1. SCHOOL-WIDE POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS: ADDRESSING THE BEHAVIOR OF ALL STUDENTS Tier 1: Session 2 KENTUCKY CENTER FOR INSTRUCTIONAL DISCIPLINE 33 Fountain Place, Frankfort KY 40601 Phone/Fax: 502.223.9932 - www.kycid.org

2. Participant Expectations Be Responsible  Return promptly from breaks  Be an active participant  Use the law of two feet Be Respectful  Maintain cell phone etiquette  Listen attentively to others  Limit sidebars and stay on topic Be Kind  Enter discussions with an open mind  Respond appropriately to others’ ideas

3. Training Objectives for Session 200 Determine a plan for behavior data entry and analysis  Develop a system for collect and analyzing data Determine effective procedures for dealing with discipline

4. Research Base The use of office discipline referrals (ODRs) as a behavior outcome measure is standard procedure in PBIS schools ODR data is used to determine patterns and trends in ODR rates ODR analysis creates efficient problem-solving of schoolwide issues ODR analysis increases the likelihood that behavior practices will be more effective in improving student behavior and school climate Newton et al., 2009; Spaulding et al., 2010

5. Research Base Research shows that using ODRs to determine schoolwide levels of problem behaviors is efficient and effective (Irvin et al., 2004; Irvin et al., 2006; Spaulding et al., 2010) Research overwhelmingly supports that schools implementing PBIS with fidelity show reductions in ODRs and out-of-school suspensions Irvin et al. (2004) found the higher the ODR rate in a school:  The lower students rate their commitment to education  The higher number of students with behavior disorders and juvenile delinquency issues  The higher the number of classroom disruptions

6. Team Time Does your school actively analyze ODR data and use that information to improve discipline practices or policies? How would you like to see your team use ODR data differently?

7. Element 4: Data Entry and Analysis Plan Established Ensure that a system exists for collecting, analyzing, and sharing office discipline referral and other data sources

8. Data Entry and Analysis Items Data system is used to collect and analyze office referral data Additional data are collected (attendance, grades, surveys, etc.) and used by the Leadership Team Data are analyzed by Leadership Team at least monthly Data are shared with Leadership Team and faculty monthly (minimum)

9. Why Collect and Analyze Data? Prepared to respond proactively to different situations Identify problems and generate solutions Increased: o Fidelity of Implementation o Effectiveness Monitoring and evaluating the success of interventions

10. Data-Based Decision-Making System Provides teams with access to comprehensive, accurate, and timely data Impacts behavior across the entire school, in classroom settings, of targeted groups, and of individual students Increases the probability that systems change and interventions will be more successful Provides a resource for evaluating effectiveness

11. What Behavior Data to Collect? Initially, use what you have  Office discipline referrals  Suspensions/expulsions/detentions  Referrals by student, staff, administrative decision  Types of infractions

12. What Additional Data Might Be Beneficial? Attendance  Student  Faculty Referrals to special education Climate survey data Grades

13. Becoming More Effective: Critical Questions to Answer How many referrals are there:  Per day each month?  Based on location?  Based on problem behavior?  By student?  By time of day?  Originating from various ethnic groups?  Originating from special education? What is the range of consequences provided based on the type of behavior exhibited?

14. School-Wide Information System SWIS is a web-based information system for gathering, summarizing, reporting, and using office discipline referral data Highly efficient, confidential and secure SWIS can improve the ability of school personnel to develop safe and effective educational environments For more information, take a look at the demo site on www.swis.org

17. Average Referrals per Day per Month

18. Multi-Year Comparison

19. Referrals by Problem Behavior

20. Referrals by Location

21. Referrals by Time of Day

22. Referrals by Student

23. Referrals by Motivation

24. Team Time Do you think your school does a good job collecting and analyzing behavior data? How do you foresee that looking at referral trends by month and referrals by problem behavior, time, location, student, and motivation might be beneficial?

25. Entering and Analyzing Data It is recommended that data are entered daily, but should be entered at least weekly When information is entered daily, it is easier for schools to analyze the data and make school-wide interventions based on the results If the data are analyzed at least monthly, then the team can begin the problem-solving process and make data-based decisions

26. Collect and Use and UseData Review Status and Identify Problems Develop and Refine Hypotheses Discuss and Select Solutions Develop and Implement Action Plan Evaluate and Revise Action Plan Problem Solving Foundations Team Initiated Problem Solving (TIPS) Model

27. TIPS Model Teams are encouraged to use the TIPS model for data-based decision-making in PBIS meetings Similar to other problem-solving models but with emphasis on data collection Developed to provide teams with a consistent method of actively using data to make decisions PBIS Coaches are provided with additional training to facilitate the TIPS model during PBIS meetings

28. Sharing Data It is recommended that data are shared with staff at least monthly  Creates buy-in  Allows staff to see their hard work is paying off  Allows staff to see that there are still areas for improvement  Allows staff the chance to discuss the impact PBIS is having in the building Can be shared via faculty meetings, staff newsletters, PLC’s, email, etc.

