Data Discovery: Discipline Data

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People First Language Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from “People First Language puts the person before the disability and describes what a person has, not who a person is.”

Purpose of Today: Analyze the following data: – State, District & School In/Out-of -School Suspensions – School Level Office Discipline Referrals Understand connection between focus areas (Family, Culture, Inclusion) and discipline

Objectives: Gain Knowledge in analyzing discipline data. Gain skills in analyzing discipline data.

Data Considerations The data output is only as good as the input Data should lead you to more questions Look at more than 1 data source (use multiple sources) when determining problems What doesn’t get measured and monitored will not be implemented

Disciplinary Removal Consequences: Suspension & Expulsion OSS – Out-of-School Suspension ISS – In-School Suspension ISE - In-School Expulsion OSE - Out-of-School Expulsion

Research states “when discipline data decreases what other variables have a high probability of increasing?” Attendance Achievement Attitude Post-Secondary success All of the Above

Why Look at Discipline Data? Inverse relationship between discipline and the following… Attendance Achievement Attitude Post-secondary success

Part I: Big Picture – State Level LDOE Discipline Data (ISS & OSS) (District Composite Reports at Data Center on LDOE Website)District Composite Reports

Part I: State Level LDOE Discipline Data (ISS & OSS) ISS & OSS Chart for State, District & School Data ISS% OSS % LDOEDistrict SchoolLDOEDistrict School Elementary Middle High Combination ALL 1) What level has highest % ISS using LDOE data? 2) What level has highest % OSS using LDOE data? 3) Reviewing the ALL data for LDOE, what has happened to the OSS% over the past 5 years? Part I: (A) Complete the chart for LDOE ISS/OSS (B) Answer the questions below

Part I: Answers LDOE Discipline Data (ISS & OSS) ISS & OSS Chart for State, District & School Data ISS% OSS % LDOEDistrict SchoolLDOEDistrict School Elementary Middle High Combination ALL )What level has highest % ISS using LDOE data? Middle School (19.3%) 2) What level has highest % OSS using LDOE data? Middle School (14.2%) 3) Reviewing the ALL data for LDOE, what has happened to the OSS% over the past 5 years? Decreased from 12.1% to 9.2% = 2.9%

Part II: District Level District Discipline Data(ISS & OSS) ISS & OSS Chart for State, District & School Data ISS% OSS % LDOEDistrict SchoolLDOEDistrict School Elementary Middle High Combination ALL ) What level has highest % ISS using your district? 2) What level has highest % OSS using your district? 3) Reviewing the ALL data for your district, what has happened to the OSS% over the past 5 years? Part II: (A) Complete the chart for district ISS/OSS (B) Answer the questions below

Part II Answers: District Discipline Data (ISS & OSS) ISS & OSS Chart for State, District & School Data ISS% OSS % LDOEDistrict SchoolLDOEDistrict School Elementary Middle High Combination 7.3 < ALL ) What level has highest % ISS using your district? High 19.4% 2) What level has highest % OSS using your district? High 31.5% 3) Reviewing the ALL data for your district, what has happened to the OSS% over the past 5 years? Decreased from 18.7% to 15.4% = 3.3%

Part III: School Level District Discipline Data(ISS & OSS) 1)Add your school ISS & OSS into the chart at the appropriate level. 2) What has happened to your school OSS over the past 5 years? 3) Thoughts, questions, concerns you want to bring back to your school leadership/PBIS team? ISS & OSS Chart for State, District & School Data ISS% OSS % LDOEDistrict SchoolLDOEDistrict School Elementary Middle High Combination ALL

Is Disciplinary Removal Effective?

30-50% of students suspended are repeat offenders “Suspension functions as a reinforcer...rather than as a punisher” (Tobin, Sugai & Colvin,1996) Use of suspension correlates with School dropout (school level) (Raffaele-Mendez; Ekstrom, 1986) Juvenile incarceration (state level) (Skiba et al)

Alternatives to OSS Problem solving/contracting Restitution Mini-courses or skill modules Family Involvement/supervision Counseling Community Services Behavior monitoring Coordinated behavior plans Alternative programming Appropriate in-school suspension

Next Steps Identify Root Cause(s) to data by…  Break down school ISS & OSS  Grade levels  Action Codes  Students  Break down school ISS & OSS by subgroups  SWD (Students with Disabilities)  Gender  Race  Look at OSS data over multi-year to identify patterns  Review discipline plan and make adjustment to action steps as needed

Office Discipline Referral ODR - Office Discipline Referral (major infraction)

Through the Problem Solving Process question whether it is… System (School/Logistics) (Ex: Too few teachers during recess duty and they are huddled up and not supervising) vs Student (Issue) (Ex: The sixth grade students are defiant)

Primary vs. Precision Statements Primary Statements – Too many referrals – September has more suspensions than last year – Violence is increasing – The cafeteria is out of control – Student disrespect is worse Precision Statements – There are more ODRs for aggression (what?) on the playground than (where?) last year. – These are most likely to occur during first recess (when?), with a large number of students (who?) – The aggression is related to getting access to the new playground equipment (why?)

