RI SWPBIS Team Initiated Problem Solving and Data Based ...

RI SWPBIS

Team Initiated Problem Solvingand Data Based Decision Making

RI SWPBIS

Team Initiated Problem Solvingand Data Based Decision Making

Paul V. Sherlock Center on Disabilities

Rhode Island College

600 Mt. Pleasant Avenue

Providence RI 02908

401-456-8072

www.ripbis.org

Universal Implementation ChecklistUniversal Implementation Checklist

Critical FeaturesUniversal PBIS System

8. Utilizing Data Tools for Decision Making

a) Consider using any/all of the following documents for decision making:

SAS SETSSS SWIS

Review action planning/decision logs

b) Establish a schedule for continuous review of data

PRACTICES

SupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

4 PBIS Elements

Essential Steps to Establish Effective and Efficient Data Systems

Essential Steps to Establish Effective and Efficient Data Systems

Step 1. Review data at every PBIS team meeting, use data to make decisions

Step 2. Share data with faculty, model data-based decision making

Step 3. Celebrate successes with students and staff

Step 4. Share successes with parents and other community members

Collectand Use

Data

Develop Hypothesis

Discuss andSelect

SolutionsDevelop andImplementAction Plan

Evaluate andRevise

Action Plan

Problem Solving Meeting Foundations

Team Initiated Problem Solving

(TIPS) ModelIdentify

Problems

Looking at Data

Main IdeasMain Ideas• Build “decision systems” not “data systems”

• Use data in “decision layers”

• Is there a problem? (overall rate of ODR)

• Localize the problem

• (location, problem behavior, students, time of day)

• Get specific

• Don’t drown in the data

• It’s “OK” to be doing well

• Be efficient

Problem

The Big 5

Admin. Decision Motivation Grade Level Others Involved

Ethnicity IEP Time Range Date RangeGender

Problem

The Big 5

Admin. Decision Motivation Grade Level Others Involved

Ethnicity IEP Time Range Date RangeGender

Tota

l Offi

ce D

isci

plin

e R

efer

rals

Total Number of Office Discipline Referrals as of January 10; Not SWIS

Average Number of Referrals as of January 10; SWIS

What behaviors are problematic?What behaviors are problematic?

Where are the problems occurring?

When are the problems occurring?When are the problems occurring?

Who is contributing to the problem?Who is contributing to the problem?

Organizing SWIS Data for Decision-making

Organizing SWIS Data for Decision-making

• Universal Screening Tool

– Proportion of students with

• 0-1 Office Discipline Referrals (ODRs)

• 2-5 ODRs

• 6+ ODRs

• Progress Monitoring Tool

• Way to Compare data across time

– Prevent previous problem patterns

• Way to Define Problems with precision that lead to solvable problems

SWIS Can be used as a:

Guiding Questions for Reviewing SWIS DataGuiding Questions for Reviewing SWIS DataIF…… Focus On…..

>40% of students received 1+ ODR>2.5 ODRs per student School Wide System

>60% of referrals come from classrooms>50% of ODR come from <10% of classrooms Classroom System

>35% of referrals come from non-classroom settings>15% of students referred from non-classroom settings Non-classroom System

>10 – 15 students receive >5 ODRs Targeted Group Interventions

< 10 students with > 10 ODRs< 10 students continue rate of referrals after receiving targeted group supportSmall number of students destabilizing the overall function of the school

Individualized Action Team Systems

~80% of Students

~15%

~5%

0-1 office discipline referral

6+ office discipline referrals

2-5 office discipline referrals

Using office discipline referrals as a metric for universal screening of student social behavior

Using the # of Referrals by Student report as a Universal Screening ToolUsing the # of Referrals by Student

report as a Universal Screening Tool

Using ODRs to Identify ProblemsUsing ODRs to Identify Problems

• Build a picture for the pattern of office referrals in your school.

• Compare the picture with a national average

• Compare the picture with previous years

• Compare the picture with social standards of faculty, families, students.