29. Team Time What information about the creation and use of a data-based decision- making system do we need to share with staff?

30. Include the development, implementation, and management activities of your plan. All Critical Elements should be addressed within your plan. Critical Element Action/ActivityWho is responsible? Start Date Completion Date How will it be monitored? Evaluation Date #1 Establish day and time for monthly LT meeting (example) Leadership Team AugustOn-goingMeeting Notes. School Calendar Monthly #2 Share monthly discipline data with staff (example) Mr. C.Septe mber May (monthly sharing) Review monthly PBIS newsletter Monthly at team meeting #5 Get input from staff, students, families on expectations (example) Mrs. AndersJuneJulyTeam will review results of surveys July #4 Analyzed office discipline referral data is summarized and shared with team Data AnalystAugustOn-GoingTeam Meeting Evaluation Monthly #4 Analyzed office discipline referral data is summarized and shared with staff Data AnalystAugustOn-GoingStaff NewsletterMonthly 1.PBIS Team established (membership, meeting times, roles, mission) 2.Faculty commitment 3.Effective procedures for dealing with discipline 4.Data entry and analysis plan established 5.Expectations and rules developed 6.Reward/recognition program established 7.Lesson plans for teaching expectations/rules 8.Implementation plan 9.Classroom systems 10.Evaluation Positive Behavior Supports: Tier 1/Universal Action Plan School Year: 2011-2012 Critical Elements

31. Element 3: Effective Procedures for Dealing with Discipline Establish a building-wide process and procedures for addressing student behavior and discipline

32. Effective Procedures Items ● Discipline process is described in narrative format or depicted in graphic format ● Discipline process includes documentation procedures ● Discipline referral form includes information useful in decision-making ● Problem behaviors are defined ● Major/minor behaviors are clearly differentiated ● Suggested array of appropriate responses to major (office-managed) problem behaviors

33. Defining Problem Behaviors Problem behaviors must be operationally defined because:  One teacher may define problem behaviors differently than another  Unclear definitions often lead to referrals to the office that are inappropriate  Creates inconsistency in data collection and analysis All problem behaviors are covered and none of the definitions overlap

34. SWIS-Compatible Definitions All problem behaviors (as well as locations, possible motivations, others involved, and administrative decisions) are operationally defined on the SWIS website (www.swis.org)  Example: Defiance (major) means “Student engages in refusal to follow directions, talks back, and/or delivers socially rude interactions.”

35. Distinguishing Between Major and Minor Referrals A clear distinction must exist between problem behaviors that are staff-managed (minor) versus problem behaviors that are office-managed or crisis (major)

36. Defined Purpose Discipline incidents that must be handled by the administration. These may include, but are not limited to: physical fights, property damage, drugs, weapons, tobacco Once problem behaviors are operationally defined, it is essential that the team distinguish the major incidents from the minor to determine the appropriate consequence Major Discipline Incidents

37. Defined Purpose Discipline incidents that can be handled by staff members and usually do not warrant a discipline referral to the office. These may include, but are not limited to: tardy to class, lack of materials, incomplete assignments, gum chewing, etc. To determine the appropriate consequence and where the consequence should be delivered Minor Discipline Incidents

38. Defined Purpose Discipline incidents that require immediate response from administration and/or crisis response team. These incidents may cause short-term change to a school’s PBIS Plan and may include, but are not limited to: bomb threats, weapons alerts, intruder, fire evacuation, etc. To maintain safety and order during emergency situations Emergency or Crisis Incidents

39. Team Time Categorize all behaviors as major, minor, or crisis, and define them. How will you get input from staff? How will you train staff on the differentiation?

40. Include the development, implementation, and management activities of your plan. All Critical Elements should be addressed within your plan. Critical Element Action/ActivityWho is responsible? Start Date Completion Date How will it be monitored? Evaluation Date #3 Develop a draft list of problem behavior and definitions Leadership Team June June 30 #3 Share draft list of problem behaviors and definitions with staff for input CommunicatorJuly 1July 15Email responsesJuly 31 #3 Share finalized list of problem behaviors and definitions with staff Leadership Team August 5 PBIS PDAugust 5 1.PBIS Team established (membership, meeting times, roles, mission) 2.Faculty commitment 3.Effective procedures for dealing with discipline 4.Data entry and analysis plan established 5.Expectations and rules developed 6.Reward/recognition program established 7.Lesson plans for teaching expectations/rules 8.Implementation plan 9.Classroom systems 10.Evaluation Positive Behavior Supports: Tier 1/Universal Action Plan School Year: 2011-2012 Critical Elements

41. Discipline Referral Process A predictable discipline referral process ensures consistency for staff, students, and parents Process must be defined, agreed upon with all staff, and taught, and must include definitions for:  Major discipline incidents  Minor discipline incidents  Emergency or crisis incidents  A continuum of discipline procedures Can be summarized in narrative or graphic format

42. Teacher Determined Consequences If Not Handle in Classroom Problem Solve Observe Problem Behavior File Minor Infraction Report in Classroom and with Principal Follow-up If Yes, but Not Crisis Submit Office Referral to Principal Administrative Consequences Assigned Prior to Re-entry to Class Yes, Immediate Administrative Response Needed Call Ext. 900 and Provide Details Administrators Notified Immediately Situation Assessed by Admin and Action Implemented Is Behavior Major? Sample Flow Chart

43. Team Time 1. Develop a graphic or narrative discipline process. 2. Define major, minor, and crisis behaviors. 3. Develop a menu of appropriate consequences for office referrals. 4. Present to staff for discussion and approval. 5. Train staff on process.

