Developing Data Based Decision Making

Processes

Illawarra and South East Region Positive Behaviour for Success

AGENDA

• School Progress Reports •What is happening in your school?

• PBS Regional Update•Network sharing meetings (dates venues email)•Review of Data Based Decisions •Question & Answer (Mute microphone – turn on when asked)

Data Based Decisions

Electronic Data System

Referral Form Format

Data Definitions

Referral Process

Data Based Decision SystemKey Elements

Review and report monthly

Electronic Data System

Computerised Data SystemExamples

• “Data Detective”• RISC http://marilliondesigns.com/• STARS http://www.jsinfotech.com• Sentral http://www.gptech.com.au/ • Generic systems (File Maker Pro)

RememberThe system used must have the

capacity to graph and display data

Data Based Decisions

Electronic Data System

Referral Form Format

Data Definitions

Referral Process

Data Based Decision SystemKey Elements

Review and report monthly

Electronic Data System

Behaviour Locations

1. Workshop locations at a staff

meeting

2. Clearly define locations

3. Use a map – visual representation

PDU

A

Canteen

TAS

Science BlockLab 1

Science BlockLab 2

RampART / TAS

ADMINBLOCK

ART 3

BLOCK C HISTORY (HISE)

BLOCK B English / PE

BLOCK AMaths / Library

Shed

D

E

C

C

C

B

Main Quadrangle

Junior Quad

Senior Quad

N

W E

S

CARP

ARK

Football field

Tennis Court

Front Gate

Basketball Court

KEY

Building

Stairs

Gate

Podium

HALL

Common Room

Girls’Toilet

Boys Toilet

Behaviour Definitions

Clear, specific definitions provide:

• School wide consistency

• Accuracy and reliability

• Application of appropriate and meaningful

consequences

• Definitions communicated and understood

• Define as a glossary of terms

Behaviour Definition Strategies

1. An operational distinction is made between problem behaviours

2. Behaviours categorised into;i. Minor Behaviours

(Teacher Managed)ii. Major Behaviours

(Executive Managed)

Examples pp 80-86 of the manual

These may include :

• lateness to class

• lack of classroom equipment

• incomplete tasks

• failure to follow instructions

• off task

• rudeness

Can be handled by the classroom teacher and must be recorded but does not warrant

a discipline referral to the executive

Minor Discipline Incidents

Minor Discipline Incidents

Teachers determine;

• Appropriate contingent

consequence

•When and where the consequence

should be delivered

Handled by the executive These may include but are not limited to:•defiance •bullying and harassment•abusive language•physical fights•property damage•drugs, tobacco, weapons

Major Discipline Incidents

Definitions – Language Example

Data Based Decisions

Electronic Data System

Referral Form Format

Data Definitions

Referral Process

Data Based Decision SystemKey Elements

Review and report monthly

Electronic Data System

• Student’s name• Date• Time of the incident• Student’s grade• Student’s teacher• Referring staff• Location of the incident• Problem behaviour• Possible motivation• Others involved• Executive decision• Other comments - only 3 lines

Referral Form Essential Categories

Referral Form Graph/ Report Categories

• Name • Grade• Date• Time• day, week, month (per day per month), year

• Referring staff• Location• Behaviour type• Others involved• Consequences assigned• Possible Motivation

• See pages chapter 15 in the manual• WWW.iserpbs.wikispaces.com

Referral Form Examples

Data Based Decisions

Electronic Data System

Referral Form Format

Data Definitions

Referral Process and Consequences

Data Based Decision SystemKey Elements

Review and report monthly

Electronic Data System

Evaluate current system

•Is the behaviour referral process

meaningful and effective?

•Are teachers following the current plan for

completing referrals?

•Interview teachers on their perceptions

regarding the school’s responsiveness to

problem behaviour (EBS or survey)

•Use EBS and SET results to action plan

Referral Process Current System

If a new system is to be developed ensure;

•Predictable Executive Referral

Process for problem behaviours

exists

•Process is agreed upon with all

staff

•System is defined and taught to

staff

Referral Process New System

Contains definitions of: •major discipline incidents•minor discipline incidents•crisis incidents•a continuum of discipline procedures•Can be summarised in a descriptive or graphic form•Is presented to all staff for consultation•All staff receive specific training

Features of the Executive Behaviour Referral Process

They have not been aligned with:

•School-wide values

•Clearly defined expectations

•A system for teaching expectations

and values

•A system for rewarding appropriate

behaviours

Why are traditional consequences ineffective?

They are not related to the function of the behaviour

Example:

1. Student tries to avoid a task by

disrupting

2. Teacher sends to time out (or

executive)

3. Avoidance function is served student

‘rewarded by time out’

4. Inappropriate behaviour is maintained

Why are traditional consequences ineffective?

What is the Purpose of Developing Consistent Consequences?

‘The more students know the rules and consequences for misbehavior and are aware that the rules in a school are applied fairly under a “system of laws,” the less victimisation and disorder is present in the school’

(Mayer & Leone, 1999)

Referral Process Define Behaviour Consequences

1. Agree on and define a consistent set of consequences

2. Teacher assigned consequences3. Executive assigned consequences4. Make sure consequences can be

delivered contingently5. Use a diagram to remind staff of

the consequences system6. All consequences should be

accompanied by re-teaching of the expected behaviours

Referral Process Define Behaviour Consequences

• Clearly identify where various

behaviours will be managed

(teacher vs. executive referral)

• Develop an array of responses to

problem behaviours

• Include opportunities for students to

learn and/or practice more

acceptable behaviours

Referral Process Developing Behaviour Consequences

• Defined:A hierarchy of discipline procedures for breaking a given rule

• Purposeo To align the consequences with the

broken rule. o The same consequence should not follow

all rule violations occurring in the school. o A hierarchy from least to most severe

consequences should be aligned with the breaking of rules from the least to most severe in nature

Referral Process Continuum of Discipline Procedures

·Train staff to TEACH:

1.Ask, “Is that the expected behaviour?”

2.State the school-wide expected behaviour

3.Ask student to demonstrate behaviour

4.Provide acknowledgement to student on

compliance “Thanks, good, well done,

that’s it”

Referral Process Delivering Consequences

When delivering a consequence:

1.Offer a choice – either compliance

or ….

2.Acknowledge compliance

3.Follow referral procedures based on

major/minor definitions

Referral Process Delivering Consequences

Data Based Decisions

Electronic Data System

Referral Form Format

Data Definitions

Referral Process

Data Based Decision SystemKey Elements

Review and report monthly

Electronic Data System

The POWER of data

• Drives decisions

• Provides answers to address systems

solutions

• Evaluates whether system solutions

are working

• Used to moderate improvement cycle

In reviewing the monthly data

consider ;

• Where

• What

• When

• Who

• How often

• Why

• Motivation

PBS Team Behaviour Data Review

See Page 88 Universal Manual for Data review template

General Data Decision Making Rules

Emergency or Crisis Incidents

•Major school – wide system

•Evaluated in the SET

•Part of the behaviour referral process