Goal

•Identify problems empirically•Identify problems early

•Identify problems in a manner that leads to problem solving not just

whining

SWIS summary 2010-11 (Majors Only)4,634 schools; 2,394,591 students; 1,802,178 ODRs


Grade Range

Number of Schools

Mean Enrollment per school

MeanODRs per 100 stud/ school day

Median ODRs per 100 per school day

25th

PercentileODR/100/ school day

75th


K-6 2979 456 .32 (.41) .21 .11 .39

6-9 889 626 .65 (.81) .46 .25 .79

9-12 390 818 .85 (.86) .62 .34 1.07

PreK-8 254 438 .49 (.49) .32 .18 .65

PreK-12 50 455 1.1 (3.0) .37 .18 .71

How to use these numbers:1.Your enrollment (e.g. 400 students or 225 students)

•Divide by 100 (e.g. 400/100 = 4; 225/100 = 2.25•Multiply by the National Median to get ODR per day

•(4 X .21 = .84 2.25 X .21 = .47)



Grade Range

Number of Schools

Mean Enrollment per school

MeanODRs per 100 stud/ school day

Median ODRs per 100 per school day

25th


75th


K-6 2979 456 .32 (.41) .21 .11 .39

6-9 889 626 .65 (.81) .46 .25 .79

9-12 390 818 .85 (.86) .62 .34 1.07

PreK-8 254 438 .49 (.49) .32 .18 .65

PreK-12 50 455 1.1 (3.0) .37 .18 .71

Elementary School 465 students (465/ 100 = 4.6 X .21= .96)

Our rate of problem

behavior has been above the

national average for schools our

size across 9 of 10 months this year. There has

been a decreasing trend since

Dec.

Elementary School 1000 Students (1000/100 =10 X .21= 2.1)

The rate of problem

behavior has been at or below the national

average for schools our

size across 6 of 10 months.

The past 4 months have been below the national

average

Middle School 765 students (765/100 = 7.6 X .46= 3.5)

The rate of problem

behavior has been at or below the national

average for schools our

size across 9 of 10 months.

The past 8 months have been below the national

average with a decreasing

trend

Describe the narrative for this school




High School 780 students (823/100 = 8.23 X .62= 5.1)

Identification of Problem(for example...)

Identification of Problem(for example...)

• Our average Major ODRs per school day per month are higher than national average for a school of our enrollment size

• Our average ODRs per school day per month are higher this year than for corresponding months of previous year

• Our average ODRs per school day per month are showing an increasing trend

• Faculty, parents, and students say our ODR levels are too high

More Precision Is Required to Solve the Identified Problem

More Precision Is Required to Solve the Identified Problem

1. Define problem by identifying What problem behaviors are involved in ODRs

2. Clarify problem by identifying

a) When ODRs are occurring (time of day)

b) Where ODRs are occurring (location)

c) Who is engaging in problem behaviors that result in ODRs

d) Why are problem behaviors continuing to occur

Problem StatementsProblem Statements• Ultimately, you want to write a “problem

statement” that precisely specifies the problem you identified

• The more Ws (what, when, where, who… why) you incorporate into the problem statement, the more precise the problem statement will be

• The more precise the problem statement, the easier it will be to generate a solution that “fits” the problem

Which Statement Is More Precise?Which Statement Is More Precise?

1a. Too many ODRs

1b. Total of 22 aggression ODRs on playground last month; twice as many as last year & showing increasing trend this year; occurring during first

recess; 15 different students involved; aggression appears to provide peer attention, and resolve

unclear playground rules (who gets equipment),

2a. Behavior in cafeteria is uncivil and unsafe.

2b. Verbal threats and gender harassment in the cafeteria are increasing; 80% of events are from 4 students during second lunch; We are unclear

what is maintaining these behaviors.

3a. Hallway noise is unbearable. 3b. Hallway noise from grade 2 during 10-10:15 is disrupting learning in the east wing.

