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Understanding Behavior Data Beyond just “ having ” data

Understanding Behavior Data Beyond just “ having ” data. November, Year 1 Minnesota PBIS Training Slides by Kevin Filter, Rob Horner, and George Sugai. Using Behavior Data. The process of solving problems in the same at all levels of PBIS – Tier 1, Tier 2, and Tier 3

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Understanding Behavior Data Beyond just “ having ” data

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  1. Understanding Behavior DataBeyond just “having” data November, Year 1 Minnesota PBIS Training Slides by Kevin Filter, Rob Horner, and George Sugai

  2. Using Behavior Data • The process of solving problems in the same at all levels of PBIS – Tier 1, Tier 2, and Tier 3 • Problem solving involves answering the following questions: • Is there a problem? • What is the nature of the problem? • What should we do to solve the problem? • Was the solution effective?

  3. Problem solving with DATA(Using the Big Five) • Is there a problem? • ODRs per day per month • What is the nature of the problem? • Behavior, Students, Location, Time of Day • What should we do to solve the problem? • Develop an intervention and specify measurable effect on the appropriate Big 5 • Was the solution effective? • Compare pre-intervention data to post-intervention data

  4. Precision Problem Statements • The result of steps 1 and 2 in problem solving should result in precision problem statements • Let’s practice…

  5. 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 for aggression on the playground than last year. 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. Primary versus Precision Statements

  6. 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 for aggressionon the playground than last year. 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. Primary versus Precision Statements

  7. Organizing Data for Decision-making • Compare data across time • Moving from counts to count/month

  8. Total Office Discipline Referrals as of January 10 Total Office Discipline Referrals

  9. Average Office Discipline Referrals per day per month as of January 10

  10. SWIS summary 07-08 (Majors Only)2,732 schools; 1,385,191 students; 1,244,026 ODRs

  11. Interpreting Office Referral Data:Is there a problem? • School-wide (depending on size of school) • Middle, High Schools (> 1 per day per 100) • Elementary Schools (>1 per day per 300) • Trends • Peaks before breaks? • Gradual increasing trend across year? • Compare levels to last year • Improvement?

  12. Targeting Systems with Data • ODR data can help us to decide which of the following systems should be targeted for intervention: • School-wide (universal) • Classroom • Non-Classroom • Targeted Group of Students • Individual Students

  13. >40% of students received 1+ ODR >2.5 ODR/student Modify universal interventions (proactive school-wide discipline) to improve overall discipline system Teach, precorrect, & positively reinforce expected behavior 1. School-wide systems if…

  14. >60% of referrals come from classroom >50% of ODR come from <10% of classrooms Enhance universal &/or targeted classroom management practices Examine academic engagement & success Teach, precorrect for, & positively reinforce expected classroom behavior & routines 2. Classroom system if…

  15. >35% of referrals come from non-classroom settings >15% of students referred from non-classroom settings Enhance universal behavior management practices teach, precorrect for, & positively reinforce expected behavior & routines increase active supervision (move, scan, interact) 3. Non-classroom systems if…

  16. >10-15 students receive >5 ODR Provide functional assessment-based, but group-based targeted interventions Standardize & increase daily monitoring, opportunities & frequency of positive reinforcement 4. Targeted group interventions if….

  17. <10 students with >10 ODR <10 students continue rate of referrals after receiving targeted group support Provide highly individualized functional-assessment-based behavior support planning 5. Individualized action team system if...

  18. Using Data Example

  19. The Context • Elementary school (grades k-6) in MN • In year 3 of PBIS • School population = 225 • PBIS team meets monthly • Sub-teams meet every two weeks for problem solving • SET scores indicated 75% overall PBIS implementation after 2 years (but only 50% on data-based decision making)

  20. Step 1: Is there a problem? • Several teachers have complained about unruly kids this year • First, we need to validate that a problem exists • ODRS per day per month

  21. Step 2: What is the nature of the problem? • How do data compare to last year? • Poorly • How do data compare to national norms? • More than 6x national average • Now we need to review the rest of the Big 5 data

  22. Bonus Graph – Motivation of Disrespect

  23. Bonus Graph - Ethnicity

  24. Develop a Precision Statement • A primary statement could be: • Disrespect is a problem in the school • Disrespect is happening in the classroom. • A precision statement would be: • There are many more major referrals for disrespect in the classroom this year than last year and they appear to be motivated by avoiding tasks (or maybe by obtaining peer attention). The problem is distributed throughout the day and many kids have been referred.

  25. Step 3: What should we do to solve the problem? • Is there any literature about effective solutions to this problem? • Journal of Positive Behavior Interventions • www.PBIS.org • Can we develop a logical intervention? • Re-teaching respect in the classroom • Good behavior game base on disrespect • What is our goal? • 25% reduction in disrespect in classrooms when comparing Sept & Oct to Dec & Jan

  26. Step 3 continued • Write interventions into action plan • Task: Have all teachers re-teach respect in the classroom • Who: Jenny • By when: November 20 • Task: Teach classroom teachers to use the Good Behavior Game • Who: Brian • By when: December 1 (next staff development day)

  27. Step 4: Was the solution effective? • In January team meeting, review the ODR data for disrespect in classrooms • Did we meet out goal of 25% reduction? • If so, then continue with current plan • If not, then decide if we should (a) add more to the current plan or (b) replace the current plan with a new one. Either way, be sure to review any relevant data.

  28. Next step: Start problem solving process over for new problem • Review the ODRs per day per month again • Is there a problem? • Are we ready to tackle the over-representation problem? • If so, then go through the process again but use more focused Big 5 data

  29. Reminders • Problem solving happens through all levels of PBIS • Data inform each step of problem solving • You need to have quality data before using it for problem solving • Develop clear measurable goals • USE YOUR ACTION PLAN

  30. General Questions for Monthly/ Annual Decisions Appendix M – Pages 129 – 132 Questions on Page 132 How are we doing to date? What should we do next?

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