data driven decision making positive behavior supports jean ramirez positive behavior support
TRANSCRIPT
Data Driven Decision MakingPositive Behavior Supports
Jean RamirezPositive Behavior Support
Using Data for Positive Behavior Supports
SSTAGE Presentation
Positive Behavior Support of Georgia
• A statewide program that addresses discipline and behavior at each tier of the Pyramid of Interventions
Georgia Department of Education Kathy Cox, State Superintendent of Schools
It is Not Just About Behavior
Georgia Department of Education Kathy Cox, State Superintendent of Schools
Redesign & support teaching & learning environments that are effective, efficient, relevant, & durable
Outcome-based
Data-guided decision making
Evidence-based practices
Systems support for accurate & sustained implementation
Georgia Department of Education Kathy Cox, State Superintendent of Schools
Change social context to break up antisocial networks
Improve parent effectiveness
Increase academic success
Create positive school climates
Teach & encourage individual skills & competence
2001 Surgeon General’s Report onYouth Violence: Recommendations
Georgia Department of Education Kathy Cox, State Superintendent of Schools
Students, staff, & community must have means of communicating that is immediate, safe, & reliable
Positive, respectful, predictable, & trusting student-teacher-family relationships are important
2006 White House Conference on School Safety
Georgia Department of Education Kathy Cox, State Superintendent of Schools
High rates of academic & social success are important
Positive, respectful, predictable, & trusting school environment/climate is important for all students
Metal detectors, surveillance cameras, & security guards are insufficient deterrents
Lessons Learned: White House Conference on School Safety
Georgia Department of Education Kathy Cox, State Superintendent of Schools
•Teach children social skills directly in real context
•“Foster respectful, supportive relations among students, school staff, & parents”
•Support & reinforce positive academic & social behavior through comprehensive systems
•Precorrect & continue prevention efforts
School-based Prevention & Youth Development ProgrammingCoordinated Social Emotional & Academic Learning Greenberg et al. (2003) American Psychologist
Georgia Department of Education Kathy Cox, State Superintendent of Schools
•Contexts for teaching & learning environments•Interaction between academic & social behavior instruction•Data for informed decision making•Effective, efficient, durable, & relevant practices & systems
What Matters
4 Critical Dimensions of Support
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
Supporting Student Behavior
OUTCOMES
Data Driven Decision Making
SupportingDecisionMaking
Georgia Department of Education Kathy Cox, State Superintendent of Schools
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION PROCESS
Georgia Department of Education Kathy Cox, State Superintendent of Schools
Essential Elements for PBS
• 1. Invest in PreventionTeach, monitor and reward before resorting to
punishment and exclusion.Focus first on the social culture of the school
• 2. Work smarter Identify clear outcomesCombine rather than add initiativesMake decisions based on data
Georgia Department of Education Kathy Cox, State Superintendent of Schools
• 3. Create durable “Systems of Support”Select different systems based on the nature of the
problems
• 4. Prepare an implementation plan to “fit” the unique characteristics of your schoolSelf-assessmentDifferent paths -- common outcomes
• 5. Gather and use information for on-going decision-making
Georgia Department of Education Kathy Cox, State Superintendent of Schools
School-Wide Systems
• Establish clearly defined behavior expectations
• Teach behavior expectations (all staff and all students)
• Continuum of procedures for encouraging expected behavior and discouraging problem behaviors
• Acknowledge desired behaviors• Procedures for monitoring & evaluating
Georgia Department of Education Kathy Cox, State Superintendent of Schools
Nonclassroom (common areas) Systems
• Teaching expectations & routines• Active supervision
– Scan, move, interact
• Precorrections & reminders• Positive reinforcement
Georgia Department of Education Kathy Cox, State Superintendent of Schools
Classroom
• Behavior management– Teaching routines– Ratio of 4 positive to 1 negative adult-student
interaction
• Instructional management– Curriculum & Instructional design
• Environmental management
Georgia Department of Education Kathy Cox, State Superintendent of Schools
Georgia Department of Education Kathy Cox, State Superintendent of Schools
Continuous progress monitoring
Prescriptive problem solving & data-based decision making
Assessment-based intervention planning
Consideration of all students
Response to Intervention
Georgia Department of Education Kathy Cox, State Superintendent of Schools
RtI Logic
Teach w/ best curriculum & instruction
Intervene early at all levels
Use student behavior as
progress indicator
Screen universally &
frequently
Modify & specialize for
non-responders
Let’s Look at a School
• A middle school with 1400 students• The school had ongoing professional learning
around quality instruction, co-teaching, and differentiation
• There was still a concern with the administrators that discipline was a problem
• The administrative team came up with a set of hypotheses on what they thought the problem areas were at their school
Georgia Department of Education Kathy Cox, State Superintendent of Schools
Their Hypothesis Drove the Data they Looked at
• They looked at the number of referrals where no previous action was marked on the ODR
• 6th Grade-60• 7th Grade-64• 8th Grade-162
• Why was previous action not taken or documented?
