Tips data decisionmaking-in school coach training summer institute 2012

USING DISCIPLINE DATA TO SOLVE PROBLEMS

1

In-School Coach TrainingSummer Institute 2012

Exceptional Children DivisionBehavior Support & Special Programs

Positive Behavior Intervention & Support Initiative

2

Desired Outcomes

The goal of this training is to help schools move beyond simple collection of discipline data to using the collected data to solve problems.

3

Rationale

Data should be used regularly to problem solve because it…

provides an objective viewpoint of the current state.

Increases efficiency by making needed action items clear.

provides information about effectiveness of practices so modifications can be made in a timely manner.

ensures that strategies and interventions are based on precise problem statements.

4


Data Sources

5

Data Sources

Discipline data is collected in many ways:

Office referrals In and out of school suspensions Classroom management systems Behavior contracts

6

Data Sources: Office Referral Information

Office referrals are the most commonly used discipline data source.

Regardless of the collection method, it is important to gather enough information to determine patterns and design effective solutions.

Ensuring accurate collection of data is an important component of the PBIS team’s role.

7

Average Referrals Per Day 8

Types of Problem Behavior9

Student Referrals

2 or more referrals

10

Location11

Data Sources: Other Data To Consider12

Time of dayProbable motivationAdministrator decisionODR rate compared to national average

Others involved

SWIS summary 2010-11 (Majors Only)4,634 schools; 2,394,591 students; 1,802,178 ODRs

Grade Range

Number of Schools

Mean Enrollment per school

MeanODRs per 100 stud/ school day

Median ODRs per 100 per school day

25th PercentileODR/100/ school day

75th PercentileODR/100/ school day

K-6 2979 456 .32 (.41) .21 .11 .39

6-9 889 626 .65 (.81) .46 .25 .79

9-12 390 818 .85 (.86) .62 .34 1.07

PreK-8 254 438 .49 (.49) .32 .18 .65

PreK-12 50 455 1.1 (3.0) .37 .18 .71

Data Sources: Questions to Consider

Is our database accurate and reliable? Are we capturing information about behavior

in classrooms? What modifications does our system need (if

any)? What training does our staff need regarding

tracking and accessing data? How can we ensure our teachers are utilizing

the data in an interactive manner to design effective solutions to problem behavior on a regular basis?

15


Meeting Foundations

16

Meeting Foundations: Elements

Team purpose Defined agreements about

processes Established roles and

responsibilities Electronic meeting minutes

17

Meeting Foundations: Overview1. Meeting starts and ends on time

2. Consistent attendance by team members

3. Agenda is used to guide meeting topics

4. Process is in place to monitor progress of implemented solutions (review previous meeting minutes)

5. System is used for documenting decisions

6. Team members prepare for and meet responsibilities during meeting

7. Next meeting is scheduled

8. All team members (absent or present) are given minutes within 24 hours of the meeting

9. Decision makers are present when needed

10. Protocol is established for when administrator is unable to attend

11. Efforts are making a difference in the lives of children/students

18

1. Inform facilitator of attendance issues before meeting

2. Avoid side talk3. Remind each other to

stay focused4. Start and end on time5. Be an active participant

19

Meeting Foundations: Roles

Core roles Facilitator Minute taker Data analyst Communication coordinator Time keeper Administrator Active team member

Backup for each role

20

Can one person serve multiple roles?

Are there other roles needed? EX:

communication coordinator, timekeeper

Meeting Foundations: Roles21

Facilitator: Secures date, time, and location for meetings Manages room set-up (projector, chairs,

smartboard, etc.) Guides team members in the meeting Ensures participation by all members, using

facilitative techniques Works with the time keeper and the minutes

taker to guarantee agenda is followed and time is honored

Acts as liaison between team and administration


Minutes Taker: Arranges for back-up minutes taker, if absent Manages the Meeting Minutes and Problem-

Solving Action Plan Captures the discussions and decisions made by

the team in a concise, accurate method Is comfortable reviewing, evaluating and

revising items with the team Sends minutes of meeting to team members

within established time limit Ensures minutes/action plan is posted and/or

shared with appropriate staff members


Data Analyst: Competent using technology Has access to necessary data Able to perform cursory analysis of data

to identify possible problems Comfortable mining data live in meeting Capable of creating custom reports and

graphs as team digs deeper in the data

24

25

Meeting Foundations: Minutes

Documentation Logistics

date time location roles

Agenda today’s items next week’s items

Discussion items, decisions made, tasks and timelines assigned

Problem statements, solutions/decisions/tasks, responsible people, timelines assigned, and an evaluation plan

Review Meeting minutes

An effective process check Baseline for current

meeting

Visual tracking of focus topics during and after meetings

Prevents side conversations

Prevents repetition Encourages completion of

tasks

26

Meeting Foundations: Environment27

Problem

SolutionOut of

Time

Use Data

A key to collective problem solving is to provide a visual context that allows everyone to follow and contribute.

Consider using one form to guide the activities of the meeting and using a

projector so that all team members view the content and participate.

