Data Driven Decision Making

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Data Driven Decision Making Positive Behavior
Supports
Jean Ramirez Positive Behavior Support
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Using Data for Positive Behavior Supports
SSTAGE Presentation
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Positive Behavior Support of Georgia

• A statewide program that addresses discipline and
  behavior at each tier of the Pyramid of
  Interventions

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It is Not Just About Behavior
Redesign support teaching learning
environments that are effective, efficient,
relevant, durable Outcome-based Data-guided
decision making Evidence-based
practices Systems support for accurate
sustained implementation
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2001 Surgeon Generals Report on Youth Violence
Recommendations
Change social context to break up antisocial
networks Improve parent effectiveness Increase
academic success Create positive school
climates Teach encourage individual skills
competence
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2006 White House Conference on School Safety
Students, staff, community must have means of
communicating that is immediate, safe,
reliable Positive, respectful, predictable,
trusting student-teacher-family relationships are
important
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Lessons Learned White House Conference on School
Safety
High rates of academic social success are
important Positive, respectful, predictable,
trusting school environment/climate is important
for all students Metal detectors, surveillance
cameras, security guards are insufficient
deterrents
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School-based Prevention Youth Development
ProgrammingCoordinated Social Emotional
Academic Learning Greenberg et al. (2003)
American Psychologist

• Teach children social skills directly in real
  context
• Foster respectful, supportive relations among
  students, school staff, parents
• Support reinforce positive academic social
  behavior through comprehensive systems
• Precorrect continue prevention efforts

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What Matters

• Contexts for teaching learning environments
• Interaction between academic social behavior
  instruction
• Data for informed decision making
• Effective, efficient, durable, relevant
  practices systems

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Data Driven Decision Making
4 Critical Dimensions of Support
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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GENERAL IMPLEMENTATION PROCESS
Team
Agreements
Data-based Action Plan
Implementation
Evaluation
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Essential Elements for PBS

• 1. Invest in Prevention
• Teach, monitor and reward before resorting to
  punishment and exclusion.
• Focus first on the social culture of the school
• 2. Work smarter
• Identify clear outcomes
• Combine rather than add initiatives
• Make decisions based on data

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• 3. Create durable Systems of Support
• Select different systems based on the nature of
  the problems
• 4. Prepare an implementation plan to fit the
  unique characteristics of your school
• Self-assessment
• Different paths -- common outcomes
• 5. Gather and use information for on-going
  decision-making

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School-Wide Systems

• Establish clearly defined behavior expectations
• Teach behavior expectations (all staff and all
  students)
• Continuum of procedures for encouraging expected
  behavior and discouraging problem behaviors
• Acknowledge desired behaviors
• Procedures for monitoring evaluating

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Nonclassroom (common areas) Systems

• Teaching expectations routines
• Active supervision
• Scan, move, interact
• Precorrections reminders
• Positive reinforcement

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Classroom

• Behavior management
• Teaching routines
• Ratio of 4 positive to 1 negative adult-student
  interaction
• Instructional management
• Curriculum Instructional design
• Environmental management

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Main Messages
STUDENT ACHIEVEMENT
Good Teaching
Behavior Management
Increasing District State Competency and
Capacity
Investing in Outcomes, Data, Practices, and
Systems
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Responsiveness to Intervention
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Response to Intervention
Continuous progress monitoring Prescriptive
problem solving data-based decision
making Assessment-based intervention
planning Consideration of all students
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Lets Look at a School

• A middle school with 1400 students
• The school had ongoing professional learning
  around quality instruction, co-teaching, and
  differentiation
• There was still a concern with the administrators
  that discipline was a problem
• The administrative team came up with a set of
  hypotheses on what they thought the problem areas
  were at their school

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Their Hypothesis Drove the Data they Looked at

• They looked at the number of referrals where no
  previous action was marked on the ODR
• 6th Grade-60
• 7th Grade-64
• 8th Grade-162
• Why was previous action not taken or documented?

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Do Teachers Have a Clear Understanding of
Behavior that Should be Handled in the Classroom?

• Number that should have been handled by teacher
• 6th Grade 0
• 7th Grade 60
• 8th Grade 3

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Number of Referrals Where Grade Level Plan was
not Followed

• 6th Grade 11
• 7th Grade 92
• 8th Grade 162
• Grade level plan is decided by staff and signed
  by parents. Why is it not being followed
  consistently? Are individual teachers changing
  the plan as they go?

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What would be a better way to ensure the plan is
being followed by all staff?

