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 1.Gathering and Action Planning 2.Organizing and Implementing 3.Screening 4.Linked to Outcomes 5.Celebrating and Social Marketing 6.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. Survey Administration 2013 All versions were web-based, anonymous, voluntary – Passive parental consent Students (N=27,751) – 25 Classrooms of students 7 9 th grade 6 of grades 10-12 – Randomly selected classrooms Staff survey (N=3,249) – Announcements, memos, emails etc Parent survey (N=2,680) – Announcements, memos, emails, web site etc Timeline: Late April through the end of the school year (2012--March 15 through end of school year)

13. 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.

14. 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

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

16. 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.

17. 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 I Want You to Know I don’t like timelines I work hard I play hard Interests Animals Cooking Outdoors Name: John McNaught Address: Rabbits Foot Rd Hinton, VA DOB: 01-07-75 You’re Invited Date: 08-04-09 Time: 10:00 am

18. 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)

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

20. 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

21. Fidelity Data: SET

22. Fidelity Data: ISSET

23. 3. Screening

24. Using the Referrals by Student report as a Universal Screening Tool 24

26. 26 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

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

28. T- Chart Staff Managed or Minor Problem Behaviors 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 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

29. 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

31. Define Behavior Expectations Model Appropriate Behavior Observe Problem Behavior Decide: Is the behavior office managed? Write referral to the office Use the following teacher consequences: (Must be documented prior to writing office referral for Teacher Managed Behaviors.) Parent contact is a MUST! 1 st Offense: Student/Teacher Conference (Warning) 2 nd Offense: Teacher determined consequence (i.e. lunch or after-school detention, seat change, loss of privilege) 3 rd Offense: Teacher determined consequence + Parent Contact 4 th Offense: Office Referral Teacher Managed BehaviorsOffice Managed Behaviors Language Minor Insubordination Lateness Calling Out Minor Throwing Non-Performance or Refusing to Work Preparedness Minor Dishonesty Disrespect Disruption Inappropriate Tone or Attitude Dress Code Violation (send to the office) Food or Drink Gum Running in the Halls/Horseplay Chronic Minor Infractions (x3) Failure to Comply with Teacher Consequences Cell Phone(confiscate) Fighting or Aggressive Physical Contact Profanity Towards Teacher Major Insubordination Weapons Harassment Bullying Academic Dishonesty Skipping Class Drugs/Alcohol Smoking Vandalism Theft Threats Gambling PDA Administrator Restates Behavior Expectation with Student Administrator Issues Appropriate Consequence Administrator Contacts Parents Administrator Provides Teacher Feedback + + + NOYES Per Marking Period

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

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

34. Pre Post

35. How long would it take to answer the BIG 5 SW discipline questions in your school? 1.Who exhibited the problem behavior ? 2.What did they do? 3.Where did they do it? 4.When did they do it? 5.Is this a common error?

36. # Referrals by Student

37. # Referals by Problem Behavior

38. # Referrals by Location

39. Combined Data Using Vlookup in Excel http://www.act.org/explore/norms/spring8.html See YouTube examples: http://www.youtube.com/watch?v=wH6jPVHnc9Qhttp://www.youtube.com/watch?v=wH6jPVHnc9Q

40. 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

41. 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- McIntoshMcIntosh Youth- incomplete class work/homework Attendance (look at predictors for drop-out and school completion) Admin Referral Teacher/Staff Referral Family Referral Other: 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)

42. Early Warning Indicators Course Performance in Core Subjects GPA CreditsFCATAttendance Office Discipline Referrals Additional Factors On-Track Indicators On-Track Meeting all graduation requirements Cs or better in all areas 2.5 or moreMeeting credit graduation requirement for grad plan year Level 3 or above or concordant scores within the same school year 4% or less absences per quarter or semester 3 or less Level I and/or minor referrals Disengagement No extra curricular involvement Substance Abuse High Mobility Mental health issues Free/Reduced lunch Foster/group home Transient/Homeles s Parent unemployment Student employment Changes in behavior/ appearance More recent traumatic event Missed guidance appointments No show for yearbook picture At-Risk for Off Track Lacking 1 graduation requirement 2.0 to 2.49Behind 1 Credits Level 2 on FCAT 5% or more absences per quarter or semester 4 or less Level I and/or minor referrals Level II ODRs per semester Off-Track Lacking 2 graduation requirements Failing 1-3 classes Less than 2.0Behind 3 creditsNot passed both sections of 10 th grade FCAT or retakes No concordant scores 10% absences per quarter or semester 5 or more Level I and/or Level II ODRs per semester Highly Off- Track Lacking 2 or more graduation requirements Currently failing 3 or more classes Less than or equal to 1.5 Behind 4 or more credits Not passed 10 th grade FCAT or retakes No concordant scores 15% or more absences per quarter or semester 5 or more Level II ODRs for fighting/ profanity/ disruption per semester Extremely Off-Track Meeting no graduation requirements 2-3 Years Behind Less than or equal to 1.0 Not meeting cohort graduation plan Not passed 10 th grade FCAT or retakes No concordant scores 20% or more absences per quarter or semester Established pattern of severe behavior Level II & III ODRs

43. NameGrade LevelGPA last year Behavior Referrals Core Grades AttendanceCredits Jana92.24 ref1 D 1 F82%On Track Blake111.303F88%-3 Toby102.816 ref 1 S2D 1 F84%-2 Carlos10.722 S 3 S4 F62%-4 Yvonne92.72 ref2 D 1 F86% Lin112.301 F90%-2 Maria121.916 ref 2 S4 D 1 F74%-4 Doug93.12 ref1 F81%On Track Tyrone92.910 ref2 D89%On Track Sam102.413 ref2D 1 F87%-2 Paul93.41 ref1 D86%On Track Tia93.702 C60%On Track Activity: Student List Who gets access to an intervention that integrates academic/behavioral support ? Choose 6 students.

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

45. 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

46. BIRD HS - OTGR Data Dashboard

47. 1st quarter2nd quarter3rd quarter4th quarter Charger Expectations Life Long Learning Honor & Respect Success & Life Skills Math Continue 2nd quarter skills class Pick up 2nd skills class LiteracyLeadershipPeer Ambassador Behavioral Support Social/Emotional Graduate to Leadership

48. 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 the graduation requirements in full (student handbook, school website, etc.) Sample questions may include: 48

49. 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

50. Link to Outcomes

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

52. Building the Case for Support Linking Coach role to impact

53. Tracking Support Organizational/Systems Change OR The Development of Effective, Productive, Collaborative Systems that create optimal Conditions for Learning Systems Change Coach (Facilitator/ Communicato r) Support to Leadership Skill Coach for Practitioner s

56. Data Review What do you need from District? Do you have vertical team that provides info about 8 th grade performance information? What are some natural ways freshmen can access existing supports? How can you communicate so support can happen in all classes? Can some students get a class ? Syllabus? Check in, Retest Request? 56