Education Connection

the Gateway to HCPS Discipline Data

Presenters and Facilitators

School Psychology• Dr. Tracy Schatzberg, Supervisor • Dr. Kevin Murdock, Behavior Analyst

Area 6• Barbara Franques, General Director• Janet Ritchie• Dorinda Rountree

Special Thanks to:Curriculum and Instruction• Wynne Tye, Assistant Superintendent

Exceptional Student Education• Walter A. Stevens, Jr.; District ESE Specialist

B.T. Washington Elementary School• Jason Pepe, Administrator• Dr. Sylvia Rockwell, Behavior Coach

Information Services • Jeff Arnold, Systems Analyst• Carol Risher, Research Analyst• Rosie Gonzalez-Mills, Senior Programmer

Let’s Practice

• Web address:

• User ID: (your primary ID, a full or partial spelling of your last name, may include initial of first name)

Example: SmithJ

• Password: (same as Lawson, may differ from IDEAS password)

https://portal51.sdhc.k12.fl.us/wps/portal

If you get a prompt to configure your credentials, do so.

If you are asked about closing the window, click Yes.

Getting and exporting the data from “Education Connection”

Click Document List

Click the + sign, NOT the words

(remember this rule)

Click the + sign

Click the folder or words

Make a note of the report date: Dec 11, 2008

Reports are (usually) run weekly.

Right click

Click View

Enter 08 or 8

Enter 09 or 9

Click

SAMPLE REPORT

• Some reports may initially appear empty.

• You can Schedule (prepare) a new report as described in the next few frames.

To Schedule (prepare) a report for a prior year, or the current year:

Right click Then, click Schedule

Click Parameters

Click Edit

Enter year 1 – Example: 07 or 7 Click

Repeat for year 2 – Example: 08 or 8.

Finally, click Schedule in lower right corner.

Wait a minute or 2. Click Refresh.

(Repeat, as needed.)

When the Status changes from Pending to Success,

click here to view the report.

Other available reports

SAMPLE REPORT

SAMPLE REPORT

SAMPLE REPORT

Coming Soon!

SCHOOL NUMBER AND NAME

SCHOOL YEAR 2008-2009AREA NUMBERSTUDENT REPORT

SCHOOL NAMETEACHER &

STUDENT REPORT

Including Summary Tables

SCHOOL YEAR 2007-2008, SCHOOL NUMBER AND NAME

Page 204

Tips on Report Viewing

If not done already,

maximize the window size

School

name

appears

here

School number and name

Open drop-down menu

Select 75% view

School

name

appears

here

School number and name

Scroll down to

improve view of graph

School

name

appears

Here

Some Reports Provide Additional Data

SCHOOL NAME

Click + sign to see

list of Actions

SCHOOL NAME

Click + sign to see

list of Students

SCHOOL NAME

Click + sign to see list of Incidents

List of Incidents for this Student

SCHOOL NAME

Exporting Data

SCHOOL NAME

Click to begin Export

SCHOOL NAME

Click to open drop-down menu

Select Microsoft Excel

(97-2003)

Click Export

Save

SCHOOL NAME

SCHOOL NAME

Select and note

folder / location

where file

will be saved

Rename file.

Example format:

(date)DisciplineActions.xls

Click

SCHOOL NAME

“Download

Complete”

confirmation

SCHOOL NAME

SCHOOL NAME

To view other reports

Repeat same steps.

Copy & paste the report into a Word document

or Powerpoint presentation.

Print the graph.

Double-click the saved .xls file.

If not done

already,

maximize

the window

size

SCHOOL NUMBER AND NAME

Open drop-down menu

Select Copy

SCHOOL NUMBER AND NAME

Pasting into a Powerpointpresentation

After pasting, you may print the “slide” view to get a full page

landscape graph.

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DISCIPLINARY ACTION

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If the graph is off-center, click in the center to drag it to the

desired location.

If the graph is too big, click on a corner and drag toward the

center of the graph to make it smaller.

School Name 8/18/08 – 11/10/08

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Add a heading with the date range.

8/18/08 was the start of the 2008-2009 school year.

Pasting into a Microsoft Word document

• Place the cursor where you want the graph to go. • Paste, move and resize the graph as described in the preceding frames.• To view or print a full page view, change page setup to “landscape.” Resize the graph, as needed.

Sharing Data and Preparing Supplemental Data

• Set a regular monthly date to access and save your data.

