Electronics guidelines

Keep hands and feet to self Leave area quickly Follow plan

Hands and feet to self Always walk Push in chairs Line up safely

Visit only staff approved sites Photograph and record only with staff consent

Brechin Visual for 1 Setting and Expectations

Playground Be Responsible • Take care of equipment • Dress for the weather • Use outside class doors Be Respectful • Help others in trouble • Take turns • Include others • Use kind words Be Safe • Hands and feet to self • Stay on school grounds • Report problems

Collaborative Problem Solving & Data Decision Making

• The Problem-Solving Method is defined as a systematic and data-based process for identifying, defining, and resolving students’ academic and/or behavioural difficulties.

• Staff reviews at Staff Meetings – Universal Level School-Based Team Meeting – Targeted and Intensive Level

• Staff looks at the frequency, location, time of day/day of week.

• At staff meetings tweak approach to teaching the lagging behavioural skills needed for student success.

• Teaching at all levels to students, staff and parents – document the training dates. Do we need more training dates? 3 to 4 times a year is minimum.

Portable Office Referral

What do you use as an Office Referral?

Data Collection History at Brechin

• Binder – office referrals 1 page per student and using a large NCR form

• Binder – 1 page per student with sticky notes for

behaviour referrals • Used Easy Discipline Program

• Developed the access program matched to the

portable office referral form. Locate the forms in the office for convenience.

• What do you currently use? Easy Discipline or School-Wide Information System (SWIS)

• Student name / Students names

• Date and time of day of incident

• Referring staff

• Minor or Major Incident

• Problem behaviour

• Location

• Action Taken

• Administrative Response

How compact is your referral form?

Does your school discipline referral form include?

Minor vs. Major

Minor Major

Definitions A minor infraction is one that does not

put the safety of another student or adult

at risk. A minor infraction disrupts the

student’s attention to his class work or

activity.

A major behaviour infraction is one

that either puts the safety of others in

jeopardy or disrupts the teaching and

learning that is taking place in a

classroom or school function.

Examples • Excessive talking

• Noise level too high

• Not following directions -Off task

• Teasing

• Minor physical contact

• Misusing Materials

• Disrespectful peer interaction

• Disrespectful teacher interaction

• Repeated or directed profanity

• Verbal /Physical aggression

• Stealing

• Cheating

• Vandalism

• Refusal - defiance

• Bullying - Harassment

• Fighting/Aggression

Procedures 1. Staff fill out Referral Form - MINORS

2. Consequences are enforced by referring

staff

• make a plan, re-teach expected behaviour,

• time-away & make up missed time, or

• loss of privileges

3. Contact parents if multiple MINORS

1. Staff fill out Referral Form - MAJORS

2. Follow up with referring staff for

agreement with consequences by

principal.

3. MAJOR Consequences will be natural

and logical:

• Loss of privilege; removal/suspension;

and will include a parent phone call, and

possibly a parent meeting.

Brechin Elementary School Portable Referral Form

• Portable referral form cuts down on form completion time.

• Staff carry forms with them while on duty.

• Students know that staff carry the forms.

• Referral Form indicates Minor or Major referral

• Portable Referral form matches the Data Collection Systems – Incident Entry

Report.

Brechin Elementary School Minor ___

Portable Referral Form Major___

Time__________ Date__________ Grade_______

Student(s) Involved _________________________

Reporting Staff Person ______________________

Incident

__hands on __offensive language/gesture

__lying __intimidation/bullying

__defiance __physical aggression/fighting

__disruptive behaviour __non-participation

__disrespect __other

Location

__hallway __outside dismissal/arrival

__playground __restroom

__classroom __library/lab

__Support room __gathering

__DPA

__other______________________

Action Taken __redirection

__loss of privilege

__physical proximity

__parent contact

__warning

date______________

__time-out in class

__think sheet

__Support Room

__parent conference

__community (school) service

date________________

__problem solving/discussion

Administrative Response __private conference

__alternative placement

__time-out

__support room

__loss of privilege

__parent conference

__suspension

__community (school) service

__referral sent home

Date______________

Administrative

Signature__________________

Office Referral and Data Collection

Location of Referral Forms

• Locate Portable Referral form in Office in view of all staff.

• Locate Completed Minor Referral forms in one bin.

• Locate Completed Major Referral forms in another bin.

• Collect the data form the referral forms and enter once per week.

Review your Data

Check by frequency: Who are your high flyers? Check the type of behaviour. What is the description of the behaviour Check by location: Where is behaviour impacting the school the most? Check by incident: What type of behaviour is it? Check by time and date: What time of the day and then check if there is a

pattern of days of the week.

Progress Monitoring after Data Review

PURPOSE: monitor students’ response to primary, targeted, and or intensive instruction to estimate rates of improvement, identify students who are not demonstrating adequate progress, and compare the efficacy of different forms of instruction

FOCUS: students identified through screening as at risk for poor learning and behavioural outcomes

TOOLS: brief assessments that are valid, reliable, and evidence based – FBA or BASC

TIMEFRAME: students are assessed at regular intervals (e.g., weekly, biweekly, or monthly)

25

Office Data System

What do you use as a Data System?

Microsoft Office Data System

Easy access and entry to:

Total number of office discipline referrals

Referrals per enrolled student

Average referrals per school day per month

Referrals by problem behaviour

Location of office referrals

Time of office referrals

% of students with 1 to 5 referrals

% of students with six or more referrals

Use Data to get “Buy –In” from others – staff and parents.

Opponents can’t argue with DATA.

