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Data Discovery: Discipline Data

Data Discovery: Discipline Data. Considerations. This webinar is being recorded and will be available for viewing at www.laspdg.org under Data Based Decisions Webinars 2013-2014

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Data Discovery: Discipline Data

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  1. Data Discovery:Discipline Data

  2. Considerations • This webinar is being recorded and will be available for viewing at www.laspdg.orgunder Data Based Decisions Webinars 2013-2014 • If you need to ask a question, please use the Chat Pod on your screen (NOTE: everyone can see your question) • You can download all of today’s materials in the FILES 2 Pod on your screen at any time during the presentation • Click on the selected file • Choose “SAVE TO MY COMPUTER” • Select the destination where you would like to save the file

  3. Attendance • At this time, if you have not already done so, please use your chat pod and type the district/LEA you are representing • If you are viewing this webinar with others in the room, please indicate their name as well

  4. People First Language “People First Language puts the person before the disability and describes what a person has, not who a person is.” Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf

  5. Purpose of Today: • Analyze the following data: • State, District & School In/Out-of -School Suspensions • School Level Office Discipline Referrals • Understand connection between focus areas (Family, Culture, Inclusion) and discipline

  6. Objectives: • Gain Knowledge in analyzing discipline data. • Gain skills in analyzing discipline data.

  7. Data Considerations • The data output is only as good as the input • Data should lead you to more questions • Look at more than 1 data source (use multiple sources) when determining problems • What doesn’t get measured and monitored will not be implemented

  8. Disciplinary Removal Consequences:Suspension & Expulsion • OSS – Out-of-School Suspension • ISS – In-School Suspension • ISE - In-School Expulsion • OSE - Out-of-School Expulsion

  9. Poll Question: Research states “when discipline data decreases what other variables have a high probability of increasing?” Attendance AchievementAttitude Post-Secondary success All of the Above

  10. Why Look at Discipline Data? • Inverse relationship between discipline and the following… • Attendance • Achievement • Attitude • Post-secondary success

  11. Part I: Big Picture – State LevelLDOEDiscipline Data (ISS & OSS)(District Composite Reports at Data Center on LDOE Website) http://www.laeducationresults.net/Index.aspx

  12. Part I: State LevelLDOE Discipline Data (ISS & OSS) Part I: (A) Complete the chart for LDOE ISS/OSS (B) Answer the questions below 1) What level has highest % ISS using LDOE data? 2) What level has highest % OSS using LDOE data? 3) Reviewing the ALL data for LDOE, what has happened to the OSS% over the past 5 years?

  13. Part I: AnswersLDOE Discipline Data(ISS & OSS) • What level has highest % ISS using LDOE data? • Middle School (19.3%) • 2) What level has highest % OSS using LDOE data? • Middle School (14.2%) • 3) Reviewing the ALL data for LDOE, what has happened to the OSS% over the past 5 years? Decreased from 12.1% to 9.2% = 2.9%

  14. Part II: District LevelDistrict Discipline Data(ISS & OSS) Part II: (A) Complete the chart for district ISS/OSS(B) Answer the questions below 1) What level has highest % ISS using your district? 2) What level has highest % OSS using your district? 3) Reviewing the ALL data for your district, what has happened to the OSS% over the past 5 years?

  15. Part II Answers:District Discipline Data (ISS & OSS) 1) What level has highest % ISS using your district? High 19.4% 2) What level has highest % OSS using your district? High 31.5% 3) Reviewing the ALL data for your district, what has happened to the OSS% over the past 5 years? Decreased from 18.7% to 15.4% = 3.3%

  16. Part III: School LevelDistrict Discipline Data(ISS & OSS) • Add your school ISS & OSS into the chart at the appropriate level. • 2) What has happened to your school OSS over the past 5 years? • 3) Thoughts, questions, concerns you want to bring back to your school leadership/PBIS team?

  17. Poll Question: Is Disciplinary Removal Effective?

  18. Is Disciplinary Removal Effective? • 30-50% of students suspended are repeat offenders • “Suspension functions as a reinforcer...rather than as a punisher” (Tobin, Sugai & Colvin,1996) • Use of suspension correlates with • School dropout (school level) (Raffaele-Mendez; Ekstrom, 1986) • Juvenile incarceration (state level) (Skiba et al)

  19. Alternatives to OSS • Problem solving/contracting • Restitution • Mini-courses or skill modules • Family Involvement/supervision • Counseling • Community Services • Behavior monitoring • Coordinated behavior plans • Alternative programming • Appropriate in-school suspension • http://www.pbisworld.com/tier-2/alternatives-to-suspension/

  20. Next Steps • Identify Root Cause(s) to data by… • Break down school ISS & OSS • Grade levels • Action Codes • Students • Break down school ISS & OSS by subgroups • SWD (Students with Disabilities) • Gender • Race • Look at OSS data over multi-year to identify patterns • Review discipline plan and make adjustment to action steps as needed

  21. Office Discipline Referral • ODR - Office Discipline Referral (major infraction)

  22. Through the Problem Solving Process question whether it is… System (School/Logistics) (Ex: Too few teachers during recess duty and they are huddled up and not supervising) vs Student (Issue) (Ex: The sixth grade students are defiant)

  23. Primary Statements Too many referrals September has more suspensions than last year Violence is increasing The cafeteria is out of control Student disrespect is worse Precision Statements There are more ODRs for aggression(what?) on the playground than (where?) last year. These are most likely to occur during first recess (when?), with a large number of students (who?) The aggression is related to getting access to the new playground equipment (why?) Primary vs. Precision Statements

