Post on 12-Jan-2016
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Discipline Referrals, Data Analysis, SWPBIS Rollout
SWPBSDay 4: Universal Curriculum
The importance of what we are doing!
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http://Social/Emotional Learning - Hawn Foundation
4 : 18/24/20103
Previous Meeting Objectives
• Understand why acknowledgement systems are a critical feedback mechanism for students.
• Develop acknowledgement system
• Define office vs. classroom handled problem behaviors
• Define how each type of problem behavior is handled in a flow chart display
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Today’s Objectives
Review Progress of your Core TeamPlan for Fidelity Checks:
Team Implementation Checklist (TIC)
Benchmarks of Quality (BoQ)Use Data for Problem Solving
TIPSAction Planning
Rollout/ Year 1 Implementation - Guest Speaker5
Where are we?
MatrixLesson planningAcknowledgements (see new examples)Behavior definitionsDiscipline Referral Format
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TIC – Team Implementation Checklist
and BoQ - Benchmarks of Quality
Complete with Coach (by the end of the year)Corresponds with Action PlanReport on PBIS Assessment Website
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Minors-Classroom Managed Behaviors
a) Simple correction strategies to use with early stage misbehavior to try the easy thing first
b) Creating your menu of classroom-based corrective consequences-teacher managed consequences
c) Majors (Office managed consequences)-How will you determine these?
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General Procedure for Dealing with Problem BehaviorsObserve problem
behavior
Problem solve
Determineconsequence
Follow proceduredocumented
File necessarydocumentation
Send referral to office
File necessary documentation
Determine consequence
Followthrough with
consequences
Problem solve
Follow documented
procedure
Write referral andEscort student to office
Follow upwith student
within aweek
Is behavior major?
Does student have 3?
NO YES
NO YES
Find a place to talk with student(s)
Ensure safety
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Office Discipline Referrals
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BIG 5
o Where are they happening?o What types of problem behaviors?o When are the problems occurring?o Who is contributing?o What is the possible motivation?
And what is the consequence?
MinorInappropriate languageDisruptionProperty misuseNon-complianceOther_____
Parent contact Out-of-school suspension Time in office Other________________
Avoid workObtain itemsDon’t knowOther_____
ClassroomOn busSpecial eventCommon areaOther_____
Possible MotivationLocationProblem Behavior
ConsequenceLose privilege individual instructionConference In-school suspension
Attention from peersAttention from adultsAvoid peersAvoid adults
HallwayCafeteriaLibraryRestroomOfficeParking lot
MajorAbusive languageFighting/physical aggressionHarassmentOvert defianceOther_____
Office Discipline Referral FormName: _________________________ Grade: _____ Date: _____Referring Person: ________________________Time: ________
Others involved: None Peers Staff Teacher Substitute Unknown Other
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ACTIVITY• Revise current office discipline referral form
• Continue defining minor and major behaviors
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Implementers’ Forum Video
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TIPS
Goal: Develop a “problem-solving model” for school teams that results in active use of data to (a) define problems, (b) build solutions, and (c) transform solutions into practical action plans.
Steve Newton, Anne Todd, Bob Algozzine, Kate Algozzine, Rob Horner
CollectCollect and Useand Use
DataData
Team Initiated Problem Solving (TIPS) Model
TIPS Model
Team MeetingUse of electronic agendaFormal roles (facilitator, recorder, data analyst)Specific expectations (before meeting, during
meeting, after meeting)Expected use of data
Problem Solving Goals
Define logic for data useDefine “problem statements” that can lead
to functional solutionsDefine standards for using data to refine
problem statements and build solutionsDefine core elements of behavioral
solutionsAssist teams with using data for problem
solving
Main Idea
The process a team uses to problem solve is important:Roles:
Facilitator; Recorder; Data analyst; Active memberOrganization
Agenda; Old business (did we do what we said we would do); New business; Action plan for decisions.
What happens BEFORE a meetingWhat happens DURING a meetingWhat happen AFTER a meeting
Using Data
Do we have a problem?Refine the description of the problem?
What behavior, Who, Where, When, Why
Test hypotheses“I think the problem on the playground is due to Eric”“ We think the lunch period is too long”“We believe the end of ‘block schedule” is used
poorly”
Define how to monitor if solution is effective
Important Structural Components
Regular meetings & regular attendanceThe “right” peopleThe right roles
FacilitatorMinute TakerData AnalystActive Team Members
Accomplishments – Products of successful meetingMeeting Minutes (record of decisions & tasks concerning
administrative/general issues)Action Plan (record of decisions & tasks concerning
problems identified by team)(We’ll discuss these in more detail later in this workshop)
CollectCollect and Useand Use
DataData
Review Status and
Identify Problems
Develop andRefine
Hypotheses
Discuss andSelect
Solutions
Develop andImplementAction Plan
Evaluate andRevise
Action Plan
Problem Solving Foundations
Team Initiated Problem Solving (TIPS) Model
Identifying problems/issuesWhat data to monitor
ODR per day per monthOSS, ISS, Attendance, Teacher reportTeam Checklist/ SET (are we doing what we planned to
do?)
