1. Developing Data Based Decision Making Processes Illawarra and South East Region Positive Behaviour for Success

2. AGENDA School Progress Reports What is happening in your school? PBS Regional Update Network sharing meetings (dates venues email) Review of Data Based Decisions Question & Answer (Mute microphone – turn on when asked)

4. Data Based Decisions Electronic Data System Referral Form Format Data Definitions Referral Process Data Based Decision System Key Elements Review and report monthly Electronic Data System

5. Computerised Data System Examples “Data Detective” RISC http://marilliondesigns.com/ RISChttp://marilliondesigns.com/ STARS http://www.jsinfotech.comhttp://www.jsinfotech.com Sentral http://www.gptech.com.au/http://www.gptech.com.au/ Generic systems (File Maker Pro) Remember The system used must have the capacity to graph and display data

6. Data Based Decisions Electronic Data System Referral Form Format Data Definitions Referral Process Data Based Decision System Key Elements Review and report monthly Electronic Data System

7. Behaviour Locations 1. Workshop locations at a staff meeting 2. Clearly define locations 3. Use a map – visual representation

9. Behaviour Definitions Clear, specific definitions provide: School wide consistency Accuracy and reliability Application of appropriate and meaningful consequences Definitions communicated and understood Define as a glossary of terms

10. Behaviour Definition Strategies 1.An operational distinction is made between problem behaviours 2.Behaviours categorised into; i.Minor Behaviours (Teacher Managed) ii.Major Behaviours (Executive Managed) Examples pp 80-86 of the manual

12. These may include : lateness to class lack of classroom equipment incomplete tasks failure to follow instructions off task rudeness Can be handled by the classroom teacher and must be recorded but does not warrant a discipline referral to the executive Minor Discipline Incidents

13. Teachers determine; Appropriate contingent consequence When and where the consequence should be delivered

14. Handled by the executive These may include but are not limited to: defiance bullying and harassment abusive language physical fights property damage drugs, tobacco, weapons Major Discipline Incidents

15. Definitions – Language Example

16. Data Based Decisions Electronic Data System Referral Form Format Data Definitions Referral Process Data Based Decision System Key Elements Review and report monthly Electronic Data System

17. Student’s name Date Time of the incident Student’s grade Student’s teacher Referring staff Location of the incident Problem behaviour Possible motivation Others involved Executive decision Other comments - only 3 lines Referral Form Essential Categories

18. Referral Form Graph/ Report Categories Name Grade Date Time day, week, month (per day per month), year Referring staff Location Behaviour type Others involved Consequences assigned Possible Motivation

19. See pages chapter 15 in the manual WWW.iserpbs.wikispaces.com Referral Form Examples

20. Data Based Decisions Electronic Data System Referral Form Format Data Definitions Referral Process and Consequences Data Based Decision System Key Elements Review and report monthly Electronic Data System

21. Evaluate current system Is the behaviour referral process meaningful and effective? Are teachers following the current plan for completing referrals? Interview teachers on their perceptions regarding the school’s responsiveness to problem behaviour (EBS or survey) Use EBS and SET results to action plan Referral Process Current System

22. If a new system is to be developed ensure; Predictable Executive Referral Process for problem behaviours exists Process is agreed upon with all staff System is defined and taught to staff Referral Process New System

23. Contains definitions of: major discipline incidents minor discipline incidents crisis incidents a continuum of discipline procedures Can be summarised in a descriptive or graphic form Is presented to all staff for consultation All staff receive specific training Features of the Executive Behaviour Referral Process

27. They have not been aligned with: School-wide values Clearly defined expectations A system for teaching expectations and values A system for rewarding appropriate behaviours Why are traditional consequences ineffective?

28. They are not related to the function of the behaviour Example: 1. Student tries to avoid a task by disrupting 2. Teacher sends to time out (or executive) 3. Avoidance function is served student ‘rewarded by time out’ 4. Inappropriate behaviour is maintained Why are traditional consequences ineffective?

29. What is the Purpose of Developing Consistent Consequences? ‘The more students know the rules and consequences for misbehavior and are aware that the rules in a school are applied fairly under a “system of laws,” the less victimisation and disorder is present in the school’ (Mayer & Leone, 1999) Referral Process Define Behaviour Consequences

30. 1. Agree on and define a consistent set of consequences 2. Teacher assigned consequences 3. Executive assigned consequences 4. Make sure consequences can be delivered contingently 5. Use a diagram to remind staff of the consequences system 6. All consequences should be accompanied by re-teaching of the expected behaviours Referral Process Define Behaviour Consequences

31. Clearly identify where various behaviours will be managed (teacher vs. executive referral) Develop an array of responses to problem behaviours Include opportunities for students to learn and/or practice more acceptable behaviours Referral Process Developing Behaviour Consequences

32. Defined: A hierarchy of discipline procedures for breaking a given rule Purpose o To align the consequences with the broken rule. o The same consequence should not follow all rule violations occurring in the school. o A hierarchy from least to most severe consequences should be aligned with the breaking of rules from the least to most severe in nature Referral Process Continuum of Discipline Procedures

33. · Train staff to TEACH : 1.Ask, “Is that the expected behaviour?” 2.State the school-wide expected behaviour 3.Ask student to demonstrate behaviour 4.Provide acknowledgement to student on compliance “Thanks, good, well done, that’s it” Referral Process Delivering Consequences

34. When delivering a consequence: 1.Offer a choice – either compliance or …. 2.Acknowledge compliance 3.Follow referral procedures based on major/minor definitions Referral Process Delivering Consequences

35. Data Based Decisions Electronic Data System Referral Form Format Data Definitions Referral Process Data Based Decision System Key Elements Review and report monthly Electronic Data System

36. The POWER of data Drives decisions Provides answers to address systems solutions Evaluates whether system solutions are working Used to moderate improvement cycle

37. In reviewing the monthly data consider ; Where What When Who How often Why Motivation PBS Team Behaviour Data Review See Page 88 Universal Manual for Data review template

39. General Data Decision Making Rules

40. Emergency or Crisis Incidents Major school – wide system Evaluated in the SET Part of the behaviour referral process