Using Data for Decision Making School-wide Information System Teri Lewis-Palmer, Anne Todd, Rob...

Using Data for Decision Making

School-wide Information SystemTeri Lewis-Palmer, Anne Todd, Teri Lewis-Palmer, Anne Todd,

Rob Horner, George Sugai, Rob Horner, George Sugai,

& Shanna Hagan-Burke & Shanna Hagan-Burke

Assumptions

School has team focused on school-wide behavior support.

Team has an action planTeam meets regularly (weekly, every two

weeks)Team has access to information about student

behavior

Why Collect Discipline Information?

Decision makingProfessional AccountabilityDecisions made with data (information) are

more likely to (a) be implemented, and (b) be effective

Key features of data systems that work

The data are accurateThe data are very easy to collect (1% of staff

time)Data are used for decision-making

The data must be available when decisions need to be made (weekly?)

Difference between data needs at a school building versus data needs for a district

The people who collect the data must see the information used for decision-making.

What data to collect for decision-making?

USE WHAT YOU HAVE Office Discipline Referrals/Detentions

Measure of overall environment. Referrals are affected by (a) student behavior, (b) staff behavior, (c) administrative context

An under-estimate of what is really happeningOffice Referrals per Day per Month

Attendance Suspensions/Expulsions Vandalism

Office Discipline Referral Processes/Form

Coherent system in place to collect office discipline referral data Faculty and staff agree on categories Faculty and staff agree on process Office Discipline Referral Form include needed

informationName, date, timeStaffProblem BehaviorLocation

0

10

20

30

40

50

60

70

Refe

rrals

Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun

School Month

Total Ref versus Ref/Day/MoNV High School

0

1

2

3

4

5 M

ean R

efe

rrals

per

Day

Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun

School Month

Total Ref versus Ref/Day/Mo

When Should Data be Collected?

ContinuouslyData collection should be an embedded part of

the school cycle not something “extra”Data should be summarized prior to meetings

of decision-makers (e.g. weekly)Data will be inaccurate and irrelevant unless

the people who collect and summarize it see the data used for decision-making.

Using Office Discipline Referrals for Team Planning School-Wide Systems

Non ClassroomSettingSystems

Classroom Systems

Individual Student Support Systems

0

5

10

15

20

25

Mean D

iscip

line R

efe

rrals

per

Day

A B C D1 D2 D3 D4 E1 E2 F G H I1 I2 I3

Middle Schools

Referrals per Day per Mid School

Sugai, Sprague, Horner & Walker, in press

11 elementary schools, 9 middle schoolsFor the 9 Middle Schools

Number of students: Mean = 635 (204-1194) Office Dis Referrals: Mean = 1535 (136-3520) Referrals per student: Mean = 2.4 Referrals per school day : Mean = 8.6 % students with at least 10 referrals = 5.4% % of referrals from top 5% of students = 40%

Focus on School-Wide System if:

More than 35% of students receive 1 or more referral

Average referrals per student is greater than 2.5

Focus on Non-Classroom Systems if

More than 35% of referrals come from non-classroom settings

More than 15% of students who receive a referral are referred from non-classroom settings.

Focus on Classroom Systems if

More than 50% of referrals are from classroom settings.

More than 40% of referrals come from less than 10% of the classrooms.

Focus on Individual Student Systems

Targeted Group Interventions If 10 or more students have 10+ referrals

Example (check-in, check-out BEP)

Targeted Individual Interventions Fewer than 10 students

Intense, individualized supportWrap AroundPersonal Futures PlanningFunctional Assessment

Using Data for On-Going Problem Solving

Start with the decisions not the dataUse data in “decision layers”

Is there a problem? What “system(s)” are problematic What individuals (individual units) are

problematic?

Don’t drown in the dataIt’s “OK” to be doing wellBe efficient

The Decisions/Decision Questions

Initial Self-Assessment Where to focus “investment” energy/time

On-Going Assessment/Planning Is the action plan working? Should we change?

Decision: Maintain, Modify, Terminate

What is the problem? Where should we focus?Decision: Allocation of time, money, skills

Do we understand the problem? What is the smallest effort that will produce the biggest

effect?

Interpreting Office Referral Data:Is there a problem?

Absolute level (depending on size of school) Middle Schools (>6) Elementary Schools (>1.5)

Trends Peaks before breaks? Gradual increasing trend across year?

Compare levels to last year Improvement?

0

0.5

1

1.5

2

Ave R

efe

rrals

per

Day

Sept Oct Nov Dec Jan Feb Mar Apr May Jun

School Months

Office Referrals per Day per MonthLast year

0

5

10

15

20

Ave R

efe

rrals

per

Day


School Months

Office Referrals per Day per MonthLast year

0

5

10

15

20

Ave R

efe

rrals

per

Day


School Months

Office Referrals per Day per MonthThis Year

0

5

10

15

20

Ave R

efe

rrals

per

Day


School Months

Office Referrals per Day per MonthLast Year and This Year

Is There a Problem? #1Maintain - Modify - Terminate

0

5

10

15

20

Ave R

efe

rrals

per

Day

Sept Oct Nov Dec Jan Feb Mar Apr May

School Months

Office Referrals per Day per MonthThis Year


0

5

10

15

20

Ave R

efe

rrals

per

Day


School Months

Office Referrals per Day per MonthThis year (Middle)


0

5

10

15

20

Ave R

efe

rrals

per

Day


School Months


What systems are problematic?

Referrals by problem behavior? What problem behaviors are most common?

Referrals by location? Are there specific problem locations?

Referrals by student? Are there many students receiving referrals or only a small

number of students with many referrals?Referrals by time of day?

Are there specific times when problems occur?

Referrals by Problem Behavior

0

10

20

30

40

50

Num

ber

of R

efe

rrals

Lang Achol ArsonBombCombsDefianDisruptDressAgg/fgtTheftHarassProp D Skip Tardy Tobac Vand Weap

Types of Problem Behavior

Referrals per Prob Behavior

0

10

20

30

40

50

Num

ber

of O

ffic

e R

efe

rrals

Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other

School Locations

Referrals by Location

Referrals per Student

0

10

20

Num

ber

of R

efe

rrals

per

Stu

dent

Students

Referrals per Student

0

10

20

Num

ber

of R

efe

rrals

per

Stu

dent

Students

Students per Number of Referrals

Referrals by Time of Day

0

5

10

15

20

25

30

Num

ber

of R

efe

rrals

7:00 7:30 8:00 8:30 9:00 9:30 10:0010:3011:00 11:3012:0012:30 1:00 1:30 2:00 2:30 3:00 3:30

Time of Day

Referrals by Time of Day

Combining Information

Is there a problem? What data did you use?

What systems are problematic?Where do you need to focus?

The next level of information needed

What information is NOT needed?

What Individuals/Specific Units are problematic? Detailed Data Sources

Individual student dataDirect observationFaculty/Staff report

Designing Solutions

If many students are making the same mistake it typically is the system that needs to change not the students.

Teach, monitor and reward before relying on punishment.

Using Data for Decision Making School-wide Information System Teri Lewis-Palmer, Anne Todd, Rob...

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