• Determine when and how to summarize, use, and share the data

• Examples:– Powerpoint presentation to the Behavior Leadership

Team– Print charts for Professional Learning Community

focusing on behavioral data– Email a Word document to all faculty

• Explore other data sources to identify and target services to:– Top 10 frequently referring teachers and– Top 25 frequently referred students

Other data sources may include:– Mainframe printouts– E-reports (discipline section)

• Prepare graphs comparing monthly trends of exclusionary discipline actions (e.g., OSS, ATOSS, ISS, Bus suspension)– May use Education Connection data (subtract prior

month from current cumulative total)

“Referrals are vitally important.”

• Disseminate and support the above message. • Referrals help with allocation of services for

individual students, classroom interventions, and schoolwide behavioral systems.

• Early identification through referral and discipline data leads to early intervention.

• Suppressing referrals can result in more severe behavior challenges later on, and ultimately more complex interventions and other additional hassles.

• Identify staff who may tend to suppress referrals due to increased analysis by supervisors.

Using the Data in the Reports

Long-term Goals

• Universal screening (Tier 1 Problem-Solving)• Early identification and effective, non-exclusionary

intervention for students with behavior challenges• Early supports to teachers with frequent discipline

referrals, less teacher turnover• Safer schools• Less disruptive behavior = More on-task behavior

and academic progress = Better FCAT and related scores

• More equitable ethnicity representation for disciplinary actions and ESE programs

STAT, 3 Tier Problem-solving, and RTI

• The next frame depicts the 3 Tier Model as a Pyramid.

• Tier 1 includes universal, school-wide behavioral interventions.

• Tier 1 behavioral interventions emphasize proactive environmental and teaching strategies, plus reinforcement-based methods.

• The emphasis is NOT on disciplinary procedures.

EvaluateResponse to

Intervention (RtI)

Problem Analysis

Problem Identification

Implement Plan

Tier 1 Behavioral InterventionsCollaborate with other school teams to assure:• All school staff are connected with all students

– Everybody takes responsibility to ensure that each and every student succeeds.

• Behavioral expectations are clearly defined and posted for all schoolwide and classroom settings– Students receive instruction, rehearsal, reviews, and

reinforcers for improved performance and meeting expectations (i.e., following rules)

• Discipline referrals are systematically used as universal screening tools for early identification of students who may need intensive interventions

Tier 2 Behavioral Interventions

• Universal (Tier 1) interventions will NOT be “universally” effective. (However, they should meet the needs of at least 75% of the students.)

• Targeted-group (Tier 2) behavioral interventions are needed for some students.

• Tier 2 behavioral interventions also emphasize proactive environmental and teaching strategies, plus reinforcement-based methods, delivered in smaller group settings.

EvaluateResponse to

Intervention (RtI)

Problem Analysis

Problem Identification

Implement Plan

Tier 2 Behavioral InterventionsCollaborate with other school teams to assure Tier 2

behavioral services are effectively implemented.

Questions for your team to address:• How, and how often, are students identified as

needing Tier 2 services?• How are prior and current Tier 1 behavioral

interventions documented? What aspects of the Tier 1 interventions were not sufficient? Why?

• How are academic variables addressed regarding their potential impact on problem behaviors (e.g., academic frustration)?

Tier 2 Behavioral Interventions

• How are the targeted group and classroom interventions selected to match the behavior of concern?– Are the procedures research-based best practice? – Is there sufficient focus on reinforcement-based

procedures?– Are the procedures of sufficient intensity (frequency,

duration)?• Are they defined and trained so that staff can

implement them with fidelity?

Tier 2 Behavioral Interventions• How will the team know if the intervention is

(not) working? How will student progress be measured?

• How and when (e.g., how often) will the team decide when a student must receive modified or more intensive Tier 2 behavioral interventions?

• How and when (e.g., how often) will the team decide when a student should be considered for Tier 3 behavioral interventions?

Where to Find Interventions

• http://interventioncentral.mysdhc.org/

• STAT

• Student Support Staff

• Professional Learning Community

• Behavior Leadership Team

Tier 3 Behavioral Interventions

• Universal (Tier 1) and Targeted-group (Tier 2) behavioral interventions will NOT work with all students. (However, they should meet the needs of at least 75% of the students.)

• Individualized (Tier 3) behavioral interventions are required for some students. In some cases, these services will need to be intensive.