• At your table discuss these questions
• Is your school wide and classroom plan being
  followed consistently by all your staff?
• How do you know?
• Is this important information?

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The next step was to look at children with 4 or
more referrals

• The 6th grade had 4 students
• 2 have SSTs with Behavior Plans
• 1 has an IEP
• 1 had no IEP, no SST, he was a new student who
  seemed to have difficulty with adjustment
• This data was after the first
• semester of school

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The 7th Grade had 65 students with more than 4
referrals

• 17 have SSTs
• 4 have IEPs
• 10 of those with an SST or IEP have a Behavior
  Intervention Plan(less than half)
• 7 have been placed at the alternative school

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21 students in the 8th grade have 4 or more
referrals

• 2 have SSTs
• 1 has an IEP for behavior
• 3 have been placed at the alternative school
• What conclusions could you draw?
• Do you know this information for your school?
• What other data would you look at?

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Individual Teachers Referral Data was also looked
at.

• Number of referrals written
• Cause of referral
• Previous action taken by teacher
• If referrals were written for a few students or
  many

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Largest Number of Referrals Written in Each Grade
6th Grade Refusal to comply Disrespect Unruly 7th
Grade Off Task Class Disruption 8th
Grade Refusal to Comply
They discovered after further investigation that
there was not a clear definition of behaviors
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Months With Largest of Referrals
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Number of ISS repeat offenders on different teams
Teams 6th 7th 8th 1- 11 29
32 2- 3 8 13 3- 4 41
18 4- 4 0 9 5- 9
0 Totals 31 78 72
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What suggestions do you have for making In School
Suspension work ? Is there anything going on in
your suspension room that will make a difference
to this student and their behavior in the future?
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A poorly designed ISS program will tend to have
the same effect on a student as OSS would. Some
characteristics of an ineffective program
include assignments dont come with the
students, little or no time is spent
on correcting the behavior that got the student
sent to ISS, lack of follow-up tends to allow a
student to fall back into old patterns.
Consequently, misbehaviors persist, and quite
often, students miss instruction just as if they
had received an out-of-school suspension
(Sanders, 2001).
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Additional Data That Was Examined

• Bus Referrals
• Administrative Consequence and Consistency
• OSS
• Location of Referral
• Student Grouping for LRE
• Substitute Teacher Data and ODRs

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How Do You Get Started at Your School?
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Are the critical features essential practices
of behavior management in your school and
classroom settings?
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The Goal is to Review the basics for
self-assessment

• Is Behavior
• Informal untaught
• Reactive ineffective
• Is there a
• lack of staff consistency
• Lack of durability
• Lack of instructional fluency

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School Wide

• Positively Stated Behavioral Expectations
• (3-5)
• Written Procedure for data collection practices
• Evidence Based practices
• Instructional Support
• Positive Reinforcement for Implementation

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Teaching Matrix Activity
 
 
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• Good teaching is one of our best behavior
  management tools that includes
• Active engagement
• Positive reinforcement

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The academic deficits of these students thus may
be exacerbated by the lack of effective academic
instruction they receive, which in turn is due in
part to their disruptive classroom
behavior. Sutherland, Wehby Yoder, 2002
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Low achievement and problem behaviors go hand in
hand Kauffman, 1997
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Design Independent work forcorrect
respondingTier One

• Study showed when independent work was set at
  easy (90 correct responding) versus difficult
  (less than 70 correct) resulted in more
  desirable behavior and less problem behavior.
  (DePaepe et al 1996)
• Is there a high occurrence of behavior referrals
  that are reported during seat work?

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• If we carefully attend to instruction we may find
  that Students learn more and problem behavior is
  reduced

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What is differentiation?

• Differentiation is classroom practice
• that looks eyeball to eyeball
• with the reality that kids differ, and the most
  effective teachers do whatever it takes to hook
  the whole range of kids on learning.
• -Tomlinson (2001)

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• Teach social skills in the same way you would
  academic skills
• Tell/model/explain
• Guided practice
• Monitor assess
• Give positive feedback
• Adjust enhance

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• Build systems to support sustained use of
  effective practices
• Leadership team to look at and do regular data
  review
• Regular individual school action planning

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Effective Classroom ManagersTeam Time

• 3 minutes (pick recorder spokesperson)
• What do effective classroom managers do daily?
• 2-3 formal 2-3 informal strategies
• Report 2-3 big ideas from your team discussion
  (1 min. reports)