Georgia Department of Education Kathy Cox, State Superintendent of Schools
Number that should have been handled by teacher
6th Grade 0
7th Grade 60
8th Grade 3Georgia Department of Education Kathy Cox, State Superintendent of Schools
Do Teachers Have a Clear Understanding of Behavior that Should be Handled in
the Classroom?
Number of Referrals Where Grade Level Plan was not Followed
6th Grade 11
7th Grade 92
8th Grade 162
Grade level plan is decided by staff and signed by parents. Why is it not being followed consistently? Are individual teachers changing the plan as they go?
Georgia Department of Education Kathy Cox, State Superintendent of Schools
What would be a better way to ensure the plan is being followed by all staff?
At your table discuss these questions • Is your school wide and classroom plan
being followed consistently by all your staff?• How do you know?
• Is this important information?
Georgia Department of Education Kathy Cox, State Superintendent of Schools
The next step was to look at children with 4 or more referrals
• The 6th grade had 4 students– 2 have SST’s with Behavior Plans– 1 has an IEP– 1 had no IEP, no SST, he was a new
student who seemed to have difficulty with adjustment
This data was after the first semester of school
Georgia Department of Education Kathy Cox, State Superintendent of Schools
– 17 have SST’s
– 4 have IEP’s
– 10 of those with an SST or IEP have a Behavior Intervention Plan(less than half)
– 7 have been placed at the alternative school
Georgia Department of Education Kathy Cox, State Superintendent of Schools
The 7th Grade had 65 students with more than 4 referrals
21 students in the 8th grade have 4 or more referrals
2 have SST’s1 has an IEP for behavior3 have been placed at the alternative school
What conclusions could you draw?
Do you know this information for your school?
What other data would you look at?
Georgia Department of Education Kathy Cox, State Superintendent of Schools
Individual Teachers Referral Data was also looked at.
Georgia Department of Education Kathy Cox, State Superintendent of Schools
•Number of referrals written•Cause of referral•Previous action taken by teacher•If referrals were written for a few students or many
Georgia Department of Education Kathy Cox, State Superintendent of Schools
Largest Number of Referrals Written in Each Grade
6th GradeRefusal to comply
DisrespectUnruly
7th GradeOff Task
Class Disruption
8th GradeRefusal to Comply
They discovered after further
investigation that there was not a
clear definition of behaviors
Months With Largest # of Referrals
Georgia Department of Education Kathy Cox, State Superintendent of Schools
Number of ISS repeat offenders on different teams
Georgia Department of Education Kathy Cox, State Superintendent of Schools
Teams 6th 7th 8th1- 11 29 32
2- 3 8 13
3- 4 41 18
4- 4 0 9
5- 9 0
Totals 31 78 72
Georgia Department of Education Kathy Cox, State Superintendent of Schools
What suggestions do you have for making In School Suspension work ?Is there anything going on in your suspension room that will make a difference to this student and their behavior in the future?
Georgia Department of Education Kathy Cox, State Superintendent of Schools
A poorly designed ISS program will tend to have the sameeffect on a student as OSS would. Some characteristics of an ineffective program include: assignments don’t come with the students, little or no time is spent oncorrecting the behavior that got the student sent to ISS, lack of follow-up tends to allow a student to fall back into old patterns. Consequently, misbehaviors persist, and quite often, students miss instruction just as if they had received an out-of-school suspension (Sanders, 2001).
Additional Data That Was Examined
• Bus Referrals• Administrative Consequence and
Consistency• OSS• Location of Referral• Student Grouping for LRE• Substitute Teacher Data and ODR’s
Georgia Department of Education Kathy Cox, State Superintendent of Schools
How Do You Get Started at Your School?
Georgia Department of Education Kathy Cox, State Superintendent of Schools
Are the critical features & essential practices of
behavior management in your school and classroom
settings?
