2. Module 3: Introduction to Outcome Data-Based Decision-Making Using Office Discipline Referrals Phase I Session II Team Training Presented by the MBI Consultants

3. CRITICAL COMPONENTS Commit to a common purpose and approach to discipline— one that creates a safe and welcoming culture Establish and maintain team… with administrator support, participation and leadership Establish a clear set of positive expectations and behaviors Establish procedures for teaching expected behavior Establish a continuum of procedures for encouraging expected behaviors Establish a continuum of procedures for discouraging inappropriate behaviors Establish a system for using data to make decisions, progress monitor, and problem-solve

4. Data-Driven Decision Making How Will We Know If It’s Working?

5. So what’s the big deal with Data-Driven Decision Making??? The concept isn’t new – Using it tenaciously to focus change and evaluate effectiveness is new!

6. Data must be meaningful to staff… …and here’s a chart that shows what you might see if you looked at a mountain range through a tennis racket

7. DATA MUST BE EASY TO ACCESS AND USE

8. ARE YOUR DATA USEFUL? FOR WHAT? Data source(s) should:  provide sufficient information to select appropriate services and supports.  allow you to group students with similar needs.  match the nature of the problem, the target responses/knowledge identified for change, and key problem-solving questions.

9. WHAT IS NEEDED? A SYSTEM  Coherent system in place to accurately document discipline referral data (garbage in-garbage out)

10. WHAT IS NEEDED? DATA SOURCES  Start with what you have  Office discipline referrals  Detentions  Suspensions/expulsions  Attendance (staff and student)  Referrals to special education program  Academic achievement data  Observations

11. WHAT IS NEEDED? A PROBLEM- SOLVING PROCESS  The process a team uses to “problem solve” is important:  Roles :  Facilitator; Recorder; Data analyst; Active member  Organization  Agenda: Old business (did we do what we said we would do); New business; Action plan for decisions.  What happens BEFORE a meeting  What happens DURING a meeting  What happen AFTER a meeting Agenda, data summary, positive Updates, identify problem, problem solve Minutes posted, tasks completed MBI Team Meeting Minutes and Problem-Solving Action Plan Form (TIPS II)

12. OFFICE DISCIPLINE REFERRALS Measure of overall environment & how we are doing ODR’s show where to focus/invest energy & time It’s available

13. GUIDING QUESTIONS  What do we expect our students to know, understand, and do as a result of instruction?  Do our students meet or exceed these expected levels? (How sufficient are the universals?)  Are there groups for whom the “core” is not sufficient?

14. SAMPLE EXPECTATIONS FOR BEHAVIOR  80% have 1 or fewer ODRs  The # of ODRs, ISS and OSS per 100 students is lower than the national or district average.  The # of ODRs, ISS and OSS per 100 students is decreasing.  Attendance is steady.

15. PROBLEM-SOLVING BEGINS  Problem – Difference between expected/desired student behavior & current student behavior  Is there a difference between your school’s average and the national median?  Is there a difference between this year and previous years ?  What barriers have or could preclude students from reaching expected levels? WHY are some students not successful?

16. Data analysis tools: Big 5 Generator, Data Collection Tool, and SWIS

17. BIG-5 GENERATOR  School is unit of analysis  Provides summary data –How often –What –When –Where  Easy to use  Download at:  http://pbismissouri.org/archives/980

18. DATA COLLECTION TOOL  School, grade, class and individuals are units of analysis  Provides summary data  Similar to SWIS, but less expensive (free)  Better data for decision making  More data to enter  As mom used to say, there is more to break  Does not track multi-year data  google: “pbis missouri data collection tool gordon way” or http://pbismissouri.org/archives/980 http://pbismissouri.org/archives/980

19. DATA SYSTEMS: SCHOOL WIDE INFORMATION SYSTEM (SWIS)  SWIS is a web-based system for using office discipline referral data  SWIS Website:  http://www.PBISApps.org

20. Is there a Problem? Middle School of 625 students? Compare with national average: 625/100 = 6.25 6.25 X.92 = 5.75 Office Discipline Referrals per School Day

21. Elementary School with 150 Students Compare with National Average 150 / 100 = 1.50 1.50 X.35 =.53

22. AVERAGE REFERRALS PER DAY PER MONTH

24. Defining the Problem What Problem Behaviors are Occurring? Is there one problem, clusters of problems, many problems? How do the problem behaviors link to the SW expectations? Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. 23

25. Clarifying the Problem When Are Problem Behaviors Occurring? Is there one time period, clusters of time periods, many time periods throughout the day? How do the problem times link to the schedule of activities? Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. 24

26. Clarifying the Problem Where Are Problem Behaviors Occurring? Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. Are there problems in one location, clusters of locations or many locations? We have problems in the classroom and on the bus 25

27. Clarifying the Problem Who Is Engaging in Problem Behaviors? Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. 90% of our students have had 0-1 ODR this year. We have 8 students with 2-5 ODRs and 3 students with 6 + 26

28. REFERRALS BY STAFF

29. General Guidelines for Using ODR Results

30. FOCUS ON SCHOOL-WIDE SYSTEM IF:  More than 35% of students receive 1 or more referrals  Average referrals per student is greater than 2.5  Average referrals per day exceed desired goals

31. FOCUS ON NON-CLASSROOM (COMMON AREAS) SYSTEMS IF:  More than 35% of referrals come from non-classroom settings  More than 15% of students who receive a referral are referred from non-classroom settings

32. FOCUS ON CLASSROOM SYSTEMS IF:  More than 50% of referrals are from classroom settings.  More than 40% of referrals come from less than 10% of the classrooms.

33. FOCUS ON INDIVIDUAL STUDENT SYSTEMS IF:  If 10 or more students have 10+ referrals  Targeted Group Interventions  If 10 or less students have 10+ referrals  Targeted Individual Interventions

34. ACTIVITY Complete “Analyzing Office Discipline Referrals” in your workbook