1. Education Connection the Gateway to HCPS Discipline Data

2. Presenters and Facilitators School Psychology Dr. Tracy Schatzberg, Supervisor Dr. Kevin Murdock, Behavior Analyst Area 6 Barbara Franques, General Director Janet Ritchie Dorinda Rountree

3. Special Thanks to: Curriculum and Instruction Wynne Tye, Assistant Superintendent Exceptional Student Education Walter A. Stevens, Jr.; District ESE Specialist B.T. Washington Elementary School Jason Pepe, Administrator Dr. Sylvia Rockwell, Behavior Coach Information Services Jeff Arnold, Systems Analyst Carol Risher, Research Analyst Rosie Gonzalez-Mills, Senior Programmer

4. Let’s Practice

5. Web address: User ID: (your primary ID, a full or partial spelling of your last name, may include initial of first name) Example: SmithJ Password: (same as Lawson, may differ from IDEAS password) https://portal51.sdhc.k12.fl.us/wps/portal

7. If you get a prompt to configure your credentials, do so. If you are asked about closing the window, click Yes.

8. Getting and exporting the data from “Education Connection”

9. Click Document List

10. Click the + sign, NOT the words (remember this rule)

11. Click the + sign

12. Click the folder or words

13. Make a note of the report date: Dec 11, 2008 Reports are (usually) run weekly.

14. Right click

15. Click View

16. Enter 08 or 8 Enter 09 or 9 Click

17. SAMPLE REPORT

18. Some reports may initially appear empty. You can Schedule (prepare) a new report as described in the next few frames.

19. To Schedule (prepare) a report for a prior year, or the current year: Right click Then, click Schedule

20. Click Parameters

21. Click Edit

22. Enter year 1 – Example: 07 or 7 Click Repeat for year 2 – Example: 08 or 8. Finally, click Schedule in lower right corner.

23. Wait a minute or 2. Click Refresh. (Repeat, as needed.) When the Status changes from Pending to Success, click here to view the report.

24. Other available reports

25. SAMPLE REPORT

28. Coming Soon!

29. SCHOOL NUMBER AND NAME SCHOOL YEAR 2008-2009 AREA NUMBER STUDENT REPORT

30. SCHOOL NAME TEACHER & STUDENT REPORT

31. Including Summary Tables

32. SCHOOL YEAR 2007-2008, SCHOOL NUMBER AND NAME Page 204

33. Tips on Report Viewing

34. If not done already, maximize the window size School name appears here School number and name

35. Open drop-down menu Select 75% view School name appears here School number and name

36. Scroll down to improve view of graph School name appears Here

37. Some Reports Provide Additional Data

38. SCHOOL NAME Click + sign to see list of Actions

39. SCHOOL NAME Click + sign to see list of Students

40. SCHOOL NAME Click + sign to see list of Incidents

41. List of Incidents for this Student SCHOOL NAME

42. Exporting Data

43. SCHOOL NAME Click to begin Export

44. SCHOOL NAME Click to open drop-down menu Select Microsoft Excel (97-2003) Click Export

45. Save SCHOOL NAME

46. Select and note folder / location where file will be saved

47. Rename file. Example format: (date)DisciplineActions.xls Click SCHOOL NAME

48. “Download Complete” confirmation SCHOOL NAME

49. To view other reports

50. Repeat same steps.

51. Copy & paste the report into a Word document or Powerpoint presentation. Print the graph. Double-click the saved.xls file.

52. If not done already, maximize the window size SCHOOL NUMBER AND NAME

53. Open drop-down menu Select Copy SCHOOL NUMBER AND NAME

54. Pasting into a Powerpoint presentation After pasting, you may print the “slide” view to get a full page landscape graph.

55. If the graph is off-center, click in the center to drag it to the desired location. If the graph is too big, click on a corner and drag toward the center of the graph to make it smaller.

56. School Name 8/18/08 – 11/10/08 Add a heading with the date range. 8/18/08 was the start of the 2008-2009 school year.

57. Pasting into a Microsoft Word document Place the cursor where you want the graph to go. Paste, move and resize the graph as described in the preceding frames. To view or print a full page view, change page setup to “landscape.” Resize the graph, as needed.