The Goal is to Review the basics for self-assessment
• Is Behavior– Informal & untaught– Reactive & ineffective
• Is there a – lack of staff consistency– Lack of durability– Lack of instructional fluency
Georgia Department of Education Kathy Cox, State Superintendent of Schools
School Wide
• Positively Stated Behavioral Expectations
(3-5)• Written Procedure for data collection &
practices• Evidence Based practices• Instructional Support• Positive Reinforcement for Implementation
Georgia Department of Education Kathy Cox, State Superintendent of Schools
Teaching Matrix Activity
Classroom Lunchroom Bus Hallway Assembly
Respect Others
• Use inside voice• ________
• Eat your own food•__________
• Stay in your seat•_________
• Stay to right• _________
• Arrive on time to speaker•__________
Respect Environment & Property
• Recycle paper•_________
• Return trays•__________
• Keep feet on floor•__________
• Put trash in cans•_________
• Take litter with you•__________
Respect Yourself
• Do your best•__________
• Wash your hands•__________
• Be at stop on time•__________
• Use your words•__________
• Listen to speaker•__________
Respect Learning
• Have materials ready•__________
• Eat balanced diet•__________
• Go directly from bus to class•__________
• Go directly to class•__________
• Discuss topic in class w/ others•__________
• Good teaching is one of our best behavior management tools that includes:
– Active engagement– Positive reinforcement
Georgia Department of Education Kathy Cox, State Superintendent of Schools
Georgia Department of Education Kathy Cox, State Superintendent of Schools
“The academic deficits of these students thus may be exacerbated by the lack of effective academic instruction they receive, which in turnis due in part to their disruptive classroom behavior.”~Sutherland, Wehby & Yoder, 2002~
Georgia Department of Education Kathy Cox, State Superintendent of Schools
“Low achievement and problem behaviors gohand in hand”~Kauffman, 1997
Design Independent work forcorrect responding
Tier One
• Study showed when independent work was set at “easy” (90% correct responding) versus difficult (less than 70% correct) resulted in more desirable behavior and less problem behavior. (DePaepe et al 1996)
• Is there a high occurrence of behavior referrals that are reported during seat work?
Georgia Department of Education Kathy Cox, State Superintendent of Schools
• If we carefully attend to instruction we may find that: Students learn more and problem behavior is reduced
Georgia Department of Education Kathy Cox, State Superintendent of Schools
What is differentiation?
Differentiation is classroom practice
that looks eyeball to eyeball
with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning.
-Tomlinson (2001)
Georgia Department of Education Kathy Cox, State Superintendent of Schools
• Teach social skills in the same way you would academic skills
– Tell/model/explain
– Guided practice
– Monitor & assess
– Give positive feedback
– Adjust & enhance
Georgia Department of Education Kathy Cox, State Superintendent of Schools
• Build systems to support sustained use of effective practices
– Leadership team to look at and do regular data review
– Regular individual & school action planning
Georgia Department of Education Kathy Cox, State Superintendent of Schools
Effective Classroom ManagersTeam Time
• 3 minutes (pick recorder & spokesperson)
• What do effective classroom managers do daily?
– 2-3 formal & 2-3 informal strategies
• Report 2-3 “big ideas” from your team discussion (1 min. reports)
Georgia Department of Education Kathy Cox, State Superintendent of Schools
The Three Basic Elements
Georgia Department of Education Kathy Cox, State Superintendent of Schools
1. Instructional/Curricular Management
2. Environmental Management
3. Proactive Behavior Management
Classroom Design
• Design room to stimulate learning• Design room to accomplish instructional
goals and objectives• Keep high traffic areas free of congestion• Situate high items so that all students can be
supervised at all times• Make commonly used materials easily
accessible• Ensure all students can see and hear
Georgia Department of Education Kathy Cox, State Superintendent of Schools
Key Concepts
• “What you expect is what you get.”• Expectations set the stage for learning and
behavior control.• Expectations need to be taught.• Apply standard instructional practices for
teaching classroom expectations• Extend school-wide expectations to
classrooms
Georgia Department of Education Kathy Cox, State Superintendent of Schools
Sample Expectations
1. Do your best
2. Be responsible
3. Cooperate
4. Be respectful
Georgia Department of Education Kathy Cox, State Superintendent of Schools
How to teach Expectations and Routines
A. Elementary Teachers use the same five steps to teach classroom expectations and routines (explain, specify behaviors, practice, monitor and review)
B. Secondary Teachers use the same three steps for teaching expectations and routines (remind, supervise and provide feedback)
Georgia Department of Education Kathy Cox, State Superintendent of Schools
Actively supervise at all times
– Move continuously
– Scan continuously & overtly
– Interact frequently & positively
– Positively reinforce rule following behaviors
Georgia Department of Education Kathy Cox, State Superintendent of Schools
Increase ratio of positive to negative teacher to student interactions– Maintain at least 4 to 1– Interact positively once every 5 minutes– Follow correction for rule violation with
positive reinforcer for rule following
Georgia Department of Education Kathy Cox, State Superintendent of Schools
Georgia Department of Education Kathy Cox, State Superintendent of Schools
Positively interact with more students during
a lessonVary type of contact
-Physical, verbal, visual
Vary by individual & group
Mix instructional & social interactions
Manage minor (low intensity/frequency) problem behaviors positively & quickly
– Signal occurrence– State correct response– Ask student to restate/show– Disengage quickly & early
Georgia Department of Education Kathy Cox, State Superintendent of Schools
• Be consistent & business-like
• Pre-correct for next occurrence • Follow school procedures for major behavioral
incidents
• Develop individualized plan for repeated incidents
Georgia Department of Education Kathy Cox, State Superintendent of Schools
Follow school procedures for chronic problem behaviors
If your horse dies, DISMOUNT
If your intervention doesn't work,
stop doing it!
