October External Coaches Meeting

Agenda

• Roles and Responsibilities• Data Analysis– SWIS Activity–District System

• Precision Statements• Web Back Pack

What basic report(s) do you use to begin a meeting discussion the status of school-wide efforts? Generate these graphs for the current school year.

What report(s) do you use to begin a meeting discussing the status of an individual student? Generate this graph for Mark Banks.

What report(s) do you use to begin a discussion about problem behavior events in specific locations? Generate the report.

The administrator asks you the time of day when the highest frequency of problem behaviors occurs. What report(s)/information do you give? Generate the report.

Generate a multi-year graph for Average Referrals per Day per Month.

The administrator asks you for the two students with the most referrals

a) Who are those students?b) How many referrals does the student with the

most referrals have?c) What is the student most likely to do?d) Where is the student most likely to have difficulty?e) When is the student most likely to have difficulty?

The Student Services Team is meeting in 5 minutes and needs some information for an individual student. What report(s) do you provide?

Find the number of students with 3 or more majors during this year.

Find the number of students with 3 or more minors during the past 2 months.

Main Ideas

• Decisions are more likely to be effective and efficient when they are based on data.

• The quality of decision-making depends most on the first step (defining the problem to be solved)

• Define problems with precision and clarity

Main Ideas

• Data help us ask the right questions…they do not provide the answers: Use data to– Identify problems– Refine problems– Define the questions that lead to solutions

• Data help place the “problem” in the context rather than in the students

Main 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 Range

Gender

Using Data to Solve Problems:

Problem

The Big 5

Admin. Decision Motivation

Grade Level

Others Involved

Ethnicity IEP

Time Range Date Range

Gender

Using Data to Solve Problems:

Develop a Precision Statement for the Identified Concern

• Define the problem behavior– What

• Clarify problem by identifying– Who

– When

– Where

• Develop a logical explanation– Why

Developing Precision Statements

• Concerns– 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 Statement– 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.

Precision 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.

No

No

Precision Statement?• 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.

Yes

No

Yes

Precision Statement?

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).

Yes

Share Out

• Sunflower’s Precise Statement:

There is an increase in ODRs for aggression on the playground for April of 2010 as compared to 2009. The incidents are occurring at 9:45 and 2:15 during third grade recess involving a large number of students. The aggression is related to getting access to the new playground equipment.

Develop a Precision Statement for the Identified Concern

Overall Status Regarding Social Competencies

What

Where

When

Who

Why

Disruptive behavior

From classroom

Obtain adult attention

between 9:15-10:-45 which is during group instruction time

Several students

Increase in ODR’s in Sept. and Oct.

Develop a Precision Statement for the Identified Concern

Precise Problem Statement

We have seen an increase in ODR’s for disruptive behavior during Sept. and Oct. The ODR’s are coming from the classroom, with a large of them occurring between 9:15-10:45 which is during whole group instruction time at most grade levels. These ODR’s involve several students and the identified motivation is to obtain adult attention.

Building Data-Driven Solutions

Think…• Prevention:– Schedule change, curriculum change, etc

• Teaching:– Teach or re-teach appropriate behavior

• Recognition:– Frequently acknowledge desired behavior

Solution ActionsBrainstorm ideas for providing adult attention during whole group instruction at a faculty meeting.

Each teacher identifies 2 strategies to implement consistently over the next month.

Share out at faculty in one month.

Review data at each meeting

Develop a Solution for the Identified Concern