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Analyzing School Discipline Data in Pointe Coupee Parish

Gain knowledge and skills on the process to analyze school-level discipline data. Learn how to identify and analyze problems, develop and implement plans, and evaluate outcomes.

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Analyzing School Discipline Data in Pointe Coupee Parish

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  1. Analyzing School Discipline Data Pointe Coupee Parish July 23, 2015 Monica Ballay mballay@lsu.edu

  2. 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

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  5. Chats Chat To send a message to everyone, simply type your message in the chat pod and hit enter or click the send icon.

  6. Archived Webinars This webinar is being recorded and will be available for viewing at www.laspdg.org under Data Based Decisions | Webinars | 2015-2016

  7. 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

  8. Goal:Provide step-by-step process to analyze school level discipline data Objectives: • Gain knowledge on the process to analyze school level discipline data • Gain skills on the process to analyze school level discipline data

  9. 1 2 BehaviorSystem of Supports 3 4 5 6 7

  10. Discipline Referral Data Considerations • The data output is only as good as the data input • Data should lead you to more questions • Do not look at 1 data source; use multiple sources • What doesn’t get measured and monitored is less likely to be implemented

  11. Question whether it is a….. System (School) Issue (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)

  12. 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?), and the aggression is related to getting access to the new playground equipment (why?) Primary vs. Precision Statements

  13. Problem-Solving Process Step 1: Identify and Analyze the Problem What’s the problem and why is it happening? System vs. Student Step 4: Evaluate the Plan Step 2: Develop the Plan Is it working? What do we do about it? Step 3: Implement the Plan How do we do it?

  14. Last Year’s Discipline Data • School & District DATA: • What are the top 3 behavior incidents? • What are the top 3 infractions? • Staff members with the most referrals? • Highest month? • Highest time of day? • Highest location after classroom? • Students with the highest number of referrals?

  15. This Year’s Discipline Data1st Quarter • Know your School & District DATA: • What are the top 3 behavior incidents? • What are the top 3 infractions? • Staff members with the most referrals? • Highest time of day? • Highest location after classroom? • Students with the highest number of referrals?

  16. Analyzing Discipline Data: Who?School Implementation Team • Who is on the TEAM? (Representative of staff) • When & how often TEAM meet? • Specific roles for each TEAM member? • What data analyzed? • How is analyzed data used to make changes, decisions? • How is data share with stakeholders?

  17. Data Leads to More Questions… • This is 2014-2015 Data: • School is a K-12 School • What questions do you have? • What could you do proactively • in 2015-2016 school year? • What would be your priority?

  18. Who are these 11 SWD? Questions: What are some observations? Gender: Of the 11 SWD, 10 were males (90.9%) and 1 was female (9.1%) • Grade Levels: • 8 (72.7%) - Elementary Grades (K-5th) • 3 (27.3%) - Middle School Grades (6-8th) • None at High School Grades • Questions: • What else would you like to know? • Exceptionality • Race • How does data compare to school demographics?

  19. Behavioral Infractions Questions: What are the top 2 infractions? How could you address Willful Disobedience as a school??????? 1st is Willful Disobedience (73) & 2nd is Tardy (12) What % of top infractions compared to total? Will Disobedience 72/132 = 55%

  20. Analyzing School Discipline Data : 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

  21. Data Activity

  22. Overall Referrals Per Month • Avoid simple counts (ex: Oct-26 ODR, Dec-14 ODR) • Always use per day per month • Look at previous years data to determine trends

  23. A. Overall Referrals per Day per Month

  24. B. What problem behaviors are most common? (ODR per problem behavior/incident)

  25. B. What problem behaviors are most common? (ODR per problem behavior/incident)

  26. C. Where are problem behaviors most likely? (ODR per location)

  27. C. Where are problem behaviors most likely? (ODR per location)

  28. D. When are problem behaviors most likely? (ODR per time of day)

  29. D. When? (ODR per time of day)

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

  31. E. Who is engaged in problem behavior?(ODR per student)

  32. Behavior Infractions?

  33. Whyare problem behaviors sustaining?

  34. Data Reminders: • Should look at it during every monthly meeting to tailor booster lessons and to make data-based decisions • What is the school doing for those students who aren’t displaying these problem behaviors? • How often is discipline data shared with faculty? Through what method (in service, email, etc.) • Big 5 Data for ODR’s • Location, time of day, ODR per day/per month, problem behavior, student • Can also look by teacher, by disciplinary action, etc.

  35. Building Capacity • When you leave today, what will you do with this information? • How will you share it with others in your district? • When will you share it? (Timeline)

  36. www.laspdg.org Monica Ballaymballay@lsu.edu The contents of this PowerPoint presentation were developed under a grant from the US Department of Education, #H323A110003. However those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.

  37. Webinar Wednesday Series (go to www.laspdg.org homepage calendar for information; all webinars begin at 10 AM) • October 14-Culturally Responsive Practices | Effective Behavior Interventions for Challenging Students | Daniel NoackLesage • October 21-Inclusive Practices- |Co-Teaching Observations & Coaching | Dr. Richard Villa • October 28 -Family Engagement | Partner with Families with Low Income for High Student Achievement | Dr. Joyce Epstein

  38. 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

  39. We want your feedback! • We are about to launch a quick survey • If you have pop up blockers enabled, you can go directly to the survey at https://www.surveymonkey.com/r/dbdmoct2015 • After completion of the survey, you are finished; we will be closing the webinar shortly • Thank you for your time!

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