Using Data U nique to High Schools

1. Using Data Unique to High Schools Susan Barrett sbarrett@pbismaryland.org

6. Enduring Understanding: Know how to you use data to plan for interventions – at the beginning of the year and on-going 2 Views!!! Student Level Systems Level

7. Essential Questions • How can teams convert data to a plan of action based on fidelity and outcomes? • How can team make decisions with data beyond discipline?

8. Preparing with Data Gathering and Action Planning Organizing and Implementing Screening Linked to Outcomes Celebrating and Social Marketing Continuous Improvement and Planning Career Builder

9. Gathering and Action Planning • Discipline Data Review Problem Behavior, Time, Location, frequency, grade, ethnicity, teacher • Surveys and Focus Groups • Engagement • Attendance • Credit Accrual, GPA, PSSA/Keystone Exams

12. MDS3 School Climate Survey SAFETY • Physical Safety - I feel safe at this school. • Bullying - During the current school year have you been bullied? • Social-Emotional Wellbeing - It is OK to hit someone if they hit me first. • Substance Use - During the past 30 days, how many days did you have 1 drink of alcohol? ENGAGEMENT • Relationships and Connectedness - I feel like I belong. • School Participation and Academic Emphasis - I like this school. • Parental Involvement - This school tries to involve parents or guardians. • Culture of Inclusion and Equity - Teachers believe that all students can do well if they try. ENVIRONMENT • Order and Discipline - Disruptions by other students can get in the way of my learning. • Physical Environment - The school has a bright and pleasant appearance. • Supportive Services - This school has programs to deal with violence and conflict among students.

13. Results from MDS3 Spring 2013 (31 intervention schools, N = 14,150) Safety • 81.0% feel safe at school • 22.4% reported being bullied during the school year • 41.0% reported that other students try to stop bullying • 21.5% often or very often feel sad • 81.6% reported that substance use is a problem at their school Engagement • 66.5% feel they belong at school • 80.2% feel their teachers encourage them to work hard • 45.0% feel their parents are informed when they do well • 60.9% feel students of all races are treated equally Environment • 73.7% report that disruptions in the classroom get in the way of their learning • 47.3% report the school building is clean and well-maintained • 68.4% report that students who need help with their problems are able to get it at school

14. “I feel like I belong” 20,619 students 6,804 disagree or strongly disagree with this statement

15. Focus Groups • What does a referral mean to you? How do you feel when you get a referral? • Don’t care – they be like you’re getting a referral and I’m like your point is…| • Feel like the teachers write half the truth and half lies • If I get one, I get one – it depends if it’s for something dumb like not sitting in your seat.

16. Name: John McNaught Address: Rabbits Foot Rd Hinton, VA DOB: 01-07-75 You’re Invited Date: 08-04-09 Time: 10:00 am • Interests • Animals • Cooking • Outdoors • I Want You to Know • I don’t like timelines • I work hard • I play hard • Learning Preferences • I like to have new concepts modeled • Enjoy working in groups • I often get the “big” picture and have to work to note the details • Accommodations that Work • Extended time • Help from my friends • Working with people with different learning styles

17. Site Visits • Partially funded by William T. Grant Foundation (PI:Bradshaw) • 25 classrooms per school (≈1500 per time point) • 30+ non-classroom locations • Using handheld devices to collect data • Instruments • Assessing School Settings: Interactions of Students & Teachers (ASSIST): Rusby et al. (2001); Cash & Debnam • Praise, opportunities to respond, punishing statements, transitions, supervision, positive interactions, engagement, aggressive behavior etc. • Both event based and global ratings • School Assessment for Environmental Typology (SAfETy): Bradshaw, Lindstrom Johnson, Milam, & Furr-Holden • Features of the school environment that encourage access control, surveillance, territoriality, physical maintenance, and behavioral management (e.g., disorder, substance use, broken windows)

18. 2. Organizing and Tracking for Fidelity • Benchmarks of Quality • School wide Evaluation Tool • Team Implementation Checklist

19. SET/ISSET • The School Wide Evaluation Tool (SET) and Individual Student Systems Evaluation Tool (ISSET) document the types of programs schools are using to support student behavior and learning • Covers a range of programs • The SET/ISSET includes brief interviews with an administrator, the student support team leader, random staff and students, observations, and a review of specific school documents

20. Fidelity Data: SET

21. Fidelity Data: ISSET

22. 3. Screening

23. Using the Referrals by Student report as a Universal Screening Tool

25. Definitions of Problem Behaviors • All problem behaviors are covered and none of the definitions overlap • Consistent definitions make data collection much more accurate and reliable • The addition of minor problem behaviors assists in the summary of minor infractions