The data needed to move from a Primary to a Precise statement: A. Overall Referrals per day per month B. What problem behaviors are most common? – ODR per Problem Behavior/Incident C. Where are problem behaviors most likely? – ODR per Location D. When are problem behaviors most likely? – ODR per time of day E. Who is engaged in problem behavior? – ODR per student F. Why are problem behaviors sustaining? – Brainstorm as a team *may want to generate graphs of this data when sharing

A. Overall Referrals per day per month

When looking at overall referrals each month…. Avoid simple counts (ex: October-26 referrals, December-14 referrals) Always use per day per month (account for the # of days students attended school that month) Look at data from previous years to determine trends Implement proactive steps to prevent problem area months in the future

Activity A Record top 3 months, # and average per day Discuss as a school and record thoughts/concerns – Brainstorm possible reasons for these months – What can you do to prevent these months from becoming hot spots? – What other data sources do you need to make decisions? (grade, location, etc.) Activity A Month#Avg per dayThoughts, Concerns, Action Steps

B. What behaviors are most common?

When looking at behaviors…… Always make sure you know how they are defined (have they been taught?) What about overlapping behaviors (tardies, fighting, cursing?) What are all of the behaviors considered to be under that one problem behavior? Consider grade, by teacher, subgroups, etc.

Think Basic Before Advanced Example ---If tardies are a problem behavior… 1.Do we have a clear, school-wide definition of a tardy? 2.Are they coming from 1 general area? (consider across campus, actual travel time) 3.What are you doing for the students who never receive a tardy? 4.Is it a few kids who are repeatedly tardy? 5.Why are these kids tardy?

Activity B Record top 3 behaviors, # and % Discuss as a group and record any thoughts or concerns you may have – What do you notice? – Have these behaviors been clearly defined and taught? – What booster/follow up lessons can be given to assist with this problem behavior? Activity B Behavior#%Thoughts, Concerns, Action Steps

C. Where (location) are behaviors occurring?

When considering location…. Class should always be the highest (but strategies can still be utilized to lower ODR’s in class) Are the referrals from 1 specific teacher, grade, etc.? Is active supervision present? Does the staff know what is expected (area, supervision, behaviors, etc.)—do not assume!

Example If cafeteria is generating large #’s of referrals… 1.Are the duty teachers actually supervising? 2.Can the schedule of lunch be adjusted? 3.Were the expectations/rules for that area clearly taught? 4.Is there a signal for the students to drop their noise level if it becomes a problem? Has it been verbalized and practiced?

Activity C Record top 3 locations, # and % Discuss as a group and record any thoughts or concerns you may have – What can you do to target this area? – Have the staff been taught what is expected and are they actively supervising? – What other information do you need (grade, specific teacher, etc.) Activity C Location# % Thoughts, Concerns, Action Steps

D. When (Time) are behaviors occurring?

When considering time….. Make sure the time is the actual time of the behavior, not the time that the referral is being put in the system Where are the peaks? Brainstorm why….lunch, end of day, etc. Consider supervision

Activity D Record top 3 times, # and % Discuss as a group and record any thoughts or concerns you may have – Brainstorm what activities are occurring most during this time period – What can you do to target this time period? – What other information do you need (grade, specific teacher, etc.) Activity D Time#%Thoughts, Concerns, Action Steps

E. Who is engaged in problem behavior? (ODR per student) Is it the same group of students contributing to most of the referrals? Specific grade? Do they share similar teachers? What interventions are needed for each group (green, yellow, red)? Have the students truly been taught what is expected? Is it mainly one teacher referring?

