Using Data to Make Using Data to Make Precision StatementsPrecision Statements

Effective Schoolwide DisciplineImplementers’ Forum

Cathy ShwaeryCathy.Shwaery@loudoun.k12.va.us

July 29, 2008

Agenda

Data Review

Guided Practice

Independent Practice

Outcomes

To use your school data to develop precision statements to guide solutions for your annual Action Plan

If you can predict it…You can prevent it!

Is there a problem?

What areas/systems are involved?

Are there many students or a few involved?

What kinds of problem behaviors are occurring?

When, where, with whom are these behaviors occurring?

What is the most effective use of our resources to address this problem?

Guidelines

When does a recurring behavior become a major? Same behavior (3 minors = 1 major) Suggested time frame (3 minors within 4 weeks)

Look for patterns of behavior When are the behaviors occurring? (math, transition) What are the recurring behaviors? What are the classroom interventions that have been

used? Are they working? Why is the behavior occurring?

Using Data

Are you getting an accurate and reliable picture with your data?

Do you share it with the entire staff?

How do you know when to move “up the triangle? ”

IF...

FOCUS ON...

More than 40% of students receive one or more office

referrals More than 2.5 office referrals per student

School Wide System

More than 35% of office referrals come from non-classroom settings

More than 15% of students referred from non-classroom settings

Non-Classroom System

More than 60% of office referrals come from the classroom

50% or more of office referrals come from less than 10% of classrooms

Classroom Systems

More than 10-15 students receive 5 or more office referrals

Targeted Group Interventions / Classroom Systems

Less than 10 students with 10 or more office referrals Less than 10 students continue rate of referrals after

receiving targeted group settings Small number of students destabilizing overall

functioning of school

Individual Student Systems

CollectCollect and Useand Use

DataData

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

Precision Problem Statements(What are the data we need for a decision?)

Precise problem statements include information about the five core “W” questions. What is problem, and how often is it happening Where is it happening Who is engaged in the behavior When the problem is most likely to occur Why the problem is continuing

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

(Office Discipline Referrals) for aggression on the playground than last year, and 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

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

Precise or Primary Statement?

ODRs during December are higher than in any other month.

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).

Precise or Primary Statement?

The playground is out of control. The students won’t listen to anyone and are fighting all the time.

Major & minor referrals have increased by 50% during lunch time on the playground. The referrals are mostly 4th and 5th graders, and disrespect and aggressive behavior are the highest problem behaviors. Peer attention is the motivation.

What are the data you are most likely to need to move from a Primary to a Precise statement?

What problem behaviors are most common? ODR per Problem Behavior

Where are problem behaviors most likely? ODR per Location

When are problem behaviors most likely? ODR per time of day

Who is engaged in problem behavior? ODR per student

Why are problem behaviors sustaining? No graph

What other data might be helpful?

ODR by staff ODR by IEP ODR by grade ODR by gender by grade Faculty subjective impressions Academic performance Attendance Information about home status

Test precision problem statement

Use precise problem statements to build and test hypotheses.

Problems are most common in D-Hall wing

Problems are more likely during second recess

Problems are most common during assembly schedule

Problems are more likely during state testing periods

Phoenix ElementaryPhoenix Elementary 265 students k-5265 students k-5

Using Data For Decision-MakingUsing Data For Decision-Making

You are the PBS team for Phoenix Elementary

What is going well? Do you have a problem?

Where? With whom?

What other information might you want? Given what you know, what considerations

would you have for possible action? Use a precision statement to guide your action

plan.

0

1

2

3

4

5

Mean S

tudent C

onta

cts

per

Day

Sept Oct Nov Dec Jan Feb Mar Apr May June

School Months

Phoenix97-98; 98-99 Student Contacts

0

20

40

60

80

100

120

140

Num

ber

of S

tudent C

onta

cts

Playgd ClassRestrm Caf OtherLocation

Phoenix ElementaryLocations 97-98; 98-99

0

5

10

15

20

25

30

Num

ber

of S

tudent C

onta

cts

Sept Oct Nov Dec Jan Feb Mar Apr May June

School Months

Phoenix ElementaryPlayground Contacts 97-98; 98-99

Phoenix Elementary ODR per Student

0

2

4

6

8

10

12

14

161 4 7 10 13 16 19 22 25 28 31 34 37 40 43 46 49

Students

Nu

mbe

r of S

tude

nt c

onta

cts

Phoenix Elementary ODR per Time of Day

0

5

10

15

20

25

30

Time of Day

Num

ber o

f Ref

erra

ls

Making Precision Statements

Define the Problem What Where When Who Why What other information

is needed?

Define the Solution Prevention Teaching Reward Extinction Corrective

Consequences Monitoring

Build Your Own Precision Build Your Own Precision StatementStatement

Define: Using your data, build your precision statement that can be

used to address an area of concern at your school.

Build Solutions through an Action Plan:

How can we prevent the problem?

What do we need to teach the students?

How can we recognize the behavior?

How can we extinguish the behavior?

What are efficient consequences?

Acknowledgements

Susan Barrett, Sheppard-Pratt

Rob Horner, Leanne Hawken, Rob March Fern Ridge Middle School Clear Lake Elementary Bohemia Elementary Kennedy Middle School Effective Behavior Support team – University of

Oregon

This project was supported by Grant No. H324B0000075, a Student Initiated Project, funded by the U.S. Department of Education, Office of Special Education Programs. Opinions expressed herein do not necessarily reflect the position of the U.S. Department of Education and such endorsements should not be inferred.