4a. The number of ODRs per day has increased by 20% each month

since school started.4b.

65

Which Statement Is More Precise?Which Statement Is More Precise?1a. Too many ODRs 1b. Too many instances of disrespect

2a. Too many ODRs between 1:00pm and 1:30pm 2b. Too many ODRs in the afternoon

3a. Too many ODRs occurring outside the classrooms 3b. Too many ODRs on the playground

4a. 25% of students have at least 2 ODRs 4b. Many students are experiencing ODRs

5a. Too many ODRs on the playground

5b. Total of 12 aggression ODRs on playground last month; twice as many as last year & showing increasing trend this year; occurring during first recess; 8 different students involved; aggression

appears to provide peer attention.

66

Use School-wide Information System (SWIS)Data to Achieve Precision

Use School-wide Information System (SWIS)Data to Achieve Precision

Question SWIS Table/Graph

What problem behaviors are occurring? Referrals by problem behavior

When are problem behaviors occurring? Referrals by time

Where are problem behaviors occurring? Referrals by location

Who is engaging in problem behaviors? Referrals by student

Why do problem behaviors keep happening Referrals by motivation

Primary versus Precision Statements


• Primary Statements

• Too many referrals

• September has more suspensions than last year

• Gang behavior is increasing

• The cafeteria is out of control

• Student disrespect is out of control

• Precision Statements

• There 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.



• Primary Statements

• Too many referrals

• September has more suspensions than last year

• Gang behavior is increasing

• The cafeteria is out of control

• Student disrespect is out of control

• Precision Statements

• There are more ODRs for aggressionon 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 or Primary 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.

• ODRs during December are higher than in any other month.



• James D. is hitting others in the cafeteria during lunch, and his hitting is maintained by peer attention.

• Boys are engaging in sexual harassment.

• Three 5th grade boys are name calling and touching girls inappropriately during recess in an apparent attempt to obtain attention.



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).

Organizing Data for Decision-makingOrganizing Data for Decision-making

• Compare data across time

• Moving from counts to count/month

Start with the ODR/Day/Month Graph

Start with the ODR/Day/Month Graph

• Use the information in the data to build a narrative that draws the team into problem solving.

• Be descriptive

• Link local data to national patterns

• Tie the data back to local conditions/events.

Using Data to Build Precision Problem Statements

Using Data to Build Precision Problem Statements

• Given that we know we have a problem

• What are the problem behaviors?

• Where are they occurring?

• When are they occurring?

• Who is involved?

• Why do they keep happening?

Questions to Ask About the Pattern of Problem BehaviorsQuestions to Ask About the

Pattern of Problem Behaviors1. Do we have one problem behavior situations or

more than one?

2. Do we have many problem behaviors or just a few problem behaviors?

3. Do we have clusters of problem behaviors?

4. What school wide expectations do we need to re-teach?

Data point toward asking the right questionsData point toward asking the right questions• If many referrals in class

• Which classes?

• Which students?

• What problem behaviors?

• When?

• If many referrals in cafeteria

• Which students?

• What times? (beginning or end of lunch period?)

• What problem behaviors?

Disrespect is our most frequent

problem behavior.We also have

incidents of fighting and harassment

What are next questions?

Who, When, Where, Why?

Our most frequent problem

behavior is disrespect, followed by

inappropriate language,

disruption and tardy


We have many instances of disrespect,

aggression/fighting. technology

violations, tardy, harassment, lying,

skipping, and inappropriate

language


Questions to ask about Referrals by Location

Questions to ask about Referrals by Location

• Where are the problems occurring?

• Are there problems in many locations, clusters of locations, or one location?

Many problem behaviors in class

Many problem behaviors in unstructured settings (hall, playground, parking lot, bathroom)

More than one class of problems

Many problems in the cafeteria,

hallway, common area, class,

bathroom. Where is the ‘unknown’

location?