F. Why are problem behaviors sustaining? Brainstorm as a group based on the data May not always be right the first time; trial and error This is a process

Activity Record your top 3 disciplinary actions, # and % Discuss as a group and record any thoughts or concerns you may have – Do you feel like these consequences are working to deter future behavior? – What other consequences could be used? – What additional interventions can be tried prior to referrals? Additional Activity Action#%Thoughts, Concerns, Action Steps

REVIEW The data you will most likely need to move from a Primary to a Precise statement: A. Overall Referrals per day per month B. What problem behaviors are most common? – ODR per Problem Behavior/Incident C. Where are problem behaviors most likely? – ODR per Location D. When are problem behaviors most likely? – ODR per time of day E. Who is engaged in problem behavior? – ODR per student F. Why are problem behaviors sustaining? – Brainstorm as a team

When considering actions…. Discipline means “To Teach” There is not a magic intervention-one size does NOT fit all Example: If your detentions have doubled this year, maybe detentions are not as effective for some of your students Why do we suspend a student for skipping? Sometimes, we’re giving them what they want! Think outside the box

What Other Data to Collect? Behavioral Data Office discipline referrals/detentions Suspensions/expulsions Referrals by student behavior/staff behavior Attendance General Education vs. Special Education By ethnicity By gender By staff-would not share this information for whole group discussion Academic Data LEAP/iLEAP Student grades Referrals to special education programs RtI Additional Data Surveys Observations/Walk-Through Other feedback

Investing time, effort, energy Do you share data with: team? faculty? (5 minute update recommended at every faculty/grade level meeting) students? parents? community? Ways to share data: Blackboard Website Posters on wall Newsletter Brochure Announcements Bulletin Boards

Family & Behavior Family Support Section on PBIS Website Families play an important part in their child’s education and social development. The presence of families provides additional academic supports and creates community and cultural connections. Provides families information and resources of how to support behavior at school & home (via website, newsletter, flyers, etc.) Provide workshops for families Have families serve on discipline/leadership teams Survey families on needs around behavior support

Positive Directions for Student Behavior (Pgs 93 & 94)

Students with disabilities are suspended at substantially higher rates than non-disabled peers

Special Education & Discipline Students with disabilities are suspended at substantially higher rates than non-disabled peers SWD make up a small percentage of the student body population (usually less than 15%)

Understanding SWD Discipline Data Determine root cause(s) to disciplinary actions Disaggregate discipline data for this subgroup of SWD by… Grade Exceptionality Placement Achievement Teacher

The Federal Law and Discipline for SWD The Individuals with Disabilities Act of 2004 (IDEA) and the 2006 regulations that implement the IDEA govern the discipline of students with disabilities. Manifestation Determinations to determine if the conduct was a manifestation of the student’s disability (s). Functional Behavioral Assessment (FBA) Assessment that identifies function (purpose) problem behavior Identifies antecedents Identifies maintaining consequences Behavioral Intervention Plan (BIP) Link FBA Data to Interventions Inform all stakeholders on BIP Monitored implementation of BIP Understand SPP Indicator 4 – if SWD (also SWD from particular race/ethnic groups) are suspended or expelled from school at a great rate then non-disabled peers your district can be disproportionate. If SWD rate of suspensions and expulsions is greater than 10 days, the district can be significantly discrepant.

Culture & Discipline In school discipline, African American students have consistently been found to be suspended at rates that are two to three times higher than that of other students, and similarly over-represented in office referrals, expulsion and corporal punishment. Disproportionality refers to a particular racial/ethnic group being represented in a given category at a significantly higher or lower rate than other racial/ethnic groups.

Race & Gender with OSS

Possible Causes to Disciplinary Disparities? Classroom Management – “Violations of implicit interactional codes” (Vavrus & Coles, 2002) – Interactions of some teachers/some students? Cultural Disparities – Cultural misinterpretations – Lower or different expectations Influence of stereotypes – How are African American boys perceived? – Different standards of “boys will be boys” – Differential standards for “respect”, “loitering”, “threat”

Recommendations: Reducing Disciplinary Disproportionality Teacher Training in Classroom Behavior Management Reducing Cultural Mismatch Avoid One-Size-Fits-All Discipline Use Data to Transform by looking at data, make meaning of data, develop an intervention and evaluate

By WhenWhoWill do x At what level of proficiency As measured by By what date will the goal be achieved (month, semester, etc.)? Who will meet the goal (school, grade, team, etc.)? What is the targeted behavior (measurable & observable)? What is the desired rate of change (percentage or number of change)? What measurement tools will be used to monitor progress (type of report)? By April 1, 2011South ElementaryWill DECREASE the number of office referrals for DISRESPECT in the classroom By 10% (40 referrals)2 JPAM Reports: 1. By problem behavior 2. By location Is our plan being implemented? Is it having the desired effect? Next Steps: Create/Revisit Action Plan

Building Capacity When you leave today, what will you do with this information? How will you share it with others in your district? When will you share it? (Timeline) Note: If you are on the district leadership team, this information will be useful in completing your district’s LASPDG 5 Year Plan

The contents of this PowerPoint presentation were developed under a grant from the US Department of Education, #H323A However those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.

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