Langley Elementary PBIS Team Meeting Minutes and Problem-Solving Action Plan Form

Today’s Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst:

Next Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst:

Team Members (bold are present today)

Today’s Agenda Items Next Meeting Agenda Items01. 02. 03.

1. 2.

Information for Team, or Issue for Team to Address

Discussion/Decision/Task (if applicable) Who? By When?

Administrative/General Information and Issues

Implementation and EvaluationPrecise Problem Statement, based on review of

data(What, When, Where, Who, Why)

Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction,

Safety)Who? By When?

Goal, Timeline, Decision Rule, & Updates

Problem-Solving Action Plan

Our RatingYes So-So No

1. Was today’s meeting a good use of our time?2. In general, did we do a good job of tracking whether we’re completing the tasks we agreed on at previous meetings?

3. In general, have we done a good job of actually completing the tasks we agreed on at previous meetings?4. In general, are the completed tasks having the desired effects on student behavior?

Evaluation of Team Meeting (Mark your ratings with an “X”)

Where on this form would you place:

1. Planning for PTA meeting

2. Too many students in the “intensive support” for literacy

3. Schedule for hallway monitoring for next month

4. There have been five fights on playground in last month

5. Next meeting report on lunch-room status

28

Meeting Foundations: Recording Relevance

Minors-what would we like to do about communicating the minors with families? There is inconsistency among staff, not all teachers use the minors as a teaching tool in the same way. Is this a problem? What should be do?

Discussion: Perhaps we create a little blurb that goes out to families that

teachers will use when sending them home. Sending them home creates a problematic situation, can be an issue with communication with families. Perhaps we need to just say to staff a general reminder about what is going on with the minors for families of multiple students or friends, etc. We will wait until next year to re-train staff and discuss how to use WHOAS and how to communicate them with parents.

Issue: families are not signing and returning minor incident reports

Possible hypotheses: multiple students in household bringing minor incident reports home? parent gets upset with student &

students not giving form to parents to sign?

Decision: re-examine the process being used to document and communicate about minor

incidents

Information for Team, or Issue for Team to Address

Discussion/Decision/Task (if applicable) Who? By When?

Minor incident reportsRe-examine the process being used to document and communicate about minor incidents

team 2-15-10 team meeting

Take proposal to staff Team 2-15-10 staff meeting

29

Implementation and Evaluation

Precise Problem Statement, based on review of data(What, When, Where, Who, Why)

Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction,

Safety)Who? By When?

Goal, Timeline, Decision Rule, & Updates

October : We have way too many ODRs and we have a problem with aggression/fighting and disrespect on the playground during K,1,2 morning and lunch recess

BB talked about the 3 students who are starting CICO system. AT is skeptical about parent involvement. TP saw the program work fine without parent involvement at the previous school. AA walked in and asked if another student could be on CICO. JJ asked if the supervisors were moving around, he had seen them talking together in the middle of the playground once last week.We should plan to reteach playground expectations .Older students could teach primary students basketball game rules – contingent on D.C. coming to school on time

Cico team

LL analyze referral data

11/16/2009

This month’s precise problem statement: We have three high fliers, K-2 and a 6th grader on the playground, at 10:00 and 11:45/12:00 46/69 number of total major and minor referrals on the playground

-Reteaching game and playground rules-Reinforce proper lining up-Reinforce exiting and entering building

-MM will ask MA if she can reinforce/teach playground rules

Problem-Solving Action Plan

Last month’s example: We are above the national average of ODR’s and we have a problem with aggression/fighting and disrespect on the playground during K,1,2 morning and lunch recess with 4 students.

3 students are starting CICO systemOlder students teach primary students basketball game rules – contingent on D.C. coming to school on timeReteach playground expectations

Cico teamLL analyze referral dataNN/MM

11/16/2009January PBS meeting11/16/09

CICO Team check-in every two weeks to see if students are meeting 80% of their goal.Decrease of playground referrals by 25% by January PBS meeting. CICO team will reportDecrease of playground referrals by K-2 students and D.C. defiance/disruption referrals

30

Meeting Foundations: Structure/Flow

1. Attendance, roles for meeting2. Next meeting date3. Review agenda for meeting4. Review/status update of previous meeting

minutes 5. Review data and use problem solving model to

prompt the development of a comprehension action plan

6. Reports needed for next meeting7. Team assessment of meeting 8. Dissemination of meeting minutes

31

33

Identify Problem

Develop Hypothes

is

Discuss and

select solution

s

Develop and

implement action

plan

Evaluate and revise action plan

04/12/2023Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., &

Algozzine K., 2010

34

Any tasks assigned get copied to the

meeting minutes of the next meeting as

a follow up item

Meeting Agenda Item: Meeting

Foundations Tasks: What, by whom, by

when

35

Completed example

36

Meeting Foundations: Coaches’ Checklist


Problem Solving Process

38

Problem Solving Process: Using Data

In the previous section, you looked at data that gave an overall view of patterns in a school, but didn’t provide enough data to move forward.

Collecting data is pointless if it is not used by all staff members to solve both school-wide and classroom problems.

The ultimate goal is to improve the school experience for students, staff and families.

Data should help us clearly identify problems and lead us to specific possible solutions.

