1. Module 4 Using Data for Decision Making

2. Why is Data so Important?
Provides the team with baseline information
Helps to identify behavioral patterns and trends
Leads to increased consistency of office discipline referral procedures
Helps in determining priorities and implementation activities
Provides feedback and evaluation of the process
Improves communication
Provides assessment information critical to planning interventions for individual students

3. Individual Student Data
“Red Flag” process and procedures lead to early assistance and interventions
Provides accessible record of previous incidents
Leads to consistent follow through
Provides legal protections (IEP)
The idea is for campuses to be more proactive in our approach to discipline. Data for academics helps us do this, we should do the same for discipline.

4. Teams will Become Skillful at Using Data
Summarizing and analyzing the
data (diagnose and evaluate)
Discussing the findings
Using data to prioritize activities for PBIS
Cross-referencing data
Presenting data to your entire staff
Using data to evaluate the effectiveness of PBIS implementation

5. Data to Collect Office Discipline Referrals (ODR)
School-wide Observations
Surveys
Attendance/Tardy rates
School enrollment trends
Removals of Students to Other Settings
Positive Behavior Referrals
Academic Performance
Pass/Fail Information
Benchmarks of Quality (BOQ)

6. Office Discipline Referrals

7. ODR Procedures…The Need for Consistency
What constitutes an office referral?
Illegal
Physically Dangerous
Overt Defiance
Staff need to be consistent regarding which behaviors should result in a referral to the office and which behaviors should be teacher/staff handled. (Mild-moderate behaviors versus severe)
The three types listed above are considered “severe” behaviors
Often, adults on a campus have a different “picture” about what behaviors they consider to be mild-moderate versus severe. As part of the PBIS process it will be important to review and/or define and clarify the levels of misbehavior for your campus.
If there is an expectation on the campus to only refer students for severe behaviors, then the adults on the campus should be provided with training, tools, strategies, and interventions for handling different types of challenging behaviors.

8. Collect ODR Information by…
Number of referrals…
year, month, day of the week
grade levels (track over time)
locations (in and out of class)
gender/ethnicity
type of infractions/behaviors
mild to moderate vs. severe behaviors
administrative action taken
referring staff
students with IEP

9. Examples: Office Discipline Referral Data

11. By Day of the Week

12. By Grade Level

13. By Gender

14. By Ethnicity

15. Surveys: Staff, Student, Parent,
Tell you what people think
“Remember, perception is reality”

16. More About Surveys
Compare survey results with observation and discipline data results
Avoid making decisions in isolation
Respect the perceptions of others
Report feedback from the survey to all stakeholders
Celebrate successes and point out concerns

17. School-wide Observations

18. Observations Structures Staff Behavior Student Behavior Tell you why
Help to identify structural, staff, and student issues that may affect behavior
Tell you about the level of safety, civility, and productivity of a common area or activity
Reveal what is actually in place versus what is written on paper
Provides information for “celebration” and “opportunities for improvement”
Provide information about the climate and culture of a school. Initially you might benefit from an “outside” view
Observations should be conducted each time a change in a procedure is made.
School-wide observations generally include formal or informal interviews with the staff and students.
Eventually, you will do your own in-house observations or “spot-checks”
Student Behavior

19. Completing Observations
Observers should use a consistent format within a school
Choose your common area(s)
Observe and listen for “positive to negative” interactions
Have at least one other observer (same time/same place)
Write down what you saw and heard, not solutions
Compare afterwards

20. Tools and Resources to Evaluate Effectiveness and/or Fidelity
Benchmarks of Quality, Revised (BOQ)
School-wide Evaluation Tool (SET)
Positive Behavior Support (PBS) Self-Assessment Survey
Oregon School Safety Survey
Benchmarks of Quality have been approved for use with project schools by the Texas Education Agency.
The SET is a formal observation tool that was originally used for observation as part of the PBIS Process. While the information is helpful, it requires extensive planning and staff resources to conduct on a regular basis. Some trainers, coaches, or facilitators report using the interview questions, but in a less formal observation structure. Others report using with specific campuses that need a more in-depth process.

21. Benchmarks of Quality (BOQ) “Critical Elements”
PBS Team
Faculty Commitment
Effective Procedures for Dealing with Discipline
Data Entry & Analysis Plan
Expectations & Rules
Reward/Recognition Program
Lesson Plans for Teaching Expectations/Rules
Implementation Plan
Classroom Systems
Evaluation
The Benchmarks of Quality are used to measure the “Fidelity” of implementation in the 10 Critical Elements listed above. This is a helpful tool to guide areas of implementation that have not been addressed.
If teams have not completed a baseline BOQ, show them the power point for completing it using a team consensus-based process.
Please note that the original Benchmarks of Quality were revised in the Spring of The section on “Crisis Plan” has been removed and “Classroom Systems” has been added. There are still 53 items, however the total possible score is now 107 rather than 100.
The BOQ

22. Perception
Perception is based on….
See clip

23. Module 4: Team Assignment Discuss and Analyze Your Data Sources
1. Identify apparent patterns and trends from all of your data sources
What do you think may be the cause for the pattern/trend?
What information, if any, is missing?
What questions do you have before you can or should act on the data?
What are the top 5 reasons students are referred? What are the specific behaviors?
Is there anything you can celebrate base on your data?
Does your data system need streamlining/updating?
Based on your findings, what are your priorities/next steps?
5. Create a data collection calendar, Example:
Survey staff & students in August and again in December
Observations: 1st week of school and the months when you have peaks in misbehavior
Review each item prior to the team work time to clarify how they should be analyzing their school data.
Remind them that their data “tells a story”. What story does their data tell so far?