What question to answerDo we have a problem?
What questions to ask of Level, Trend, PeaksHow do our data compare with last year?How do our data compare with national/regional norms?How do our data compare with our preferred/expected
status?
If a problem is identified, then askWhat are the data we need to make a good decision?
Using Data to Refine Problem Statement
The statement of a problem is important for team-based problem solving.
Everyone must be working on the same problem with the same assumptions.
Problems often are framed in a “Primary” form, that creates concern, but that is not useful for problem-solving.
Frame primary problems based on initial review of dataUse more detailed review of data to build “Solvable
Problem Statements.”
Implementers’ Forum Video
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Precise Problem Statements(What are the data we need for a decision?)
Precise problem statements include information about the Big Five questions:What is problem, and how often is it
happeningWhere is it happeningWho is engaged in the behaviorWhen the problem is most likelyWhy the problem is sustaining
Primary vs. Precision Statements
Primary StatementsToo many referralsSeptember has
more suspensions than last year
Gang behavior is increasing
The cafeteria is out of control
Student disrespect is out of control
Precision StatementsThere are more ODRs
for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment.
Precise Statement?
Children are using inappropriate language with a high frequency in the presence of both adults and other children. This is creating a sense of disrespect and incivility in the school
James D. is hitting others in the cafeteria during lunch, and his hitting is maintained by peer attention.
Precise Statement?ODRs during December are higher than
in any other month.
Minor disrespect and disruption are increasing over time, and are most likely during the last 15 minutes of our block periods when students are engaged in independent seat work. This pattern is most common in 7th and 8th grades, involves many students, and appears to be maintained by escape from work (but may also be maintained by peer attention… we are not sure).
Precise Statement?
Three 5th grade boys are name calling and touching girls inappropriately during recess in an apparent attempt to obtain attention.
Boys are engaging in sexual harassment
Precision Statements
5 Core “W” Questions
WhatWhereWhenWhoWhy
Precision StatementsThere are more
ODRs for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment.
Create your Own Precise Statement
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Using your data, develop a precision statement that describes a problem behavior.
Highlight the 5 Core “W” Questions in different colors:WhatWhereWhenWhoWhy
Organizing Data for Decision-making
Compare data across time
Moving from counts to count/month
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Using Data to Build Solutions
Prevention: How can we avoid the problem context?Who, When, WhereSchedule change, curriculum change, etc
Teaching: How can we define, teach, and monitor what we want?Teach appropriate behaviorUse problem behavior as negative example
Recognition: How can we build in systematic reward for desired behavior?
Extinction: How can we prevent problem behavior from being rewarded?
Consequences: What are efficient, consistent consequences for problem behavior?
How will we collect and use data to evaluate (a) implementation fidelity, and (b) impact on student outcomes?
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Solution Development
Prevention
Teaching
Reward
Extinction
Corrective Consequence
Data Collection
PBIS Team
Meeting Minutes
and Problem Solving
Action Plan Form
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565 students
Grades 6,7,8
Trevor Test Middle School
0
5
10
15
20
Ave R
efe
rrals
per
Day
Sept Oct Nov Dec Jan Feb Mar Apr May Jun
School Months
Office Referrals per Day per MonthThis Year
0
10
20
30
40
50
Num
ber
of R
efe
rrals
Lang Achol ArsonBombCombsDefianDisruptDressAgg/fgtTheftHarassProp D Skip Tardy Tobac Vand Weap
Types of Problem Behavior
Referrals per Prob Behavior
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20
40
60
80
Num
ber
of O
ffic
e R
efe
rrals
Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other
School Locations
Referrals by Location
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10
20
30
40
50
Num
ber
of R
efe
rrals
7:00 7:30 8:00 8:30 9:00 9:30 10:0010:3011:00 11:30 12:0012:30 1:00 1:30 2:00 2:30 3:00 3:30
Time of Day
Referrals by Time of Day
Cafeteria Class Commons Hall
12:00
Lang.
Defiance
Disruption
Harrass Skip
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20
40
60
80
100 N
um
ber
of S
tudents
1 2 3 4 5 6 7 8 9 10111213141516171819
Number of Referrals
Students per Number of Referrals
Develop 2 Precise Problem Statements &Hypothesis Development(Which students)______________________are
engaging in (what behaviors)________________ and the behavior is maintained by (function of the behavior or why)_________________________________.
(Which students)______________________are engaging in (what behaviors)________________ and the behavior is maintained by (function of the behavior or why)_________________________________.
Solution Development:For disruption in hall and cafeteriaPrevention
Teaching
Reward
Extinction
Corrective Consequence
Data Collection
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