Data Discovery:Discipline Data

Considerations

• This webinar is being recorded and will be available for viewing at www.laspdg.org under

Data Based Decisions Webinars 2013-2014• If you need to ask a question, please use the Chat Pod

on your screen (NOTE: everyone can see your question)• You can download all of today’s materials in the FILES 2

Pod on your screen at any time during the presentation– Click on the selected file– Choose “SAVE TO MY COMPUTER”– Select the destination where you would like to save the file

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

People First Language

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 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

“People First Language puts the person before the disability and describes what a person has, not who a person is.”

Purpose of Today:• Analyze the following data:

– State, District & School In/Out-of -School Suspensions– School Level Office Discipline Referrals

• Understand connection between focus areas (Family, Culture, Inclusion) and discipline

Objectives:• Gain Knowledge in analyzing

discipline data.

• Gain skills in analyzing discipline data.

Data Considerations• The data output is only as good as the input• Data should lead you to more questions• Look at more than 1 data source (use multiple

sources) when determining problems• What doesn’t get measured and monitored

will not be implemented

Disciplinary Removal Consequences:Suspension & Expulsion

• OSS – Out-of-School Suspension• ISS – In-School Suspension • ISE - In-School Expulsion• OSE - Out-of-School Expulsion

Research states “when discipline data decreases what other variables have a high probability of increasing?”AttendanceAchievementAttitudePost-Secondary success All of the Above

Why Look at Discipline Data?

• Inverse relationship between discipline and the following…

•Attendance •Achievement •Attitude •Post-secondary success

Part I: Big Picture – State LevelLDOE Discipline Data (ISS & OSS)

(District Composite Reports at Data Center on LDOE Website)http://www.laeducationresults.net/Index.aspx

Part I: State LevelLDOE Discipline Data (ISS & OSS)

ISS & OSS Chart for State, District & School Data

ISS% OSS %

LDOE District School LDOE District SchoolElementary

Middle

High

Combination

ALL

1) What level has highest % ISS using LDOE data?2) What level has highest % OSS using LDOE data?3) Reviewing the ALL data for LDOE, what has happened to the OSS% over the past 5 years?

Part I: (A) Complete the chart for LDOE ISS/OSS (B) Answer the questions below

Part I: AnswersLDOE Discipline Data (ISS & OSS)

ISS & OSS Chart for State, District & School Data ISS% OSS %

LDOE District School LDOE District SchoolElementary 4.8 5.2

Middle 19.3 14.2

High 18.5 13.4

Combination 7.3 11.3

ALL 10.9 9.2

1) What level has highest % ISS using LDOE data? Middle School (19.3%)

2) What level has highest % OSS using LDOE data? Middle School (14.2%)

3) Reviewing the ALL data for LDOE, what has happened to the OSS% over the past 5 years? Decreased from 12.1% to 9.2% = 2.9%

Part II: District LevelDistrict Discipline Data(ISS & OSS)

ISS & OSS Chart for State, District & School Data

ISS% OSS %

LDOE District School LDOE District SchoolElementary 4.8 5.2

Middle 19.3 14.2

High 18.5 13.4

Combination 7.3 11.3

ALL 10.9 9.2

1) What level has highest % ISS using your district?2) What level has highest % OSS using your district?3) Reviewing the ALL data for your district, what has happened to the OSS% over the past 5 years?

Part II: (A) Complete the chart for district ISS/OSS (B) Answer the questions below

Part II Answers:District Discipline Data

(ISS & OSS)ISS & OSS Chart for State, District & School Data

ISS% OSS %

LDOE District School LDOE District SchoolElementary 4.8 4.9 5.2 7.6

Middle 19.3 16.8 14.2 25.6

High 18.5 19.4 13.4 31.5

Combination 7.3 <1.0 11.3 12.4

ALL 10.9 9.4 9.2 15.4

1) What level has highest % ISS using your district? High 19.4%2) What level has highest % OSS using your district? High 31.5%3) Reviewing the ALL data for your district, what has happened to the OSS% over the past 5 years? Decreased from 18.7% to 15.4% = 3.3%

Part III: School LevelDistrict Discipline Data(ISS & OSS)

1) Add your school ISS & OSS into the chart at the appropriate level.

2) What has happened to your school OSS over the past 5 years?

3) Thoughts, questions, concerns you want to bring back to your school leadership/PBIS team?

ISS & OSS Chart for State, District & School Data ISS% OSS %

LDOE District School LDOE District School

Elementary

Middle High

Combination

ALL

Is Disciplinary Removal Effective?

Is Disciplinary Removal Effective?

