pointe coupee parish july 23, 2015 monica ballay mballay@lsu.edumballay@lsu.edu analyzing school...

Pointe Coupee ParishJuly 23, 2015

Monica Ballay mballay@lsu.edu

Analyzing School

Discipline Data

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Archived Webinars

This webinar is being recorded and will be available for viewing at www.laspdg.org under Data Based Decisions | Webinars | 2015-2016

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.”

Goal:Provide step-by-step process to analyze

school level discipline data

Objectives:•Gain knowledge on the process to analyze school level discipline data•Gain skills on the process to analyze school level discipline data

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BehaviorSystem of Supports

• The data output is only as good as the data input• Data should lead you to more questions• Do not look at 1 data source; use multiple sources• What doesn’t get measured and monitored is less

likely to be implemented

Discipline Referral Data Considerations

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

huddled up and not supervising)

vsStudent Issue

(Ex: The sixth grade students are defiant)

Question whether it is a…..

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?), and the aggression is related to getting access to the new playground equipment (why?)

Step 1: Identify and Analyze the Problem

Step 2: Develop the Plan

Step 3: Implement the Plan

Step 4: Evaluate the Plan

What do we do about it?

What’s the problem and why is it happening?

System vs. Student

How do we do it?

Is it working?

Problem-Solving Process

Last Year’s Discipline Data

• School & District DATA:– What are the top 3 behavior incidents?– What are the top 3 infractions?– Staff members with the most referrals?– Highest month?– Highest time of day?– Highest location after classroom?– Students with the highest number of referrals?

This Year’s Discipline Data1st Quarter

• Know your School & District DATA:– What are the top 3 behavior incidents?– What are the top 3 infractions?– Staff members with the most referrals?– Highest time of day?– Highest location after classroom?– Students with the highest number of referrals?

Analyzing Discipline Data: Who?School Implementation Team

• Who is on the TEAM? (Representative of staff)• When & how often TEAM meet? • Specific roles for each TEAM member?• What data analyzed?• How is analyzed data used to make changes, decisions?• How is data share with stakeholders?

Data Leads to More Questions…

This is 2014-2015 Data:School is a K-12 School

•What questions do you have?

• What could you do proactively in 2015-2016 school year?

• What would be your priority?

Who are these 11 SWD?Questions:What are some observations?

Gender:Of the 11 SWD, 10 were males (90.9%) and 1 was female (9.1%)

Grade Levels:•8 (72.7%) - Elementary Grades (K-5th)•3 (27.3%) - Middle School Grades (6-8th)•None at High School Grades

Questions:What else would you like to know?•Exceptionality•Race•How does data compare to school demographics?

Behavioral Infractions

Questions:What are the top 2 infractions?

1st is Willful Disobedience (73) & 2nd is Tardy (12)What % of top infractions compared to total? Will Disobedience 72/132 = 55%

How could you address Willful Disobedience as a school???????

Analyzing School Discipline Data :A. Overall Referrals per day per monthB. What problem behaviors are most common?

– ODR per Problem Behavior/IncidentC. Where are problem behaviors most likely?

– ODR per LocationD. When are problem behaviors most likely?

– ODR per time of dayE. Who is engaged in problem behavior?

– ODR per studentF. Why are problem behaviors sustaining?

– Brainstorm as a team

Data Activity

Overall Referrals Per Month• Avoid simple counts (ex: Oct-26 ODR, Dec-14 ODR)

• Always use per day per month • Look at previous years data to determine trends

Office Discipline Referrals per Day per Month per 100 Students

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Sept Oct Nov Dec Jan Feb March April May June

# p

er d

ay p

er 1

00 s

tud

ents

Series1

A. Overall Referrals per Day per Month

B. What problem behaviors are most common? (ODR per problem behavior/incident)

B. What problem behaviors are most common? (ODR per problem

behavior/incident)

C. Where are problem behaviors most likely? (ODR per location)

C. Where are problem behaviors most likely? (ODR per location)

D. When are problem behaviors most likely? (ODR per time of day)

D. When? (ODR per time of day)

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

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ber

of R

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rrals

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Students

• Is it the same students contributing to most of the referrals?• Specific grade?• Do they share similar teachers?• What interventions are needed (green, yellow, red)?• Have the students truly been taught what is expected?• Is it mainly one teacher referring?

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

Behavior Infractions?Action? (Infraction) # % Thoughts, Concerns, Action Steps

Detention 658 37

OSS 457 23

Conference 251 18

Why are problem behaviors sustaining?

Data Reminders:• Should look at it during every monthly meeting to tailor booster

lessons and to make data-based decisions• What is the school doing for those students who aren’t

displaying these problem behaviors?• How often is discipline data shared with faculty? Through what

method (in service, email, etc.)• Big 5 Data for ODR’s

– Location, time of day, ODR per day/per month, problem behavior, student

– Can also look by teacher, by disciplinary action, etc.

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)

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

Monica Ballay mballay@lsu.edu

Webinar Wednesday Series (go to www.laspdg.org homepage calendar for information;

all webinars begin at 10 AM)

• October 14- Culturally Responsive Practices | Effective Behavior Interventions for Challenging Students | Daniel NoackLesage

• October 21- Inclusive Practices- | Co-Teaching Observations & Coaching | Dr. Richard Villa

• October 28 - Family Engagement | Partner with Families with Low Income for High Student Achievement | Dr. Joyce Epstein

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