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The Three Basic Elements

1. Instructional/Curricular Management
2. Environmental Management
3. Proactive Behavior Management

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Classroom Design

• Design room to stimulate learning
• Design room to accomplish instructional goals and
  objectives
• Keep high traffic areas free of congestion
• Situate high items so that all students can be
  supervised at all times
• Make commonly used materials easily accessible
• Ensure all students can see and hear

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Key Concepts

• What you expect is what you get.
• Expectations set the stage for learning and
  behavior control.
• Expectations need to be taught.
• Apply standard instructional practices for
  teaching classroom expectations
• Extend school-wide expectations to classrooms

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Sample Expectations

• Do your best
• Be responsible
• Cooperate
• Be respectful

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How to teach Expectations and Routines

• Elementary Teachers use the same five steps to
  teach classroom expectations and routines
  (explain, specify behaviors, practice, monitor
  and review)
• Secondary Teachers use the same three steps for
  teaching expectations and routines (remind,
  supervise and provide feedback)

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• Actively supervise at all times
• Move continuously
• Scan continuously overtly
• Interact frequently positively
• Positively reinforce rule following behaviors

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• Increase ratio of positive to negative teacher to
  student interactions
• Maintain at least 4 to 1
• Interact positively once every 5 minutes
• Follow correction for rule violation with
  positive reinforcer for rule following

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Positively interact with more students during a
lesson Vary type of contact -Physical, verbal,
visual Vary by individual group Mix
instructional social interactions
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Manage minor (low intensity/frequency) problem
behaviors positively quickly

• Signal occurrence
• State correct response
• Ask student to restate/show
• Disengage quickly early

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Follow school procedures for chronic problem
behaviors

• Be consistent business-like
• Pre-correct for next occurrence
• Follow school procedures for major behavioral
  incidents
• Develop individualized plan for repeated
  incidents

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If your horse dies, DISMOUNT

• If your intervention doesn't work,
• stop doing it!
• DO NOT
• 1.  Stay on the horse. 2.  Switch riders. 3. 
  Move the horse to a new location. 4.  Buy a
  stronger whip.

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Get Off the Horse

• 5. Tighten the cinch. 6. Try a new bit or
  bridle. 7. Say things like "We've always ridden
  our horses this way." 8.  Visit other sites
  where they ride dead horses in different ways.
  9.  Complain about the state of horses nowadays.
  10. Blame the breeding

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Conduct smooth efficient transitions between
activities

• Teach routine
• Limit the time required for students to be ready
• Engage students immediately

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Be Prepared
Have filler activities Know desired outcome
Have materials Shift phases of learning
Acquisition, fluency, maintenance,
generalization Practice presentation fluency
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A Clear Beginning

• The student is given a clear explanation of the
  outcome and the objectives
• Provide advance organizer
• Create focus or point of reference for assessment

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What is your favorite way to respond?

• Give each student multiple ways to actively
  respond
• Vary response type
• Individual v. choral responses
• Written v. gestures
• Use peer-based assistance

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Engage students in active responding Establish
expect behavioral indicator Write, verbalize,
manipulate materials Enable immediate assessment
of learning instructional impact
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Monitor Progress and Understanding
Regularly check for student understanding Vary
assessment type Immediate v. delayed Individual
v. group Review previously mastered content Check
for existing knowledge
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Tier One

• It is only after high quality academic and
  behavior instruction and interventions are
  established at both the school wide and classroom
  levels that schools could conclude there is a
  need for additional services.

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Tier Two

• Check In/Check Out
• Social Skills Groups
• Group Counseling
• Mentoring
• In the majority of the cases you will need to
  provide academic and behavior interventions
  simultaneously
• Progress monitoring could include teacher rating
  scale

Data Supports a Student has a Need for
Additional Support
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Positive Behavior Support for Tier Three
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Action Plan Strategies
Build on School Wide System Plan Use
school-wide leadership team Use data to
justify Adopt evidence based practice
Teach/practice to fluency/automaticity Ensure
accurate implementation Regular review
active practice Monitor implementation
continuously Acknowledge improvements
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You Have Your DataYou Have Your Team

• Do you have evidence based practice?
• Are you teaching social skills in the same way
  you would academic skills?
• Do you teach/practice to fluency/automaticity?
• What are your targets
• for improvement?

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Are the critical features essential practices
of behavior management in your school and
classroom settings?
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Questions

• If you need further assistance please contact
• Jean Ramirez
• jramirez_at_doe.k12.ga.us