DO NOT
1. Stay on the horse.
2. Switch riders.
3. Move the horse to a new location.
4. Buy a stronger whip.
Georgia Department of Education Kathy Cox, State Superintendent of Schools
Get Off the Horse
5. Tighten the cinch. 6. Try a new bit or bridle. 7. Say things like: "We've always ridden our horses this way." 8. Visit other sites where they ride dead horses in different ways. 9. Complain about the state of horses nowadays. 10. Blame the breeding
Georgia Department of Education Kathy Cox, State Superintendent of Schools
Conduct smooth & efficient transitions between activities
– Teach routine
– Limit the time required for students to be ready
– Engage students immediately
Georgia Department of Education Kathy Cox, State Superintendent of Schools
Georgia Department of Education Kathy Cox, State Superintendent of Schools
Be Prepared
Have filler activities Know desired outcome Have materials Shift phases of learning
Acquisition, fluency, maintenance, generalization
Practice presentation fluency
A Clear Beginning
The student is given a clear explanation of the outcome and the objectives
– Provide advance organizer– Create focus or point of reference for
assessment
Georgia Department of Education Kathy Cox, State Superintendent of Schools
What is your favorite way to respond?
Give each student multiple ways to actively respond
– Vary response type
• Individual v. choral responses
• Written v. gestures
– Use peer-based assistance
Georgia Department of Education Kathy Cox, State Superintendent of Schools
Georgia Department of Education Kathy Cox, State Superintendent of Schools
Engage students in active responding
Establish & expect behavioral indicator
Write, verbalize, manipulate materials
Enable immediate assessment of learning & instructional impact
Monitor Progress and Understanding
Georgia Department of Education Kathy Cox, State Superintendent of Schools
Regularly check for student understandingVary assessment type
Immediate v. delayedIndividual v. group
Review previously mastered contentCheck for existing knowledge
Tier One
• It is only after high quality academic and behavior instruction and interventions are established at both the school wide and classroom levels that schools could conclude there is a need for additional services.
Georgia Department of Education Kathy Cox, State Superintendent of Schools
Tier Two
Georgia Department of Education Kathy Cox, State Superintendent of Schools
•Check In/Check Out•Social Skills Groups•Group Counseling•Mentoring
•In the majority of the cases you will need to provide academic and behavior interventions simultaneously
•Progress monitoring could include teacher rating scale
Data Supports a Student has a Need for Additional Support
Positive Behavior Support for Tier Three
Georgia Department of Education Kathy Cox, State Superintendent of Schools
Action Plan Strategies
Georgia Department of Education Kathy Cox, State Superintendent of Schools
Build on School Wide System Plan+ Use school-wide leadership team+ Use data to justify+ Adopt evidence based practice+ Teach/practice to fluency/automaticity+ Ensure accurate implementation + Regular review & active practice+ Monitor implementation continuously+ Acknowledge improvements
You Have Your DataYou Have Your Team
• Do you have evidence based practice?
Are you teaching social skills in the same way you would academic skills?
Do you teach/practice to fluency/automaticity?
What are your targets
for improvement?
Georgia Department of Education Kathy Cox, State Superintendent of Schools
Are the critical features & essential practices of
behavior management in your school and classroom
settings?
Questions
• If you need further assistance please contact
Jean Ramirez
Georgia Department of Education Kathy Cox, State Superintendent of Schools