Developing Data Based Decision Making Processes

1. Developing Data Based Decision Making Processes Illawarra and South East Region Positive Behaviour for Success

2. AGENDA • School Progress Reports • What is happening in your school? • PBS Regional Update • Network sharing meetings (dates venues email) • Review of Data Based Decisions • Question & Answer (Mute microphone – turn on when asked)

4. Data Based Decisions Data Based Decision SystemKey Elements Electronic Data System Electronic Data System Data Definitions Referral Form Format Referral Process Review and report monthly

5. Computerised Data System Examples • “Data Detective” • RISChttp://marilliondesigns.com/ • STARS http://www.jsinfotech.com • Sentral http://www.gptech.com.au/ • Generic systems (File Maker Pro) Remember The system used must have the capacity to graph and display data

6. Data Based Decisions Data Based Decision SystemKey Elements Electronic Data System Electronic Data System Data Definitions Referral Form Format Referral Process Review and report monthly

7. Behaviour Locations Workshop locations at a staff meeting Clearly define locations Use a map – visual representation

8. Tennis Court Football field Basketball Court D N Shed E ART 3 W E TAS PDU Boys Toilet H A L L Science Block Lab 1 S BLOCK C HISTORY (HISE) Main Quadrangle Canteen A Junior Quad C C C A R P ARK BLOCK B English / PE Girls’ Toilet Science Block Lab 2 Senior Quad C ART / TAS Ramp KEY ADMIN BLOCK BLOCK A Maths / Library Building Common Room Stairs Gate B Podium Front Gate

9. Behaviour Definitions • Clear, specific definitions provide: • School wide consistency • Accuracy and reliability • Application of appropriate and meaningful consequences • Definitions communicated and understood • Define as a glossary of terms

10. Behaviour Definition Strategies • An operational distinction is made between problem behaviours • Behaviours categorised into; • Minor Behaviours (Teacher Managed) • Major Behaviours(Executive Managed) • Examples pp 80-86 of the manual

12. Minor Discipline Incidents Can be handled by the classroom teacher and must be recorded but does not warrant a discipline referral to the executive • These may include : • lateness to class • lack of classroom equipment • incomplete tasks • failure to follow instructions • off task • rudeness

13. Minor Discipline Incidents • Teachers determine; • Appropriate contingent consequence • When and where the consequence should be delivered

14. Major Discipline Incidents • Handled by the executive • These may include but are not limited to: • defiance • bullying and harassment • abusive language • physical fights • property damage • drugs, tobacco, weapons

15. Definitions – Language Example

16. Data Based Decisions Data Based Decision SystemKey Elements Electronic Data System Electronic Data System Data Definitions Referral Form Format Referral Process Review and report monthly

17. Referral Form Essential Categories • Student’s name • Date • Time of the incident • Student’s grade • Student’s teacher • Referring staff • Location of the incident • Problem behaviour • Possible motivation • Others involved • Executive decision • Other comments - only 3 lines

18. Referral Form Graph/ Report Categories • Name • Grade • Date • Time • day, week, month (per day per month), year • Referring staff • Location • Behaviour type • Others involved • Consequences assigned • Possible Motivation

19. Referral Form Examples • See pages chapter 15 in the manual • WWW.iserpbs.wikispaces.com

20. Data Based Decisions Data Based Decision SystemKey Elements Electronic Data System Electronic Data System Data Definitions Referral Form Format Referral Process and Consequences Review and report monthly

21. Referral Process Current System • Evaluate current system • Is the behaviour referral process meaningful and effective? • Are teachers following the current plan for completing referrals? • Interview teachers on their perceptions regarding the school’s responsiveness to problem behaviour (EBS or survey) • Use EBS and SET results to action plan

22. Referral Process New System • If a new system is to be developed ensure; • Predictable Executive Referral Process for problem behaviours exists • Process is agreed upon with all staff • System is defined and taught to staff

23. Features of the Executive Behaviour Referral Process • Contains definitions of: • major discipline incidents • minor discipline incidents • crisis incidents • a continuum of discipline procedures • Can be summarised in a descriptive or graphic form • Is presented to all staff for consultation • All staff receive specific training

27. Why are traditional consequences ineffective? • They have not been aligned with: • School-wide values • Clearly defined expectations • A system for teaching expectations and values • A system for rewarding appropriate behaviours

28. Why are traditional consequences ineffective? They are not related to the function of the behaviour Example: Student tries to avoid a task by disrupting Teacher sends to time out (or executive) Avoidance function is served student ‘rewarded by time out’ Inappropriate behaviour is maintained

29. Referral Process Define Behaviour Consequences What is the Purpose of Developing Consistent Consequences? ‘The more students know the rules and consequences for misbehavior and are aware that the rules in a school are applied fairly under a “system of laws,” the less victimisation and disorder is present in the school’ (Mayer & Leone, 1999)

30. Referral Process Define Behaviour Consequences Agree on and define a consistent set of consequences Teacher assigned consequences Executive assigned consequences Make sure consequences can be delivered contingently Use a diagram to remind staff of the consequences system All consequences should be accompanied by re-teaching of the expected behaviours

31. Referral Process Developing Behaviour Consequences • Clearly identify where various behaviours will be managed (teacher vs. executive referral) • Develop an array of responses to problem behaviours • Include opportunities for students to learn and/or practice more acceptable behaviours

32. Referral Process Continuum of Discipline Procedures • Defined:A hierarchy of discipline procedures for breaking a given rule • Purpose • To align the consequences with the broken rule. • The same consequence should not follow all rule violations occurring in the school. • A hierarchy from least to most severe consequences should be aligned with the breaking of rules from the least to most severe in nature

33. Referral Process Delivering Consequences ·Train staff to TEACH: Ask, “Is that the expected behaviour?” State the school-wide expected behaviour Ask student to demonstrate behaviour Provide acknowledgement to student on compliance “Thanks, good, well done, that’s it”

34. Referral Process Delivering Consequences When delivering a consequence: Offer a choice – either compliance or …. Acknowledge compliance Follow referral procedures based on major/minor definitions

35. Data Based Decisions Data Based Decision SystemKey Elements Electronic Data System Electronic Data System Data Definitions Referral Form Format Referral Process Review and report monthly

36. The POWER of data • Drives decisions • Provides answers to address systems solutions • Evaluates whether system solutions are working • Used to moderate improvement cycle

37. PBS Team Behaviour Data Review • In reviewing the monthly data consider ; • Where • What • When • Who • How often • Why • Motivation See Page 88 Universal Manual for Data review template

39. General Data Decision Making Rules

40. Emergency or Crisis Incidents • Major school – wide system • Evaluated in the SET • Part of the behaviour referral process