44. Include the development, implementation, and management activities of your plan. All Critical Elements should be addressed within your plan. Critical Element Action/ActivityWho is responsible? Start Date Completion Date How will it be monitored? Evaluation Date #3 Develop a draft list of problem behavior and definitions Leadership Team June June 30 #3 Share draft list of problem behaviors and definitions with staff for input CommunicatorJuly 1July 15Email responsesJuly 31 #3 Share finalized list of problem behaviors and definitions with staff Leadership Team August 5 PBIS PDAugust 5 #3 Develop a draft flow chart of office referral process Leadership Team June June 30 #3 Share draft flow chart of office referral process CommunicatorJuly 1July 15Email responsesJuly 31 #3 Share finalized flow chart of office referral process Leadership Team August 5 PBIS PDAugust 5 1.PBIS Team established (membership, meeting times, roles, mission) 2.Faculty commitment 3.Effective procedures for dealing with discipline 4.Data entry and analysis plan established 5.Expectations and rules developed 6.Reward/recognition program established 7.Lesson plans for teaching expectations/rules 8.Implementation plan 9.Classroom systems 10.Evaluation Positive Behavior Supports: Tier 1/Universal Action Plan School Year: 2011-2012 Critical Elements

45. Office Discipline Referral Form In formatting the Office Discipline Referral (ODR) form, you must include the following information: who, what, where, when, why Clarity on the referral form takes the guess work out of the data entry person’s job Data will be more reliable and accurate as judgment calls are minimized

46. Challenges Solutions District-required form The form is filled out incorrectly or incompletely Create a supplemental form with additional information Re-train faculty or return to faculty to complete before processing Developing the ODR Form

47. Advantages Disadvantages Gives you information about underlying behavior issues in the school Allows you to be more proactive in addressing minor behavior before it escalates Can be difficult to track consistently (teacher by teacher) If process is cumbersome, it will not be maintained Can be overwhelming in the first year of PBIS implementation Will you collect and enter only major referral data or both major and minor?

48. Minor Tracking Form Classroom misbehaviors take up considerable amounts of teacher time that could be better spent on instruction Forms assist in identifying the pattern of behavior and determining interventions that will be most effective for the student Goal is to collect data that are necessary to identify effective ways of changing inappropriate classroom behavior (minor) before it results in an office discipline referral (major)

49. Guidelines for Tracking Minors Used as a tool to identify patterns of behavior  When are the behaviors occurring (math, transitions, etc.)?  What are the recurring behaviors?  What are the classroom interventions that have been used? Are these interventions working or does something else need to be done?  Why is the behavior occurring?

50. Guidelines for Tracking Minors When does a recurring behavior become a major?  Same behavior (e.g., 3 minors = 1 major)  From one particular teacher  Within a time frame (e.g., 3 minors within 4 weeks)

51. Compatible ODR Form Student name Date Time of Incident Grade Level Referring Staff Member Location of Incident Problem Behavior Possible Motivation Others Involved Administrative Decision Other Comments (optional) Student’s Teacher (optional) These categories are included on a SWIS-compatible ODR form

52. Team Time Create an ODR form compatible with SWIS data entry. Decide if you will use majors only or both majors and minors. How will you teach staff?

53. Include the development, implementation, and management activities of your plan. All Critical Elements should be addressed within your plan. Critical Element Action/ActivityWho is responsible? Start Date Completion Date How will it be monitored? Evaluation Date #3 Create a new ODR formLeadership Team June June 30 #3 Train staff members on use of the new ODR Form Leadership Team August 5 PBIS PDAugust 5 1.PBIS Team established (membership, meeting times, roles, mission) 2.Faculty commitment 3.Effective procedures for dealing with discipline 4.Data entry and analysis plan established 5.Expectations and rules developed 6.Reward/recognition program established 7.Lesson plans for teaching expectations/rules 8.Implementation plan 9.Classroom systems 10.Evaluation Positive Behavior Supports: Tier 1/Universal Action Plan School Year: 2011-2012 Critical Elements

54. Closing Activity

55. KYCID Contacts Mike Waford, Director Judy Boggs, Assc. Director Lea Brown, West Kelly Davis, West Janeah Gullett, East Karen Bush, North Tamara Kendrick, Training Assistant mike.waford@eku.edu judy.boggs@eku.edu lea.brown@eku.edu kelly.davis@eku.edu janeah.gullett@eku.edu karen.bush@eku.edu tamara.kendrick@eku.edu www.kycid.org