Data Discovery: Discipline Data

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Data DiscoveryDiscipline Data
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People First Language
People First Language puts the person before the
disability and describes what a person has, not
who a person is.
Kathie Snow. (n.d.) A few words about People
First Language. Disability is Natural.
Retrieved August 1, 2012 from http//www.disabilit
yisnatural.com/images/PDF/pfl-sh09.pdf
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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

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Objectives

• Gain Knowledge in analyzing discipline data.
• Gain skills in analyzing discipline data.

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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 doesnt get measured and monitored will not
  be implemented

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Disciplinary Removal ConsequencesSuspension
Expulsion

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

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Poll Question
Research states when discipline data decreases
what other variables have a high probability of
increasing? Attendance AchievementAttitude Post-
Secondary success All of the Above
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Why Look at Discipline Data?

• Inverse relationship between discipline and the
  following
• Attendance
• Achievement
• Attitude
• Post-secondary success

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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
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(No Transcript)
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Part I State LevelLDOE Discipline Data (ISS
OSS)
Part I (A) Complete the chart for LDOE ISS/OSS
(B) Answer the questions below
ISS OSS Chart for State, District School Data ISS OSS Chart for State, District School Data ISS OSS Chart for State, District School Data ISS OSS Chart for State, District School Data ISS OSS Chart for State, District School Data ISS OSS Chart for State, District School Data ISS OSS Chart for State, District School Data
  ISS ISS ISS OSS OSS OSS
LDOE District School LDOE District School
Elementary            
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?
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(No Transcript)
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Part I AnswersLDOE Discipline Data (ISS OSS)
ISS OSS Chart for State, District School Data ISS OSS Chart for State, District School Data ISS OSS Chart for State, District School Data ISS OSS Chart for State, District School Data ISS OSS Chart for State, District School Data ISS OSS Chart for State, District School Data ISS OSS Chart for State, District School Data
  ISS ISS ISS OSS OSS OSS
LDOE District School LDOE District School
Elementary  4.8      5.2    
Middle  19.3      14.2    
High  18.5      13.4    
Combination  7.3      11.3    
ALL  10.9      9.2    

• 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

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Part II District LevelDistrict Discipline
Data(ISS OSS)
Part II (A) Complete the chart for district
ISS/OSS (B) Answer the questions below
ISS OSS Chart for State, District School Data ISS OSS Chart for State, District School Data ISS OSS Chart for State, District School Data ISS OSS Chart for State, District School Data ISS OSS Chart for State, District School Data ISS OSS Chart for State, District School Data ISS OSS Chart for State, District School Data
  ISS ISS ISS OSS OSS OSS
LDOE District School LDOE District School
Elementary  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?
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Part II AnswersDistrict Discipline Data (ISS
OSS)
ISS OSS Chart for State, District School Data ISS OSS Chart for State, District School Data ISS OSS Chart for State, District School Data ISS OSS Chart for State, District School Data ISS OSS Chart for State, District School Data ISS OSS Chart for State, District School Data ISS OSS Chart for State, District School Data
  ISS ISS ISS OSS OSS OSS
LDOE District School LDOE District School
Elementary  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  lt1.0    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
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Part III School LevelDistrict Discipline
Data(ISS OSS)

• 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 Chart for State, District School Data ISS OSS Chart for State, District School Data ISS OSS Chart for State, District School Data ISS OSS Chart for State, District School Data ISS OSS Chart for State, District School Data ISS OSS Chart for State, District School Data
  ISS ISS ISS OSS OSS OSS
LDOE District School LDOE District School
Elementary    
Middle    
High    
Combination    
ALL    
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Poll Question
Is Disciplinary Removal Effective?
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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)

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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 suspension
• http//www.pbisworld.com/tier-2/alternatives-to-su
  spension/

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Next Steps

• Identify 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

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Office Discipline Referral

• ODR - Office Discipline Referral (major
  infraction)

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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)
• vs
• Student (Issue)
• (Ex The sixth grade students are defiant)

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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?)

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

• A. Overall Referrals per day per month
• B. 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

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(No Transcript)
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A. Overall Referrals per day per month
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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

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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.)

Activity A Month Avg per day Thoughts, Concerns, Action Steps
Activity A            
Activity A            
Activity A            
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B. What behaviors are most common?
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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.

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Think Basic Before Advanced

• Example ---If tardies are a problem behavior
• Do we have a clear, school-wide definition of a
  tardy?
• Are they coming from 1 general area? (consider
  across campus, actual travel time)
• What are you doing for the students who never
  receive a tardy?
• Is it a few kids who are repeatedly tardy?
• Why are these kids tardy?

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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?

Activity B Behavior Thoughts, Concerns, Action Steps
Activity B            
Activity B            
Activity B            
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C. Where (location) are behaviors occurring?
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When considering location.

• Class should always be the highest (but
  strategies can still be utilized to lower ODRs
  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!

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Example

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

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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.)

Activity C   Location Thoughts, Concerns, Action Steps
Activity C              
Activity C              
Activity C              
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D. When (Time) are behaviors occurring?
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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

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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.)

Activity D Time Thoughts, Concerns, Action Steps
Activity D            
Activity D            
Activity D            
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E. Who is engaged in problem behavior?(ODR per
student)

• 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?

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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

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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?

AdditionalActivity Action Thoughts, Concerns, Action Steps
AdditionalActivity            
AdditionalActivity            
AdditionalActivity            
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REVIEWThe data you will most likely need to
move from a Primary to a Precise statement

• A. Overall Referrals per day per month
• B. 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

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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, were giving them what they want!
• Think outside the box

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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

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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

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Family Behavior
Families play an important part in their childs
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

Family Support Section on PBIS Website http//www.
pbis.org/family/default.aspx
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(No Transcript)
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Positive Directions for Student Behavior (Pgs 93
94) http//parentsreachingout.org/resources/publ
ications/behavior/behaviorpd.pdf
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Poll Question
Students with disabilities are suspended at
substantially higher rates than non-disabled peers
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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)

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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

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The Federal Law and Discipline for SWD

• The 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 students
  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.

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Poll Question
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Culture Discipline
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.
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.
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(No Transcript)
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Race Gender with OSS
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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

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RecommendationsReducing 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

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Next StepsCreate/Revisit Action Plan
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 Reports1. By problem behavior2. By location
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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 districts LASPDG 5 Year Plan

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