58. Sharing Data and Preparing Supplemental Data

59. Set a regular monthly date to access and save your data. Determine when and how to summarize, use, and share the data Examples: –Powerpoint presentation to the Behavior Leadership Team –Print charts for Professional Learning Community focusing on behavioral data –Email a Word document to all faculty

60. Explore other data sources to identify and target services to: –Top 10 frequently referring teachers and –Top 25 frequently referred students Other data sources may include: –Mainframe printouts –E-reports (discipline section) Prepare graphs comparing monthly trends of exclusionary discipline actions (e.g., OSS, ATOSS, ISS, Bus suspension) –May use Education Connection data (subtract prior month from current cumulative total)

61. “Referrals are vitally important.” Disseminate and support the above message. Referrals help with allocation of services for individual students, classroom interventions, and schoolwide behavioral systems. Early identification through referral and discipline data leads to early intervention. Suppressing referrals can result in more severe behavior challenges later on, and ultimately more complex interventions and other additional hassles. Identify staff who may tend to suppress referrals due to increased analysis by supervisors.

62. Using the Data in the Reports

63. Long-term Goals Universal screening (Tier 1 Problem-Solving) Early identification and effective, non- exclusionary intervention for students with behavior challenges Early supports to teachers with frequent discipline referrals, less teacher turnover Safer schools Less disruptive behavior = More on-task behavior and academic progress = Better FCAT and related scores More equitable ethnicity representation for disciplinary actions and ESE programs

64. STAT, 3 Tier Problem-solving, and RTI The next frame depicts the 3 Tier Model as a Pyramid. Tier 1 includes universal, school-wide behavioral interventions. Tier 1 behavioral interventions emphasize proactive environmental and teaching strategies, plus reinforcement-based methods. The emphasis is NOT on disciplinary procedures.

65. Evaluate Response to Intervention (RtI) Problem Analysis Problem Identification Implement Plan

66. Tier 1 Behavioral Interventions Collaborate with other school teams to assure: All school staff are connected with all students –Everybody takes responsibility to ensure that each and every student succeeds. Behavioral expectations are clearly defined and posted for all schoolwide and classroom settings –Students receive instruction, rehearsal, reviews, and reinforcers for improved performance and meeting expectations (i.e., following rules) Discipline referrals are systematically used as universal screening tools for early identification of students who may need intensive interventions

67. Tier 2 Behavioral Interventions Universal (Tier 1) interventions will NOT be “universally” effective. (However, they should meet the needs of at least 75% of the students.) Targeted-group (Tier 2) behavioral interventions are needed for some students. Tier 2 behavioral interventions also emphasize proactive environmental and teaching strategies, plus reinforcement- based methods, delivered in smaller group settings.

68. Evaluate Response to Intervention (RtI) Problem Analysis Problem Identification Implement Plan

69. Tier 2 Behavioral Interventions Collaborate with other school teams to assure Tier 2 behavioral services are effectively implemented. Questions for your team to address: How, and how often, are students identified as needing Tier 2 services? How are prior and current Tier 1 behavioral interventions documented? What aspects of the Tier 1 interventions were not sufficient? Why? How are academic variables addressed regarding their potential impact on problem behaviors (e.g., academic frustration)?

70. Tier 2 Behavioral Interventions How are the targeted group and classroom interventions selected to match the behavior of concern? –Are the procedures research-based best practice? –Is there sufficient focus on reinforcement-based procedures? –Are the procedures of sufficient intensity (frequency, duration)? Are they defined and trained so that staff can implement them with fidelity?

71. Tier 2 Behavioral Interventions How will the team know if the intervention is (not) working? How will student progress be measured? How and when (e.g., how often) will the team decide when a student must receive modified or more intensive Tier 2 behavioral interventions? How and when (e.g., how often) will the team decide when a student should be considered for Tier 3 behavioral interventions?

72. Where to Find Interventions http://interventioncentral.mysdhc.org/ STAT Student Support Staff Professional Learning Community Behavior Leadership Team

73. Tier 3 Behavioral Interventions Universal (Tier 1) and Targeted-group (Tier 2) behavioral interventions will NOT work with all students. (However, they should meet the needs of at least 75% of the students.) Individualized (Tier 3) behavioral interventions are required for some students. In some cases, these services will need to be intensive. FBA is a comprehensive problem-solving process for developing effective interventions.