• 30-50% of students suspended are repeat offenders• “Suspension functions as a reinforcer...rather than as a

punisher” (Tobin, Sugai & Colvin,1996)

• Use of suspension correlates with• School dropout (school level) (Raffaele-Mendez; Ekstrom, 1986)

• Juvenile incarceration (state level) (Skiba et al)

Alternatives to OSS• Problem solving/contracting• Restitution • Mini-courses or skill modules• Family Involvement/supervision• Counseling• Community Services• Behavior monitoring• Coordinated behavior plans• Alternative programming• Appropriate in-school suspensionhttp://www.pbisworld.com/tier-2/alternatives-to-suspension/

Next StepsIdentify Root Cause(s) to data by…Break down school ISS & OSS

Grade levels Action Codes Students

Break down school ISS & OSS by subgroups SWD (Students with Disabilities) Gender Race

Look at OSS data over multi-year to identify patterns

Review discipline plan and make adjustment to action steps as needed

Office Discipline Referral

• ODR - Office Discipline Referral (major infraction)

Through the Problem Solving Process question whether it is…

System (School/Logistics) (Ex: Too few teachers during recess duty and they are

huddled up and not supervising)

vsStudent (Issue)

(Ex: The sixth grade students are defiant)

Primary vs. Precision Statements• 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?)

– The aggression is related to getting access to the new playground equipment (why?)

The data needed to move from a Primary to a Precise statement:

A. Overall Referrals per day per monthB. 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*may want to generate graphs of this data when sharing

A. Overall Referrals per day per month

Office Discipline Referrals per Day per Month per 100 Students

0

2

4

6

8

10

12

14

16

Sept Oct Nov Dec Jan Feb March April May June

# p

er d

ay p

er 1

00 s

tud

ents

Series1

When looking at overall referrals each month….

• Avoid simple counts(ex: October-26 referrals, December-14 referrals)

• Always use per day per month (account for the # of days students attended school that month)

• Look at data from previous years to determine trends

• Implement proactive steps to prevent problem area months in the future

Activity A• Record top 3 months, # and average per day• Discuss as a school and record thoughts/concerns

– Brainstorm possible reasons for these months– What can you do to prevent these months from

becoming hot spots?– What other data sources do you need to make

decisions? (grade, location, etc.)

B. What behaviors are most common?

When looking at behaviors……• Always make sure you know how they are defined (have

they been taught?)• What about overlapping behaviors (tardies, fighting,

cursing?)• What are all of the behaviors considered to be under that

one problem behavior?• Consider grade, by teacher, subgroups, etc.

Think Basic Before Advanced• Example ---If tardies are a problem behavior…1.Do we have a clear, school-wide definition of a

tardy?2.Are they coming from 1 general area? (consider

across campus, actual travel time)3.What are you doing for the students who never

receive a tardy?4. Is it a few kids who are repeatedly tardy?5.Why are these kids tardy?

Activity B• Record top 3 behaviors, # and %• Discuss as a group and record any thoughts or

concerns you may have– What do you notice?– Have these behaviors been clearly defined and

taught?– What booster/follow up lessons can be given to

assist with this problem behavior?

C. Where (location) are behaviors occurring?

When considering location….• Class should always be the highest (but

strategies can still be utilized to lower ODR’s in class)

• Are the referrals from 1 specific teacher, grade, etc.?

• Is active supervision present?• Does the staff know what is expected (area,

supervision, behaviors, etc.)—do not assume!

ExampleIf cafeteria is generating large #’s of referrals…1.Are the duty teachers actually supervising?2.Can the schedule of lunch be adjusted?3.Were the expectations/rules for that area clearly taught?4.Is there a signal for the students to drop their noise level if it becomes a problem? Has it been verbalized and practiced?

Activity C• Record top 3 locations, # and %• Discuss as a group and record any thoughts or

concerns you may have– What can you do to target this area?– Have the staff been taught what is expected and are

they actively supervising?– What other information do you need (grade, specific

teacher, etc.)

D. When (Time) are behaviors occurring?

When considering time…..

• Make sure the time is the actual time of the behavior, not the time that the referral is being put in the system

• Where are the peaks?• Brainstorm why….lunch, end of day, etc.• Consider supervision

Activity D• Record top 3 times, # and %• Discuss as a group and record any thoughts or

concerns you may have– Brainstorm what activities are occurring most during this

time period– What can you do to target this time period?– What other information do you need (grade, specific

teacher, etc.)

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

0

10

20

Num

ber

of R

efe

rrals

per

Stu

dent

Students

• Is it the same group of students contributing to most of the referrals?

• Specific grade?• Do they share similar teachers?• What interventions are needed for

each group (green, yellow, red)?• Have the students truly been

taught what is expected?• Is it mainly one teacher referring?

F. Why are problem behaviors sustaining?

• Brainstorm as a group based on the data

• May not always be right the first time; trial and error

• This is a process

Activity • Record your top 3 disciplinary actions, # and %• Discuss as a group and record any thoughts or

concerns you may have– Do you feel like these consequences are working to

deter future behavior?– What other consequences could be used?– What additional interventions can be tried prior to

referrals?

