Multi-Tiered System of Supports: Tier 1 Training

1. Multi-Tiered System of Supports:Tier 1 Training Addressing the Behavioral and Academic Needs of All Students Session 3

2. Review Find the handout called Review Questions and Activities Discuss items 1, 2a, 2b, 2c, and 2d. Be prepared to share out (Communicator)

3. Session Objectives • Determine a plan for behavior data entry and analysis • Develop a system for collect and analyzing data • Determine effective procedures for dealing with discipline

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5. Talking Cards Activity • Each team member should have some blue, pink, and yellow post-it notes • Individually, jot down your thoughts regarding the following questions: • What would a consistent and efficient office referral process look like (blue)? • What aspects of our work place hinder a consistent and efficient office referral process (yellow)? • What aspects of our work place support a consistent and efficient office referral process (pink)? • Collect all post-it notes in color groups

6. Talking Cards Activity • As a group, cluster post-it notes that express a common theme or idea • Place groupings of post-it notes on chart paper and label clusters with an appropriate title to describe common themes or ideas • Regroup if needed; some trial and error is normal • Collectively, reflect on what this means; consider: “So what?” “Now what?”

7. Research Base The use of office discipline referrals (ODRs) as a behavior outcome measure is standard procedure in PBIS schools ODR data is used to determine patterns and trends in ODR rates ODR analysis creates efficient problem-solving of schoolwide issues ODR analysis increases the likelihood that behavior practices will be more effective in improving student behavior and school climate Newton et al., 2009; Spaulding et al., 2010

8. Research Base • Research shows that using ODRs to determine schoolwide levels of problem behaviors is efficient and effective (Irvin et al., 2004; Irvin et al., 2006; Spaulding et al., 2010) • Research overwhelmingly supports that schools implementing PBIS with fidelity show reductions in ODRs and out-of-school suspensions • Irvin et al. (2004) found the higher the ODR rate in a school: • The lower students rate their commitment to education • The higher number of students with behavior disorders and juvenile delinquency issues • The higher the number of classroom disruptions

9. Team Time Does your school actively analyze ODR data and use that information to improve discipline practices or policies? How would you like to see your team use ODR data differently?

10. Ensure that a system exists for collecting, analyzing, and sharing office discipline referral and other data sources Element 4: Data Entry and Analysis Plan Established

11. Data Entry and Analysis Items BoQ Data system is used to collect and analyze office referral data Additional data are collected (attendance, grades, surveys, etc.) and used by the Leadership Team Data are analyzed by Leadership Team at least monthly Data are shared with Leadership Team and faculty monthly (minimum)

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13. Why Collect and Analyze Data? • Prepared to respond proactively to different situations • Identify problems and generate solutions • Increased: • Fidelity of Implementation • Effectiveness • Monitoring and evaluating the success of interventions

14. Data-Based Decision-Making System Provides teams with access to comprehensive, accurate, and timely data Impacts behavior across the entire school, in classroom settings, of targeted groups, and of individual students Increases the probability that systems change and interventions will be more successful Provides a resource for evaluating effectiveness

15. What Questions to Answer? • How are many referrals are there: • Per day each month? • Based on location? • Based on problem behavior? • By student? • By time of day? • Originating from various ethnic groups? • Originating from special education? • What is the range of consequences provided based on the type of behavior exhibited?

16. School-Wide Information System SWIS is a web-based information system for gathering, summarizing, reporting, and using office discipline referral data Highly efficient, confidential and secure SWIS can improve the ability of school personnel to develop safe and effective educational environments For more information, take a look at the demo site on www.pbisapps.org

19. Average Referrals per Day per Month

20. Multi-Year Comparison

21. Referrals by Problem Behavior

22. Referrals by Location

23. Referrals by Time of Day

24. Referrals by Student

25. Referrals by Motivation

26. Team Time Do you think your school does a good job collecting and analyzing behavior data? How do you foresee that looking at referral trends by month and referrals by problem behavior, time, location, student, and motivation might be beneficial?

27. Entering and Analyzing Data It is recommended that data are entered daily, but should be entered at least weekly 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 at least monthly, then the team can begin the problem-solving process and make data-based decisions

28. Review Status and Identify Problems Team Initiated Problem Solving (TIPS) Model Develop and Refine Hypotheses Evaluate and Revise Action Plan Collect and Use Data Discuss and Select Solutions Develop and Implement Action Plan Problem Solving Foundations

29. TIPS Model Teams are encouraged to use the TIPS model for data-based decision-making in PBIS meetings Similar to other problem-solving models but with emphasis on data collection Provides teams with a consistent method of actively using data to make decisions PBIS Coaches are provided with additional training to facilitate the TIPS model during PBIS meetings

30. Sharing Data • It is recommended that data are shared with staff at least monthly • Creates buy-in • Allows staff to see their hard work is paying off • Allows staff to see that there are still areas for improvement • Allows staff the chance to discuss the impact PBIS is having in the building • Can be shared via faculty meetings, staff newsletters, PLC’s, email, etc.