Entering Data

• Data entry by PBIS coaches, teacher, secretary or

administration. • Data entry 1 time per day by secretary or 2 times

per week by coaches. Takes about 10 minutes. • Data kept on a stick or a lap top available to staff.

Be consistent and have 1 person enter the data. • Often administration – principal likes to enter the

data to stay well informed. • Major referrals go to administration before being

entered and on the system is flagged.

Reporting Data to Staff

• Reporting the data of overall trends to the staff at a staff meeting. Asking the staff what is the pattern.

• Share monthly data in newsletters – email, paper version and posted on web site.

• Using 5 as the magic number – administration would report minor 5 or major 1 incident to the classroom teacher(s) and the counsellor.

• If the student is an identified student then the EA(s) are notified as it may involve their assistance as natural break times.

Keeping Parents Informed

• Letter is sent home when a student has 5 minor referrals. The staff member has done the corrective teaching. The administrator conferences with the student.

• Letter for Major referral goes home immediately. The team – classroom teacher and administrator as dealt with the major referral behaviour. Parent may be called or spoken to in person.

Brechin’s Working Data Collection System

Data Sample – by Time

Data Sample – by Time & Location

Recognition Data

School-Wide acknowledgment system:

• is immediate, intermittent, and long-term reinforcement given by adults in the building to any students displaying expected school-wide behaviours defined by the school’s matrix.

• encourages every time any adult interacts with any student, it is an instructional moment.

June 2012 (2011-12 year)

Covered the Office Wall

September 2012 (2012-13 year)

New start to the year

Recognition Data

Brechin Recognition Data Collection

June 2012 (2011-12 year) September 2012 (2012-13 year)

Larger Container Purchased

Tiers 2 & 3 Functional Behaviour Assessment from Data Collection

• FBA has been recommended as an effective proactive assessment that should be used at the first signs of misbehaviour.

• FBA has been established as a systematic, evidence-based process for assessing the relationship between a behaviour and the context in which that behaviour occurs. Are there Neurodevelopmental delays?

• A primary goal of FBA is to guide the development of effective positive interventions based on the function of the behaviour (e.g. Is the behaviour attention seeking, to avoid, to gain power or for revenge.

• Interventions based on an FBA result in significant change in student behaviour. Thus, an FBA is “critical to the design and successful implementation of positive behavioural interventions”.

Source: Scott et al., 2003; Sugai et al., 2000; Blair, Umbreit, & Bos, 1999; & Lee, Sugai, & Horner, 1999. www.pbs.org

Behavioural Assessment

Setting Event

Days

with

Gym

Problem Behavior

Negative

comments

about

activity and

to peers

leading to

physical

contact

Consequence

Sent out

of P.E.

class

Function

To

escape

setting

Brief Function-based Interventions

•

Setting Event

Supports

•Add check-

in before

gym

Teaching Strategies

•Teach social skills

(getting along with

others, friendship,

problem solving,

sportsmanship)

•Teach how to

approach gym

teacher to ask for a

drink of water to

leave setting.

•Teach student how

to re-enter and

continue with

activity

Consequence

Supports

•Acknowledging/

rewarding student

when uses new

skills (asking for

a drink of water

to leave, using

respectful

language with

peers, being a

good sport, etc..)

Antecedent Strategies

•Behavior Lessons for all students about using respectful language with self and others and how to be to be a good sport

•. More frequent activities with less focus on competition (parachute, 4-square, etc...)

•Pre-correct

FBA Components Describe behaviours: (specific & objective)

A. What does it look like? B. When/ where does it happen?

C. Frequency D. How long does it last?

Intensity L M H

Triggers/ Predictors:

Task explanation/ request Low disposition (sad, angry, listless) Lesson presentation Excessive motor activity

Teacher encouragement/ praise Positive peer attention

Independent work/ lack of attention Physical complaints (hunger, pain) Performance feedback/ evaluation Negative peer attention

Individual attention Elevated/ excessive noise levels

Teacher interjection/ re-direction Excessive visual clutter Drowsy/ sleepy appearance Presence of more adults than usual Structured activity Unstructured time

Task too difficult Socially isolated

Presence of more peers than usual Transition task/activity (regular routine) Access/availability of preferred activity Transition task/activity (unexpected) ESL/ language issues Conflict at home

Physical demands Activity too long

Other -

FBA Interventions

Intervention Strategies: ( - currently in use; X – tried but not successful at this time)

Preferential seating Home & school communication log (book, email)

Verbal signals Planned ignoring

Visual cues and prompts/ warning system Time out/ designated area or safe space

Buddy system/ peer mentor Counselling support

Adjust student schedule Administrative support

Study carrel Social skills training

Increase concrete structure with daily routines Anger management strategies

Verbal praise/ positive reinforcement Teacher interjection/ re-direction

Remove distracting materials Office referrals

Use gestures/ physical cues Adaptation of work

Transition support Scribe

Self-regulation/ check-in systems Extended time for task completion

Premack (least desired task before most desired) Reminders about expected behaviours/expectations

Scheduled breaks Breaks as needed

School jobs/ Leadership role Student-teacher conference

Implement behaviour agreement/ contract Phone parent

Make up time at recess/ lunch Implement in-school suspension

Student sent home Referral to learning support/ district support

Alternate schedule/ placement Point system

In-class or in-school reward system Home-school reward system

Other -

Diane Goodman- Principal Brechin Elementary,

Nanaimo-Ladysmith Public Schools dgoodman@sd68.bc.ca

Rose Tull – District Behaviour Resource Teacher – RTI Team, Nanaimo-Ladysmith Public Schools

rtull@sd68.bc.ca