Questions to ask about Referrals by Time

Questions to ask about Referrals by Time

• When are the problem behaviors occurring?

• How do those times match with the daily activities?

• How does this information match up to Referrals by Location?

Most problems are occurring between 9:45-

10:45.

Other problematic

times are 8-8:45 and 11:30.

Most problems

are occurring at noon

Many problems at 12:15, 7:45-8:30, 10:00-10:45

Questions to ask about Referrals by Student

Questions to ask about Referrals by Student

• What proportion of students has 0-1 ODR?

• What proportion of students has 2-5 ODRs?

• What proportion of students has 6+ ODRs?

• Do we have systems of support that increase student success?

Student # 121 needs individualized support.8 students are likely candidates for some

type of Tier II support.87% of our students have received 0-1

ODR

14 students are likely candidates for some

type of Tier II support. Student #119 needs

individualized support

We have 11 students who are

likely candidates for some type of Tier II

support93% of our students

have received no more than one ODR

Questions to ask about Referrals by Perceived Motivation

Questions to ask about Referrals by Perceived Motivation

• What is perceived as maintaining the problem behavior?

• Are there one or more perceptions?

The problem behaviors are most likely maintained by task avoidance and peer

avoidance.We have many incidents with

unknown motivation

Problem behaviors appear to be maintained by peer

and adult attention

Problem behaviors

appear to be maintained by escaping adult

attention

Solutions Solutions • Prevent –– Remove or alter “trigger” for problem behavior

• Define & Teach –– Define behavioral expectations; provide

demonstration/instruction in expected behavior (alternative to problem behavior

• Reward/reinforce –– The expected/alternative behavior when it occurs; prompt for it,

as necessary

• Withhold reward/reinforcement –– For the problem behavior, if possible (“Extinction”)

• Use non-rewarding/non-reinforcing correctiveconsequences – When problem behavior occurs

• Although not a “solution strategy,” Safety may need to be considered (i.e., procedures that may be required to decrease likelihood of injuries or property damage)

68

Prevent “Trigger”

Define & Teach

Reward/Reinforce

Withhold Reward

Corrective consequence

Other

Safety

Precision Statement:

Implementing SolutionsImplementing Solutions

• Who is going to do it?

• When will they do it?

• Minute Taker writes this information down,facilitator follows up at next meeting on status of implementation

Evaluating SolutionsEvaluating Solutions• Define the goal for solving the problem

• What will ‘it’ look like when you say it is not a problem

• Define how you will know that the solutions were implemented as planned (with fidelity)?

• How often will you conduct a status review?

• Define how you will know that the solutions had a positive effect on student achievement, social competence, and/or safety?

• How often will you monitor student progress?

PBIS Team Meeting Minutes and Problem-Solving Action Plan FormToday’s Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst:

Next Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst:

Team Members (bold are present today)

Today’s Agenda Items Next Meeting Agenda Items01. 02. 03.

1.2.

Information for Team, or Issue for Team to Address

Discussion/Decision/Task (if applicable) Who? By When?

Administrative/General Information and Issues

Implementation and EvaluationPrecise Problem Statement, based on review of

data(What, When, Where, Who, Why)

Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction,

Safety)Who? By When?

Goal, Timeline, Decision Rule, & Updates

Problem-Solving Action Plan

Our RatingYes So-So No

1. Was today’s meeting a good use of our time?2. In general, did we do a good job of tracking whether we’re completing the tasks we agreed on at previous meetings?

3. In general, have we done a good job of actually completing the tasks we agreed on at previous meetings?4. In general, are the completed tasks having the desired effects on student behavior?

