1. Using Data to Make Precision Statements Effective Schoolwide Discipline Implementers’ Forum Cathy Shwaery Cathy.Shwaery@loudoun.k12.va.us July 29, 2008

2. Agenda Data Review Guided Practice Independent Practice

3. Outcomes To use your school data to develop precision statements to guide solutions for your annual Action Plan

4. If you can predict it… You can prevent it! Is there a problem? What areas/systems are involved? Are there many students or a few involved? What kinds of problem behaviors are occurring? When, where, with whom are these behaviors occurring? What is the most effective use of our resources to address this problem?

5. Guidelines When does a recurring behavior become a major? Same behavior (3 minors = 1 major) Suggested time frame (3 minors within 4 weeks) Look for patterns of behavior When are the behaviors occurring? (math, transition) What are the recurring behaviors? What are the classroom interventions that have been used? Are they working? Why is the behavior occurring?

6. Using Data Are you getting an accurate and reliable picture with your data? Do you share it with the entire staff? How do you know when to move “up the triangle? ”

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

9. Precision Problem Statements (What are the data we need for a decision?) Precise problem statements include information about the five core “W” questions. What is problem, and how often is it happening Where is it happening Who is engaged in the behavior When the problem is most likely to occur Why the problem is continuing

10. Primary versus Precision Statements 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 (Office Discipline Referrals) for aggression on the playground than last year, and 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.

11. Precise or Primary Statement? Children are using inappropriate language with a high frequency in the presence of both adults and other children. This is creating a sense of disrespect and incivility in the school James D. is hitting others in the cafeteria during lunch, and his hitting is maintained by peer attention.

12. Precise or Primary Statement? ODRs during December are higher than in any other month. Minor disrespect and disruption are increasing over time, and are most likely during the last 15 minutes of our block periods when students are engaged in independent seat work. This pattern is most common in 7 th and 8 th grades, involves many students, and appears to be maintained by escape from work (but may also be maintained by peer attention… we are not sure).

13. Precise or Primary Statement? The playground is out of control. The students won’t listen to anyone and are fighting all the time. Major & minor referrals have increased by 50% during lunch time on the playground. The referrals are mostly 4 th and 5 th graders, and disrespect and aggressive behavior are the highest problem behaviors. Peer attention is the motivation.

14. What are the data you are most likely to need to move from a Primary to a Precise statement? What problem behaviors are most common? ODR per Problem Behavior Where are problem behaviors most likely? ODR per Location When are problem behaviors most likely? ODR per time of day Who is engaged in problem behavior? ODR per student Why are problem behaviors sustaining? No graph

15. What other data might be helpful? ODR by staff ODR by IEP ODR by grade ODR by gender by grade Faculty subjective impressions Academic performance Attendance Information about home status

16. Test precision problem statement Use precise problem statements to build and test hypotheses. Problems are most common in D-Hall wing Problems are more likely during second recess Problems are most common during assembly schedule Problems are more likely during state testing periods

17. Phoenix Elementary 265 students k-5 Using Data For Decision-Making

18. You are the PBS team for Phoenix Elementary What is going well? Do you have a problem? Where? With whom? What other information might you want? Given what you know, what considerations would you have for possible action? Use a precision statement to guide your action plan.

24. Making Precision Statements Define the Problem What Where When Who Why What other information is needed? Define the Solution Prevention Teaching Reward Extinction Corrective Consequences Monitoring

25. Build Your Own Precision Statement Define: Using your data, build your precision statement that can be used to address an area of concern at your school. Build Solutions through an Action Plan: How can we prevent the problem? What do we need to teach the students? How can we recognize the behavior? How can we extinguish the behavior? What are efficient consequences?

26. Acknowledgements Susan Barrett, Sheppard-Pratt Rob Horner, Leanne Hawken, Rob March Fern Ridge Middle School Clear Lake Elementary Bohemia Elementary Kennedy Middle School Effective Behavior Support team – University of Oregon This project was supported by Grant No. H324B0000075, a Student Initiated Project, funded by the U.S. Department of Education, Office of Special Education Programs. Opinions expressed herein do not necessarily reflect the position of the U.S. Department of Education and such endorsements should not be inferred.