We need to move past “admiring the problem.”

39

Problem Solving Process: Using Data

In order to solve problems successfully, schools need to use a specific process to define precise problems and design solutions.

The Team Initiated Problem Solving (TIPS) model was created for PBIS teams.

PBIS teams should use the TIPS model for school-wide data, grade level, and for individual students.

All staff members need to have access to the data and be taught how to use the information to solve everyday challenges.

*The TIPS model can easily be used for academic or corporate problems as well.

40

41

Problem Solving Process: Definitions Problem: Difference exists between

expected/desired student behavior and current student behavior.

Problem identification: Difference is discovered and significance is determined.

Problem solving: A plan is created to reduce or eliminate difference.

42


Identify Problems

43

44

Identify Problems: Broad Problem Statements Typically, schools use behavioral data to

define broad problems. Broad problem statements do not give

enough information to design effective solutions.

The purpose of broad problems statements is to elicit questions that can be answered with data to better define the problem.

45


Develop Hypothesis

48

Develop Hypothesis: Determine Cause of Problem

Determining the cause, or uncovering why a behavior is occurring, is essential to developing interventions.

The goal is to help students learn to appropriately meet their needs.

When collecting data, it is important for staff to make their best, most informed guesses about why students are engaging in problem behaviors.

49

50

Develop a Hypothesis: Things to Consider

A hypothesis is an explanation for what the data and your experience tell you.

Data can only give part of the picture. Staff with the most direct experience

with the problem need to add their insight to accurately define cause.

An accurate hypothesis is crucial to designing solutions that will be effective.

51

Develop a Hypothesis: Identify a Precise Problem

Creating strategies without knowing the precise problem leads to inefficient solutions and wasted time.

In order to ensure precise problem statements, go back to the data to answer the following: What is the problem? How often is it happening? Where is it happening? Who is engaged in the behavior? When is the problem most likely to occur?

52

Activity: Identifying Precise Problem Statement

Which partial statement is more precise? 53

Too many ODRs

15 instances of disrespect

24 ODRs between 1:00 and 1:30 Too many ODRs in the afternoonToo many ODRs outside the

classroom25% of students have at least 2 ODRs

Too many ODRs on the playground

6 ODRs on the playground

Many students have ODRs

Total of 12 ODRs for aggression on the playground in the last month;

this number is more than last year and shows an increasing trend for

this year; these incidents are occurring during the first recess, and there are different students involved

each time.

Which statement is a complete Precise Problem Statement?


Discuss and Select Solutions

54

55

Discuss and Select a Solution: Creating a Goal

Prior to designing solution strategies, a clear goal needs to be set that can be evaluated using data.

Goals can be measured in the following ways: Percent reduction Absolute reduction Satisfaction level

The best practice is to use more than one measure of evaluation.

56

Discuss and Select Solutions: Design

Prevent: • How can we modify the context in which the behavior occurs? • Can we remove or alter the triggers for problem behavior?

Teach:• Do we need to define the expected behaviors more clearly?• Can we teach a replacement behavior that meets the same need?• Do we need to provide additional demonstration and/or practice of the

desired behaviors?

Respond:• In what ways can we immediately prompt the correct behavior?• Does our system frequently reward the desired behavior ?• Can we extinguish problems by withholding reinforcement of the

problem behavior? • Can we develop meaningful consequences to correct the problem

behavior that provide a learning or practice component of the desired behavior?

• How will we effectively respond to behaviors that compromise safety while ensuring the student’s dignity is maintained?

57

58

Discuss and Select Solutions: TIPS Worksheet


Develop Action Plan

59

60

Develop and Implement Action Plan: Design The most effective plans utilize multiple

strategies that affect all causes of the problem-prevent/teach/respond (prompt, reward, correction, extinction, safety).

To ensure fidelity of implementation, specific tasks need to be assigned to individuals with a timeline for checking back.

Change takes time, so implement the plan for at least one month before evaluating.

61

Develop and Implement Action Plan: After Creation

Once strategies are selected, specific tasks need to be delegated and tracked using an action plan.

Action plans should drive the creation of future meeting agendas as well as generate clear action steps at the end of each meeting.

Effective action plans are: Used regularly Frequently reviewed and updated Accessible to all staff Made of specific, manageable action steps with clear

timelines Developed using data from staff and teams

62

Fidelity

Use weekly 1-5 survey from teachers to assess implementation of plan.

04/12/2023Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., &

Algozzine K., 2010

63

Are we doing the plan?

1 ….. 2 …..3 ….. 4 ….. 5No Yes

Develop and Implement Action Plan: Ensuring Fidelity


Evaluate and Revise Action Plan

64

65

Evaluate and Revise Action Plan

Use data to answer the following:

Has the goal been met? If yes, choose one of the following options:

1. Increase goal for the same problem.

2. Choose another problem to address.

3. End use of the plan.

If no, choose one of the following options:

1. Evaluate fidelity of implementation.

2. Consider the accuracy of the hypothesis.

3. Alter the timeline.

4. Find ways to adjust the solutions.

66

Education

Tips data decisionmaking-in school coach training summer institute 2012