Evaluation of Team Meeting (Mark your ratings with an “X”)

Collectand Use

Data

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

Trevor Test Middle School

Trevor Test Middle School

565 students

Grades 6,7,8

0

5

10

15

20

Ave

Ref

erra

ls p

er D

ay

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 o

f Ref

erra

ls

Lang Achol Arson Bomb Combs Defian Disrupt Dress Agg/fgt Theft Harass Prop D Skip Tardy Tobac Vand Weap

Types of Problem Behavior

Referrals per Prob Behavior

0

20

40

60

80

Num

ber o

f Offi

ce R

efer

rals

Bath R Bus A Bus Caf Class Comm Gym Hall Libr Play G Spec Other

School Locations

Referrals by Location

0

10

20

30

40

50

Num

ber o

f Ref

erra

ls

7:00 7:30 8:00 8:30 9:00 9:30 10:00 10:30 11:00 11:30 12:00 12:30 1:00 1:30 2:00 2:30 3:00 3:30

Time of Day

Referrals by Time of Day

Cafeteria Class Commons Hall

11:45

Lang.

Defiance

Disruption

Harrass Skip

Precise Problem Statement &Hypothesis Development

Precise Problem Statement &Hypothesis Development

• Many students from all grade levels are engaging in disruption, inappropriate language and harassment in cafeteria and hallway during lunch, and the behavior is maintained by peer attention

• A smaller number of students engage in skipping and noncompliance/defiance in classes, (mostly in rooms 13, 14 and 18), and these behaviors appear to be maintained by escape.

Solution Development:For disruption in hall and cafeteria

Solution Development:For disruption in hall and cafeteria

Prevention *Teach behavioral expectations in cafeteria*Maintain current lunch schedule, but shift classes to balance numbers.Teaching

Reward Establish “Friday Five”: Extra 5 min of lunch on Friday for five good days.

Extinction Encourage all students to work for “Friday Five”… make reward for problem behavior less likely

Corrective Consequence Active supervision, and continued early consequence (ODR)

Data Collection Maintain ODR record and supervisor weekly report





1.2.














Problem Solving Action Plan

Precise Problem Statement

Solution Actions Who? When? Goal, Timeline,Rule & Updates

Many students from all grade levels are engaging in disruption, inappropriate language and harassment in cafeteria and hallway during lunch, and the behavior is maintained by peer attention

Prevention: Teach behavioral expectations in cafeteria

Maintain current lunch schedule, but shift classes to balance numbers

Teachers will take class to cafeteria; Cafeteria staff will teach the expectations

Principal to adjust schedule and send to staff

Rotating schedule on November 15

Changes begin on Monday

Goal: Reduce cafeteria ODR’s by 50% per month (Currently 24 per month average)

Timeline: Review Data & Update Monthly

A smaller number of students engage in skipping and noncompliance/defiance in classes, (mostly in rooms 13, 14 and 18), and these behaviors appear to be maintained by escape.

Recognition: Establish“Friday Five”: Extra 5 min of lunch on Friday for five good days

Extinction: Encourage all students to work for “Friday Five”… make reward for problem behavior less likely

School Counselor and Principal will create chart & staff extra recess

Principal to give announcement on intercom on Monday

Corrective Consequence-Active supervision and continued early consequence (minor/major ODR’s)

Hall and Cafeteria Supervisors

Ongoing

Data Collection – Maintain ODR record & supervisor weekly report

SWIS data entry person & Principal shares report with supervisors

Weekly

SimulationsSimulations

• Phoenix Elementary

PHOENIX ELEMENTARYPHOENIX ELEMENTARY265 Students K-5

Phoenix Elementary265/100 = 2.65 2.65 x .22 = .58

Phoenix Elementary265/100 = 2.65 2.65 x .22 = .58

• Our rates of problem behavior are above the national average for 8 of past 10 months, almost double the number from last year, and there is an increasing trend from November –April

• Use what, where, when, by whom, why reports to define problem with precision

Primary Problem Statement

Primary Problem Statement

Phoenix Elementary Problem BehaviorsPhoenix Elementary Problem Behaviors

Phoenix ElementaryLocations

Phoenix ElementaryLocations

Year OneYear Two

Phoenix Elementary - TimePhoenix Elementary - Time

Phoenix ElementaryReferrals Per Student (2 +Referrals)

Phoenix ElementaryReferrals Per Student (2 +Referrals)

Phoenix ElementaryReferrals by Motivation

• Do we have one or more problems?