74. Evaluate Response to Intervention (RtI) Problem Analysis Problem Identification Implement Plan

75. Tier 3 Behavioral Interventions Collaborate with other school teams to assure Tier 3 behavioral services are effectively implemented: How are prior and current Tier 1 and 2 behavioral interventions documented? What aspects of the Tier 1 and 2 interventions were not sufficient? Why? How are academic variables addressed regarding their potential impact on problem behaviors (e.g., academic frustration)?

76. Tier 3 Behavioral Interventions How are the individualized interventions selected to match the behavior of concern? –Are the procedures research-based best practice? –Is there sufficient focus on reinforcement-based procedures? –Are the procedures of sufficient intensity (frequency, duration)? Are they defined and trained so that staff can implement them with fidelity?

77. Tier 3 Behavioral Interventions How will the team know if the intervention is (not) working? How will student progress be measured? How and when (e.g., how often) will the team decide when a student must receive modified or more intensive Tier 3 behavioral interventions? How and when (e.g., how often) will the team decide when a student must receive behavioral interventions that require extensive resources, and/or evaluation for special education services?

78. STAT, 3 Tier Problem-solving and RTI Universal (Tier 1) behavioral interventions will NOT be universally effective. Targeted-group (Tier 2) behavioral interventions will NOT work with some students. Individualized (Tier 3) behavioral interventions may be required for some students. Planning and documentation is the key to successful interventions at any Tier level. Interventions must be monitored.

79. Tier 3 services with a weak support base…

80. will teeter and fall

81. Evaluate Response to Intervention (RtI) Problem Analysis Problem Identification Implement Plan Tier 3 services (including FBA-BIP) require strong foundations at Tiers 1 & 2

82. Evaluate Response to Intervention (RtI) Problem Analysis Problem Identification Implement Plan What systems does your school have in place at each tier?

83. Schoolwide rules are posted, rehearsed, reviewed, + reinforced “Hornets Dozen” (Principals 200 Club) Cafeteria traffic management, reports to teachers Classroom schedules + routines are posted, rehearsed, reviewed, + reinforced “Hornet Stamps” reinforcement system Daily behavior reports to parents (via agenda) Success Chains, Mystery Motivators, Good Behavior Game Student problem-solving activities + forms Example of 3 Tier System at: B.T. Washington School Comprehensive FBA BIP (may include Behavior Contract) 1-to-1 Replacement behavior training Services integrated with parents and community resources STAT problem-solving, weekly RTI monitoring Small group training: Replacement behaviors, Social Skills, Anger management, etc. “Behavior Clinic” Behavior Contracts & Goal Setting Parent conferences

84. School Psychologist Support –Meet at least monthly with designated school teams and personnel Access and disseminate data in documents, Powerpoint presentations, posters, etc. Interpret trends Provide support –Use data to determine who needs to be receiving Tier 2 and Tier 3 interventions –Develop and monitor Tier 2 and Tier 3 interventions

85. Future Directions How do we disseminate the best methods for targeting and getting assistance to students and classrooms with high rates of referrals and disciplinary actions? How can Professional Learning Communities and/or Behavior Leadership Teams best use the data?

86. Future Directions How can the data be tied to School Improvement Plans? How can the data cooperatively be used by Administrators, Area General Directors, & Area ESE offices to accomplish HCPS Goals?

87. Future Directions Discipline referral improvements Revise the definitions Provide alternatives for Disciplinary Actions Web-based input – drop-down Action choices Address possible causes for under- reporting of referrals at classroom and school levels

88. “Handouts” We’re committed to saving printing costs for the district and promoting a “greener” environment. This entire presentation can be downloaded or viewed at: http://interventioncentral.mysdhc.org/ Click the “Intervention” tab Scroll to the bottom of the page to find the link

89. Contacts Please send questions and constructive suggestions to: Dr. Tracy Schatzberg, Supervisor Tracy.Schatzberg@sdhc.k12.fl.us Dr. Kevin Murdock, Behavior Analyst Kevin.Murdock@sdhc.k12.fl.us