  24. The data needed to move from a Primary to a Precise statement: A. Overall Referrals per day per month B. What problem behaviors are most common? • ODR per Problem Behavior/Incident C. Where are problem behaviors most likely? • ODR per Location D. When are problem behaviors most likely? • ODR per time of day E. Who is engaged in problem behavior? • ODR per student F. Why are problem behaviors sustaining? • Brainstorm as a team *may want to generate graphs of this data when sharing

  25. A. Overall Referrals per day per month

  26. When looking at overall referrals each month…. • Avoid simple counts(ex: October-26 referrals, December-14 referrals) • Always use per day per month (account for the # of days students attended school that month) • Look at data from previous years to determine trends • Implement proactive steps to prevent problem area months in the future

  27. Activity A • Record top 3 months, # and average per day • Discuss as a school and record thoughts/concerns • Brainstorm possible reasons for these months • What can you do to prevent these months from becoming hot spots? • What other data sources do you need to make decisions? (grade, location, etc.)

  28. B. What behaviors are most common?

  29. When looking at behaviors…… • Always make sure you know how they are defined (have they been taught?) • What about overlapping behaviors (tardies, fighting, cursing?) • What are all of the behaviors considered to be under that one problem behavior? • Consider grade, by teacher, subgroups, etc.

  30. Think Basic Before Advanced • Example ---If tardies are a problem behavior… • Do we have a clear, school-wide definition of a tardy? • Are they coming from 1 general area? (consider across campus, actual travel time) • What are you doing for the students who never receive a tardy? • Is it a few kids who are repeatedly tardy? • Why are these kids tardy?

  31. Activity B • Record top 3 behaviors, # and % • Discuss as a group and record any thoughts or concerns you may have • What do you notice? • Have these behaviors been clearly defined and taught? • What booster/follow up lessons can be given to assist with this problem behavior?

  32. C. Where (location) are behaviors occurring?

  33. When considering location…. • Class should always be the highest (but strategies can still be utilized to lower ODR’s in class) • Are the referrals from 1 specific teacher, grade, etc.? • Is active supervision present? • Does the staff know what is expected (area, supervision, behaviors, etc.)—do not assume!

  34. Example If cafeteria is generating large #’s of referrals… • Are the duty teachers actually supervising? • Can the schedule of lunch be adjusted? • Were the expectations/rules for that area clearly taught? • Is there a signal for the students to drop their noise level if it becomes a problem? Has it been verbalized and practiced?

  35. Activity C • Record top 3 locations, # and % • Discuss as a group and record any thoughts or concerns you may have • What can you do to target this area? • Have the staff been taught what is expected and are they actively supervising? • What other information do you need (grade, specific teacher, etc.)

  36. D. When (Time) are behaviors occurring?

  37. When considering time….. • Make sure the time is the actual time of the behavior, not the time that the referral is being put in the system • Where are the peaks? • Brainstorm why….lunch, end of day, etc. • Consider supervision

  38. Activity D • Record top 3 times, # and % • Discuss as a group and record any thoughts or concerns you may have • Brainstorm what activities are occurring most during this time period • What can you do to target this time period? • What other information do you need (grade, specific teacher, etc.)

  39. E. Who is engaged in problem behavior?(ODR per student) • Is it the same group of students contributing to most of the referrals? • Specific grade? • Do they share similar teachers? • What interventions are needed for each group (green, yellow, red)? • Have the students truly been taught what is expected? • Is it mainly one teacher referring?

  40. F. Whyare problem behaviors sustaining? • Brainstorm as a group based on the data • May not always be right the first time; trial and error • This is a process

  41. Activity • Record your top 3 disciplinary actions, # and % • Discuss as a group and record any thoughts or concerns you may have • Do you feel like these consequences are working to deter future behavior? • What other consequences could be used? • What additional interventions can be tried prior to referrals?

  42. REVIEWThe data you will most likely need to move from a Primary to a Precise statement: A. Overall Referrals per day per month B. What problem behaviors are most common? • ODR per Problem Behavior/Incident C. Where are problem behaviors most likely? • ODR per Location D. When are problem behaviors most likely? • ODR per time of day E. Who is engaged in problem behavior? • ODR per student F. Why are problem behaviors sustaining? • Brainstorm as a team

  43. When considering actions…. • Discipline means “To Teach” • There is not a magic intervention-one size does NOT fit all • Example: If your detentions have doubled this year, maybe detentions are not as effective for some of your students • Why do we suspend a student for skipping? Sometimes, we’re giving them what they want! • Think outside the box

  44. What Other Data to Collect? • Behavioral Data • Office discipline referrals/detentions • Suspensions/expulsions • Referrals by student behavior/staff behavior • Attendance • General Education vs. Special Education • By ethnicity • By gender • By staff-would not share this information for whole group discussion • Academic Data • LEAP/iLEAP • Student grades • Referrals to special education programs • RtI • Additional Data • Surveys • Observations/Walk-Through • Other feedback

  45. Investing time, effort, energy Ways to share data: • Blackboard • Website • Posters on wall • Newsletter • Brochure • Email • Announcements • Bulletin Boards Do you share data with: • team? • faculty? (5 minute update recommended at every faculty/grade level meeting) • students? • parents? • community?

  46. Family & Behavior Families play an important part in their child’s education and social development. The presence of families provides additional academic supports and creates community and cultural connections. • Provides families information and resources of how to support behavior at school & home (via website, newsletter, flyers, etc.) • Provide workshops for families • Have families serve on discipline/leadership teams • Survey families on needs around behavior support Family Support Section on PBIS Website http://www.pbis.org/family/default.aspx

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