Module 4: Establishing a Data-based Decision-making System

1. Module 4: Establishing a Data-based Decision-making System

2. Objectives • Understand the rationale for establishing a data-based decision-making system • Identify types of data to be collected • Identify characteristics of a useful data system • Define problem behaviors • Identify characteristics of a SWIS compatible discipline referral form • Develop a discipline referral form and process • Identify behaviors to be managed in office vs. classroom • Understand how to use data for decision-making

3. Data System Definitions Establishing a Data-based Decision-making System Referral Process Referral Form

4. Data-based Decision-making • Prior to making changes within the school environment, it is important to know what needs to be changed • Information about what is going on has to be accurate and useful for identifying problems • Analyze problems so that interventions can be effective and efficient

5. Reasons to Collect Data • Essential for good decision-making • Professional accountability • Decisions made with accurate dataare more likely to be: • (a) implemented • (b) effective

6. Consider your Current System • Look at current data-base system for tracking student behavior • Evaluate current system; it may or may not be effective and efficient • Identify whether teachers are following the current plan for completing referrals • Interview teachers on their perceptions regarding the school’s procedures for responding to problem behavior

7. Data Collected Are Meaningful (Functional) • Information collected should be meaningful to the school • Proactive school year planning • Data should be available for team decision-making throughout the year

8. Data System Definitions Establishing a Data-based Decision-making System Referral Process Referral Form

9. What Data to Collect? • Use what you have • Office discipline referrals/detentions • Suspensions/expulsions • Referrals by student behavior, staff behavior, and administrative context • Office referrals per day per month • Team climate surveys • Attendance • Referrals to special education programs

10. Critical Questions • How many referrals are there: • per day each month? • based on location? • based on the type of behavior? • by student? • by time of day? • originating from ESE and general education? • What is the range of consequences provided based on the type of behavior exhibited?

11. Meaningful Data • Can your current data system calculate the following……

12. Average Referrals per Day per Month

13. Referrals by Location

14. Referrals by Time of Day

15. Referrals by Problem Behavior

16. Referrals by Student

18. Data Systems • School Wide Information System (SWIS III) • SWIS is a web-based information system for gathering, entering, summarizing, reporting and using office discipline referral data • SWIS can improve the ability of school personnel to develop safe and effective educational environments • For more information on SWIS please log onto the SWIS website at www.swis.org

19. When to Enter Data • Recommended that data are entered daily, but at least weekly (at a minimum) • With a school-wide data collection system, schools are better prepared to respond proactively to situations • Schools can begin to identify problems and generate solutions • Monitor and evaluate success of interventions

20. When to Analyze Data • When information is entered daily, it is easier for schools to analyze the data and make school-wide interventions based on the results • If the data are analyzed frequently, then the team can begin the problem-solving process and make data-based decisions

21. More Frequent Data Analysis • It may be necessary to analyze some data more than once a month • Allows the team to see if specific interventions are working • Some data on particular students are reviewed more frequently for counseling and parental contacts • Reviewing specific behavior incidents more frequently provides further clues regarding effective interventions

22. Data-based (Guided) Decision-making • Provide teams with access to comprehensive, accurate, and timely data • Impacts behavior in the entire school, in classroom settings, of targeted groups and of individual students • Increase the probability that systems changes and interventions will be more successful • Provide a resource for evaluating effectiveness

23. Data System Self-check • The information collected allow the school team to understand when, where, who, why, and what of problem behaviors • The data are gathered continuously- every day, throughout the day • The data should be an embedded part of the school cycle; not something “extra” • The people who collect and summarize the data see that they are used for decision-making

24. Data System Self-check • The data are used for decision-making • The data are very easy to collect (1% of staff time) • The data are accurate and valid • The data should be summarized prior to meetings of decision-makers (e.g., weekly) • The data are available when decisions need to be made • Different data needs are identified for a school building versus a school district

25. Follow-Up • Go to the questions at the end of the module. • Your answers will be submitted to your PBS contact to assist with planning ongoing technical assistance activities with your team.

26. Reflection Questions • Answer these questions about your SW-PBS team: • What is the current data-based decision-making system used by your team? (ex. TERMS, SASI, SWIS, Gateway ?.) Can the data system be used to assist your team in making data-based decisions? Explain why or why not. • How often does your team look at the data? • What data does your team look at? • Do you think that the team understands how to use data to make decisions? Explain why or why not? • Is your discipline data an accurate reflection of what is happening across campus? 

27. Reflection Questions • Answer these questions about your SW-PBS team: • What is the current data-based decision-making system used by your team? (ex. TERMS, SASI, SWIS, Gateway ?.) Can the data system be used to assist your team in making data-based decisions? Explain why or why not. • How often does your team look at the data? • What data does your team look at? • Do you think that the team understands how to use data to make decisions? Explain why or why not? • Is your discipline data an accurate reflection of what is happening across campus? 

28. Reflection Questions • Answer these questions about your SW-PBS team: • 6. Can your Data System answer the following questions: Answer either "Yes" or "No" for each part • a. how many referrals are there per day each month?  • b. how many referrals are there abased on location?  • c. how many referrals are there based on type of behavior? • d. how many referrals are there by individual student? • e. how many referrals are there based on time of day? • f. how many referrals are generated in ESE and General Education? • 7. What needs to change in your data system, entry or output to help your team make decisions?

29. Congratulations! • You have completed Florida's PBS Project School-wide Positive Behavior Support Module 4: Establishing a Data-based Decision-making System. • If you would like a certificate of completion please print this page. • We hope that you enjoyed the training module!