using data for decision making school-wide information system teri lewis-palmer, anne todd, rob...
TRANSCRIPT
Using Data for Decision Making
School-wide Information SystemTeri Lewis-Palmer, Anne Todd, Teri Lewis-Palmer, Anne Todd,
Rob Horner, George Sugai, Rob Horner, George Sugai,
& Shanna Hagan-Burke & Shanna Hagan-Burke
Assumptions
School has team focused on school-wide behavior support.
Team has an action planTeam meets regularly (weekly, every two
weeks)Team has access to information about student
behavior
Why Collect Discipline Information?
Decision makingProfessional AccountabilityDecisions made with data (information) are
more likely to (a) be implemented, and (b) be effective
Key features of data systems that work
The data are accurateThe data are very easy to collect (1% of staff
time)Data are used for decision-making
The data must be available when decisions need to be made (weekly?)
Difference between data needs at a school building versus data needs for a district
The people who collect the data must see the information used for decision-making.
What data to collect for decision-making?
USE WHAT YOU HAVE Office Discipline Referrals/Detentions
Measure of overall environment. Referrals are affected by (a) student behavior, (b) staff behavior, (c) administrative context
An under-estimate of what is really happeningOffice Referrals per Day per Month
Attendance Suspensions/Expulsions Vandalism
Office Discipline Referral Processes/Form
Coherent system in place to collect office discipline referral data Faculty and staff agree on categories Faculty and staff agree on process Office Discipline Referral Form include needed
informationName, date, timeStaffProblem BehaviorLocation
0
10
20
30
40
50
60
70
Refe
rrals
Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun
School Month
Total Ref versus Ref/Day/MoNV High School
0
1
2
3
4
5 M
ean R
efe
rrals
per
Day
Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun
School Month
Total Ref versus Ref/Day/Mo
When Should Data be Collected?
ContinuouslyData collection should be an embedded part of
the school cycle not something “extra”Data should be summarized prior to meetings
of decision-makers (e.g. weekly)Data will be inaccurate and irrelevant unless
the people who collect and summarize it see the data used for decision-making.
Using Office Discipline Referrals for Team Planning School-Wide Systems
Non ClassroomSettingSystems
Classroom Systems
Individual Student Support Systems
0
5
10
15
20
25
Mean D
iscip
line R
efe
rrals
per
Day
A B C D1 D2 D3 D4 E1 E2 F G H I1 I2 I3
Middle Schools
Referrals per Day per Mid School
Sugai, Sprague, Horner & Walker, in press
11 elementary schools, 9 middle schoolsFor the 9 Middle Schools
Number of students: Mean = 635 (204-1194) Office Dis Referrals: Mean = 1535 (136-3520) Referrals per student: Mean = 2.4 Referrals per school day : Mean = 8.6 % students with at least 10 referrals = 5.4% % of referrals from top 5% of students = 40%
Focus on School-Wide System if:
More than 35% of students receive 1 or more referral
Average referrals per student is greater than 2.5
Focus on Non-Classroom Systems if
More than 35% of referrals come from non-classroom settings
More than 15% of students who receive a referral are referred from non-classroom settings.
Focus on Classroom Systems if
More than 50% of referrals are from classroom settings.
More than 40% of referrals come from less than 10% of the classrooms.
Focus on Individual Student Systems
Targeted Group Interventions If 10 or more students have 10+ referrals
Example (check-in, check-out BEP)
Targeted Individual Interventions Fewer than 10 students
Intense, individualized supportWrap AroundPersonal Futures PlanningFunctional Assessment
Using Data for On-Going Problem Solving
Start with the decisions not the dataUse data in “decision layers”
Is there a problem? What “system(s)” are problematic What individuals (individual units) are
problematic?
Don’t drown in the dataIt’s “OK” to be doing wellBe efficient
The Decisions/Decision Questions
Initial Self-Assessment Where to focus “investment” energy/time
On-Going Assessment/Planning Is the action plan working? Should we change?
Decision: Maintain, Modify, Terminate
What is the problem? Where should we focus?Decision: Allocation of time, money, skills
Do we understand the problem? What is the smallest effort that will produce the biggest
effect?
Interpreting Office Referral Data:Is there a problem?
Absolute level (depending on size of school) Middle Schools (>6) Elementary Schools (>1.5)
Trends Peaks before breaks? Gradual increasing trend across year?
Compare levels to last year Improvement?
0
0.5
1
1.5
2
Ave R
efe
rrals
per
Day
Sept Oct Nov Dec Jan Feb Mar Apr May Jun
School Months
Office Referrals per Day per MonthLast year
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 MonthLast year
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 MonthLast year
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
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 MonthLast Year and This Year
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 MonthLast Year and This Year
Is There a Problem? #1Maintain - Modify - Terminate
0
5
10
15
20
Ave R
efe
rrals
per
Day
Sept Oct Nov Dec Jan Feb Mar Apr May
School Months
Office Referrals per Day per MonthThis Year
Is There a Problem? #2Maintain - Modify - Terminate
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 (Middle)
Is There a Problem? #3Maintain - Modify - Terminate
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 MonthLast Year and This Year
Is There a Problem? #4Maintain - Modify - Terminate
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 MonthLast Year and This Year
What systems are problematic?
Referrals by problem behavior? What problem behaviors are most common?
Referrals by location? Are there specific problem locations?
Referrals by student? Are there many students receiving referrals or only a small
number of students with many referrals?Referrals by time of day?
Are there specific times when problems occur?
Referrals by Problem Behavior
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
0
10
20
30
40
50
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
Referrals per Student
0
10
20
Num
ber
of R
efe
rrals
per
Stu
dent
Students
Referrals per Student
0
10
20
Num
ber
of R
efe
rrals
per
Stu
dent
Students
Students per Number of Referrals
Referrals by Time of Day
0
5
10
15
20
25
30
Num
ber
of R
efe
rrals
7:00 7:30 8:00 8:30 9:00 9:30 10:0010:3011:00 11:3012:0012:30 1:00 1:30 2:00 2:30 3:00 3:30
Time of Day
Referrals by Time of Day
Referrals by Time of Day
0
5
10
15
20
25
30
Num
ber
of R
efe
rrals
7:00 7:30 8:00 8:30 9:00 9:30 10:0010:3011:00 11:3012:0012:30 1:00 1:30 2:00 2:30 3:00 3:30
Time of Day
Referrals by Time of Day
Combining Information
Is there a problem? What data did you use?
What systems are problematic?Where do you need to focus?
The next level of information needed
What information is NOT needed?
What Individuals/Specific Units are problematic? Detailed Data Sources
Individual student dataDirect observationFaculty/Staff report
Designing Solutions
If many students are making the same mistake it typically is the system that needs to change not the students.
Teach, monitor and reward before relying on punishment.