26. Nuts and Bolts • Agree on behavioral definitions • Brainstorm classroom vs. office managed behaviors • Agree on behaviors to list on office referral

27. T- Chart Staff Managed or Minor Problem Behaviors Office Managed or Major Problem Behaviors Defiance/Disrespect/Non-Compliant Abusive or inappropriate Language Fighting or Physical Aggression Disruption Theft/Forgery Property Damage/Vandalism Use or Possession of Drugs/Alcohol • Eating, drinking, chewing gum • Disruption • Horseplay • Defiance to another student • Pushing or shoving • Lying/cheating • Public Display of Affection • Writing on School Property • Disrespect, minor to another student or another student’s belongings

28. Develop a Process Flow Chart • Create a flow chart to guide student behavior management • Keep it as simple as possible • Keep it as clear as possible

30. Define Behavior Expectations Model Appropriate Behavior Observe Problem Behavior Use the following teacher consequences: (Must be documented prior to writing office referral for Teacher Managed Behaviors.) Parent contact is a MUST! NO YES Decide: Is the behavior office managed? Write referral to the office Administrator Restates Behavior Expectation with Student 1st Offense:Student/Teacher Conference (Warning) 2nd Offense: Teacher determined consequence (i.e. lunch or after-school detention, seat change, loss of privilege) + Administrator Issues Appropriate Consequence + Administrator Contacts Parents 3rd Offense: Teacher determined consequence + Parent Contact + Administrator Provides Teacher Feedback 4th Offense: Office Referral Per Marking Period

31. Total Office Discipline Referrals (ODR) per Month LOOKS LIKE OCTOBER WAS A BUSY MONTH

32. Consider # of SCHOOL DAYS in the month. Avg. # ODR/Day/Month

33. Pre Post

34. How long would it take to answer the BIG 5 SW discipline questions in your school? • Who exhibited the problem behavior ? • What did they do? • Where did they do it? • When did they do it? • Is this a common error?

35. # Referrals by Student

36. # Referals by Problem Behavior

37. # Referrals by Location

38. Combined Data Using Vlookup in Excel http://www.act.org/explore/norms/spring8.html See YouTube examples: http://www.youtube.com/watch?v=wH6jPVHnc9Q

39. Recognize and Respond When do we kick it up a notch? Would you notice when something was up? Family and Community Connections 360 View: Multiple Data Points as Natural Screeners- LOW Threshold!! • Attendance • Office Referral • Suspension • Instructional Time • Tardy • HW Completion • GPA • Credit Accrual

40. Decision Rules for Access to Advanced Tiers (and decision rules for prevention-if we can predict the trajectories , then we can prevent it from happening) • Youth has 2 Major ODRs • Youth has 1 Suspension • Youth experiences more than ? minutes out of instruction • Youth misses more than ? days unexcused absences • Youth drops GPA by more than ?? • Youth – benchmark testing- McIntosh • Youth- incomplete class work/homework • Attendance (look at predictors for drop-out and school completion) • Admin Referral • Teacher/Staff Referral • Family Referral • Other:

42. Activity: Student List Who gets access to an intervention that integrates academic/behavioral support ? Choose 6 students.

43. Focus Areas 1. Freshmen Support • On Time Graduation State Leadership Team Organized by 2 Focus Areas

44. PBIS OTGR Intervention Team:What are this student’s obstacles to making it to graduation?What is the plan to help him succeed? • 18 Years Old • Failing Algebra at Semester • Absent 20% of school days so far • Needs English HSA • Homeless-living w/friend

45. BIRD HS - OTGR Data Dashboard

47. Freshman Success Three times over the following three weeks, ask students (can happen in any class) questions about the graduation requirements – this should happen very quickly and take only 3‐5 minutes. Clarify any incorrect information and remind students to check their progress regularly and where to find thegraduation requirements in full (student handbook, school website, etc.) Sample questions may include:

48. Sample Questions 1. How many credits do you have to earn to become a sophomore? 2. How many credits will you earn for [this, Math, History] class if you earn a C or better? 3. What is the minimum grade you can in a class to still earn credit for it? 4. How many credits do you need to graduate? 5. What else do you need to do to graduate besides earn credits for classes?

49. Link to Outcomes

50. Celebration and Social Marketing • Buy and Support • Sustaining and Expanding • Tardy Project Example