• Based on location, time, problem behavior, and students involved

• Build a precise problem statement for one problem at a time

• Give best guess on hypothesis

• Other information sources lead to sharing equipment, taking turns on swings, different games rules for soccer during recess and during soccer games.

Problem StatementProblem Statement

1. We have high rates of physical aggression, disrespect and inappropriate language on the playground at 10:00, 10:15, 12:15, 12:30, 1:45 & 2:00. Many students are involved and it appears that students are trying to get access to equipment/games.

2. We have lower rates of disruption and disrespect in classrooms throughout the day with many students, some of whom are also having problems on the playground. Problems are occurring with grades 3-5 students

Precision StatementsPrecision Statements

Solution Development problem statement & hypothesis: We have high rates of physical aggression, disrespect and inappropriate language on the playground at 10:00, 10:15, 12:15, 12:30, 1:45 & 2:00.

Many students are involved and it appears that students are trying to get access to equipment/games.

Solution Development problem statement & hypothesis: We have high rates of physical aggression, disrespect and inappropriate language on the playground at 10:00, 10:15, 12:15, 12:30, 1:45 & 2:00.

Many students are involved and it appears that students are trying to get access to equipment/games.

Prevention

Teaching

Reward

Extinction

Corrective Consequence

Safety





1.2.


















Goal with Timeline, Fidelity & Outcome Measures,

& Updates

We have high rates of physicalAggression disrespect andinappropriate language onthe playground at 10:00, 10:15,12:15,12:30,1:45 & 2:00. Manystudents are involved and itappears that students are tryingto get access toequipment/games.

Goal: decrease frequency of physical aggression, disrespect & inapp. Lang. on playground to no more than 6 per month by end of school year

Review SWIS reports monthly

Check in at staff meeting on implantation status (monthly)

We have lower rates of disruption& disrespect in classroomsthroughout the day with manystudents, some of whom are alsohaving problems on theplayground. Problems areoccurring with grades 3-5students

Goal: define at next meeting

Review SWIS reports monthly

Check in at staff meeting on implantation status (monthly)

In Conclusion: In Conclusion: • Data is good…but only as good

as the systems in place for SW-PBIS

Collecting & summarizing

Analyzing

Decision making, action planning, & sustained implementation

Anthony Antosh Deb Arenberg Elizabeth A’Vant

Lynn DeMerchant Jonathan Dyson John Eagle

Shannon Eagle Tara Grabowski Nicole Hitchener

Rob Horner Eric Mann Howard Muscott

Lavonne Nkomo Frank Pace Linda Ranney

Ellen Reinhardt George Sugai

RI SWPBISThe Statewide Leadership Team would like to

acknowledge the following individuals for their contributions to this presentation

Paul V. Sherlock Center on DisabilitiesRhode Island College

OSCEP Center on Positive Behavioral Interventions and SupportsRob Horner, Ph.D. and George Sugai, Ph.D, Ed.D.

SW-PBIS School Leadership Team Training Reference Manual

www.pbis.org

www.ripbis.org

www.sherlockcenter.org

New Hampshire Center for Effective Behavioral Interventions and Supports (NH

CEBIS), www.nhcebis.seresc.netHoward Muscott, Ed.D. and Eric Mann, LICSW, Co-Directors of NH CEBIS,

Behavior Doctor, www.behaviordoctor.org

Association for Positive Behavior Support, http://www.apbs.org/

Institute for Educational Science, http://ies.ed.gov/ncee/wwc/

Educational and Community Supports, , http://www.uoecs.org/

Illinois PBIS Network, http://www.pbisillinois.org/

References

Date post:	14-Jan-2022
Category:	Documents
Upload:	others
View:	3 times
Download:	0 times

RI SWPBIS Team Initiated Problem Solving and Data Based ...

Documents