• FBA is a comprehensive problem-solving process for developing effective interventions.

EvaluateResponse to

Intervention (RtI)

Problem Analysis

Problem Identification

Implement Plan

Tier 3 Behavioral InterventionsCollaborate with other school teams to assure Tier 3

behavioral services are effectively implemented:

• How are prior and current Tier 1 and 2 behavioral interventions documented? What aspects of the Tier 1 and 2 interventions were not sufficient? Why?

• How are academic variables addressed regarding their potential impact on problem behaviors (e.g., academic frustration)?

Tier 3 Behavioral Interventions

• How are the individualized interventions selected to match the behavior of concern?– Are the procedures research-based best practice? – Is there sufficient focus on reinforcement-based

procedures?– Are the procedures of sufficient intensity (frequency,

duration)?• Are they defined and trained so that staff can

implement them with fidelity?

Tier 3 Behavioral Interventions• How will the team know if the intervention is (not)

working? How will student progress be measured?

• How and when (e.g., how often) will the team decide when a student must receive modified or more intensive Tier 3 behavioral interventions?

• How and when (e.g., how often) will the team decide when a student must receive behavioral interventions that require extensive resources, and/or evaluation for special education services?

STAT, 3 Tier Problem-solving and RTI

• Universal (Tier 1) behavioral interventions will NOT be universally effective.

• Targeted-group (Tier 2) behavioral interventions will NOT work with some students.

• Individualized (Tier 3) behavioral interventions may be required for some students.

• Planning and documentation is the key to successful interventions at any Tier level.

• Interventions must be monitored.

Tier 3 services

with a weak support base…

Tier 3 services

with a weak support base…

will teeter and fall

EvaluateResponse to

Intervention (RtI)

Problem Analysis

Problem Identification

Implement Plan

Tier 3 services

(including FBA-BIP)

require strong foundations at Tiers 1 & 2

EvaluateResponse to

Intervention (RtI)

Problem Analysis

Problem Identification

Implement Plan

What systems

does your school have in place at each tier?

Schoolwide rules are posted, rehearsed,

reviewed, + reinforced

“Hornets Dozen” (Principals 200 Club)

Cafeteria traffic management, reports to teachers

Classroom schedules + routines are posted, rehearsed, reviewed, + reinforced

“Hornet Stamps” reinforcement system

Daily behavior reports to parents (via agenda)

Success Chains, Mystery Motivators, Good Behavior Game

Student problem-solving activities + forms

Example of

3 Tier System at:

B.T. Washington

School

Comprehensive FBABIP (may include Behavior Contract)1-to-1 Replacement behavior trainingServices integrated with parents and

community resources

STAT problem-solving, weekly RTI monitoringSmall group training: Replacement behaviors,

Social Skills, Anger management, etc.“Behavior Clinic”

Behavior Contracts & Goal SettingParent conferences

School Psychologist Support

– Meet at least monthly with designated school teams and personnel

• Access and disseminate data in documents, Powerpoint presentations, posters, etc.

• Interpret trends• Provide support

– Use data to determine who needs to be receiving Tier 2 and Tier 3 interventions

– Develop and monitor Tier 2 and Tier 3 interventions

Future Directions

• How do we disseminate the best methods for targeting and getting assistance to students and classrooms with high rates of referrals and disciplinary actions?

• How can Professional Learning Communities and/or Behavior Leadership Teams best use the data?

Future Directions

• How can the data be tied to School Improvement Plans?

• How can the data cooperatively be used by Administrators, Area General Directors, & Area ESE offices to accomplish HCPS Goals?

Future Directions

Discipline referral improvements

• Revise the definitions

• Provide alternatives for Disciplinary Actions

• Web-based input – drop-down Action choices

• Address possible causes for under-reporting of referrals at classroom and school levels

“Handouts”

We’re committed to saving printing costs for the district and promoting a “greener” environment.

This entire presentation can be downloaded or viewed at:http://interventioncentral.mysdhc.org/

• Click the “Intervention” tab• Scroll to the bottom of the page to find the

link

Contacts

• Please send questions and constructive suggestions to:

• Dr. Tracy Schatzberg, Supervisor Tracy.Schatzberg@sdhc.k12.fl.us

• Dr. Kevin Murdock, Behavior AnalystKevin.Murdock@sdhc.k12.fl.us