31. Team Time What information about the creation and use of a data-based decision-making system do we need to share with staff?

32. Establish a building-wide process and procedures for addressing student behavior and discipline Element 3: Effective Procedures for Dealing with Discipline

33. Effective Procedures Items BoQ • Discipline process is described in narrative format or depicted in graphic format • Discipline process includes documentation procedures • Discipline referral form includes information useful in decision-making • Problem behaviors are defined • Major/minor behaviors are clearly differentiated • Suggested array of appropriate responses to major (office-managed) problem behaviors

34. Defining Problem Behaviors • Problem behaviors must be operationally defined because: • One teacher may define problem behaviors differently than another • Unclear definitions often lead to referrals to the office that are inappropriate • Creates inconsistency in data collection and analysis • All problem behaviors are covered and none of the definitions overlap

35. SWIS-Compatible Definitions • All problem behaviors (as well as locations, possible motivations, others involved, and administrative decisions) are operationally defined on the SWIS website (www.pbisapps.org) • Example: Disrespect (major) means “Student delivers socially rude or dismissive messages to adults or students.”

36. Distinguishing Between Major and Minor Referrals A clear distinction must exist between problem behaviors that are staff-managed (minor) versus problem behaviors that are office-managed or crisis (major)

38. Purpose Major Discipline Incidents Defined Discipline incidents that must be handled by the administration. These may include, but are not limited to: physical fights, property damage, drugs, weapons, tobacco Once problem behaviors are operationally defined, it is essential that the team distinguish the major incidents from the minor to determine the appropriate consequence

39. Purpose Minor Discipline Incidents Defined Discipline incidents that can be handled by staff members and usually do not warrant a discipline referral to the office. These may include, but are not limited to: tardy to class, lack of materials, incomplete assignments, gum chewing, etc. To determine the appropriate consequence and where the consequence should be delivered

40. Purpose Emergency or Crisis Incidents Defined Discipline incidents that require immediate response from administration and/or crisis response team. These incidents may cause short-term change to a school’s PBIS Plan and may include, but are not limited to: bomb threats, weapons alerts, intruder, fire evacuation, etc. To maintain safety and order during emergency situations

41. Team Time Categorize all behaviors as major, minor, or crisis, and define them. How will you get input from staff? How will you train staff on the differentiation?

42. Discipline Referral Process • A predictable discipline referral process ensures consistency for staff, students, and parents • Process must be defined, agreed upon with all staff, and taught, and must include definitions for: • Major discipline incidents • Minor discipline incidents • Emergency or crisis incidents • A continuum of discipline procedures • Can be summarized in narrative or graphic format

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44. Sample Flow Chart Observe Problem Behavior Yes, Immediate Administrative Response Needed Is Behavior Major? If Not Handle in Classroom If Yes, but Not Crisis Call Ext. 900 and Provide Details Problem Solve Submit Office Referral to Principal Teacher Determined Consequences Administrators Notified Immediately Administrative Consequences Assigned Prior to Re-entry to Class File Minor Infraction Report in Classroom and with Principal Situation Assessed by Admin and Action Implemented Follow-up

45. Team Time • Develop a graphic or narrative discipline process. • Define major, minor, and crisis behaviors. • Develop a menu of appropriate consequences for office referrals. • Present to staff for discussion and approval. • Train staff on process.

46. Office Discipline Referral Form In formatting the Office Discipline Referral (ODR) form, you must include the following information: who, what, where, when, why Clarity on the referral form takes the guess work out of the data entry person’s job Data will be more reliable and accurate as judgment calls are minimized

47. Solutions Developing the ODR Form Challenges District-required form The form is filled out incorrectly or incompletely Create a supplemental form with additional information Re-train faculty or return to faculty to complete before processing

48. Disadvantages Will you collect and enter only major referral data or both major and minor? Advantages Gives you information about underlying behavior issues in the school Allows you to be more proactive in addressing minor behavior before it escalates Can be difficult to track consistently (teacher by teacher) If process is cumbersome, it will not be maintained Can be overwhelming in the first year of PBIS implementation

49. Minor Tracking Form • Classroom misbehaviors take up considerable amounts of teacher time that could be better spent on instruction • Forms assist in identifying the pattern of behavior and determining interventions that will be most effective for the student • Goal is to collect data that are necessary to identify effective ways of changing inappropriate classroom behavior (minor) before it results in an office discipline referral (major)

50. Guidelines for Tracking Minors • Used as a tool to identify patterns of behavior • When are the behaviors occurring (math, transitions, etc.)? • What are the recurring behaviors? • What are the classroom interventions that have been used? Are these interventions working or does something else need to be done? • Why is the behavior occurring?