REVIEWThe data you will most likely need to move

from a Primary to a Precise statement:A. Overall Referrals per day per monthB. 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

When considering actions….• Discipline means “To Teach”• There is not a magic intervention-one size

does NOT fit all• Example: If your detentions have doubled

this year, maybe detentions are not as effective for some of your students

• Why do we suspend a student for skipping? Sometimes, we’re giving them what they want!

• Think outside the box

What Other Data to Collect?• Behavioral Data

• Office discipline referrals/detentions• Suspensions/expulsions• Referrals by student behavior/staff behavior• Attendance• General Education vs. Special Education• By ethnicity• By gender• By staff-would not share this information for whole group discussion

• Academic Data• LEAP/iLEAP• Student grades• Referrals to special education programs• RtI

• Additional Data• Surveys• Observations/Walk-Through• Other feedback

Investing time, effort, energy

Do you share data with:• team?• faculty? (5 minute

update recommended at every faculty/grade level meeting)

• students? • parents?• community?

Ways to share data:•Blackboard•Website •Posters on wall•Newsletter•Brochure•Email•Announcements•Bulletin Boards

Family & Behavior

Family Support Section on PBIS Websitehttp://www.pbis.org/family/default.aspx

Families play an important part in their child’s education and social development. The presence of families provides

additional academic supports and creates community and cultural connections.

• Provides families information and resources of how to support behavior at school & home (via website, newsletter, flyers, etc.)

• Provide workshops for families• Have families serve on discipline/leadership teams• Survey families on needs around behavior support

Positive Directions for Student Behavior (Pgs 93 & 94)http://parentsreachingout.org/resources/publications/behavior/behaviorpd.pdf

Students with disabilities are suspended at substantially higher rates than non-disabled peers

Special Education & Discipline

• Students with disabilities are suspended at substantially higher rates than non-disabled peers

• SWD make up a small percentage of the student body population (usually less than 15%)

Understanding SWD Discipline Data

•Determine root cause(s) to disciplinary actions

•Disaggregate discipline data for this subgroup of SWD by…

•Grade•Exceptionality•Placement•Achievement•Teacher

The Federal Law and Discipline for SWDThe Individuals with Disabilities Act of 2004 (IDEA) and the 2006 regulations that implement the IDEA govern the discipline of students with disabilities.

•Manifestation Determinations to determine if the conduct was a manifestation of the student’s disability (s).

• Functional Behavioral Assessment (FBA) • Assessment that identifies function (purpose) problem behavior• Identifies antecedents • Identifies maintaining consequences

• Behavioral Intervention Plan (BIP) • Link FBA Data to Interventions• Inform all stakeholders on BIP• Monitored implementation of BIP

•Understand SPP Indicator 4 – if SWD (also SWD from particular race/ethnic groups) are suspended or expelled from school at a great rate then non-disabled peers your district can be disproportionate. If SWD rate of suspensions and expulsions is greater than 10 days, the district can be significantly discrepant.

Culture & Discipline

In school discipline, African American students have consistently been found to be suspended at rates that are two to three times higher than that of other students, and similarly over-represented in office referrals, expulsion and corporal punishment.

Disproportionality refers to a particular racial/ethnic group being represented in a given category at a

significantly higher or lower rate than other racial/ethnic groups.

Race & Gender with OSS

Possible Causes to Disciplinary Disparities?• Classroom Management

– “Violations of implicit interactional codes” (Vavrus & Coles, 2002)

– Interactions of some teachers/some students?• Cultural Disparities

– Cultural misinterpretations– Lower or different expectations

• Influence of stereotypes– How are African American boys perceived?– Different standards of “boys will be boys”– Differential standards for “respect”, “loitering”, “threat”

Recommendations:Reducing Disciplinary Disproportionality• Teacher Training in Classroom Behavior

Management • Reducing Cultural Mismatch• Avoid One-Size-Fits-All Discipline• Use Data to Transform by looking at data,

make meaning of data, develop an intervention and evaluate

By When Who Will do x At what level of proficiency

As measured by

By what date will the goal be achieved

(month, semester, etc.)?

Who will meet the goal (school, grade,

team, etc.)?

What is the targeted behavior (measurable

& observable)?

What is the desired rate of change (percentage or

number of change)?

What measurement tools will be used to

monitor progress (type of report)?

By April 1, 2011 South Elementary Will DECREASE the number of office

referrals for DISRESPECT in the

classroom

By 10% (40 referrals) 2 JPAM Reports:1. By problem

behavior2. By location

Is our plan being implemented?Is it having the desired effect?

Next Steps:Create/Revisit Action Plan

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)

Note: If you are on the district leadership team, this information will be useful in completing your district’s LASPDG 5 Year Plan

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.

www.laspdg.org

We want your feedback!• At this time we will launch the brief survey to complete

regarding this webinar• If you have pop up blockers enabled, you will have to

copy/paste the url below in your browser• If the survey does not appear on your screen, you can go

directly to it at https://www.surveymonkey.com/s/dbdmoct2013

• After you have completed the webinar, you may exit the webinar