Using ODR Data for Decision Making

1. Using ODR Data for Decision Making Rob Horner, George Sugai, Anne Todd, Teri Lewis-Palmer Marilyn Nersesian, Jim Watson

2. Goals • Define sources of data related to student problem behavior • Define a process for initial use of data for active problem solving. • Build fluency

3. Assumptions • School has team focused on school-wide behavior support. • Team has an action plan • Team meets regularly (weekly, every two weeks) • Team has access to information about student behavior

4. Why Collect Discipline Information? • Decision making • Professional Accountability • Decisions made with data (information) are more likely to be (a) implemented, and (b) effective

5. Improving Decision-Making Solution Problem From Problem Solving Solution Problem To Information

6. Key features of data systems that work. • The data are accurate and valid • The data are very easy to collect (1% of staff time) • Data are presented in picture (graph) format • 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.

7. Office Discipline Referral Processes/Form 2 • 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 includes needed information • Name, date, time • Staff • Problem Behavior, maintaining function • Location

8. Organizing Data for “active decision-making” • Counts are good, but not always useful • To compare across months use “average office discipline referrals per day per month”

11. Using Data for On-Going Problem Solving • Start with the decisions not the data • Use data in “decision layers” (Gilbert, 1978) • Is there a problem? (overall rate of ODR) • Localize the problem • (location, problem behavior, students, time of day) • Get specific • Don’t drown in the data • It’s “OK” to be doing well • Be efficient

17. Is there a problem? • Office Referrals per Day per Month • Attendance • Faculty Reports

18. Interpreting Office Referral Data:Is there a problem? • Absolute level (depending on size of school) • Middle Schools (>5 per day) • Elementary Schools (>1.5-2 per day) • Trends • Peaks before breaks? • Gradual increasing trend across year? • Compare levels to last year • Improvement?

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

26. Is There a Problem? #2Maintain - Modify - Terminate

27. Is There a Problem? #3Maintain - Modify - Terminate

28. Is There a Problem? #4Maintain - Modify - Terminate

29. 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?

30. Referrals by Problem Behavior

31. Referrals by Problem Behavior

32. Referrals by Problem Behavior

33. Referrals per Location

34. Referrals by Problem Behavior

35. Referrals by Problem Behavior

37. Referrals per Student

38. Referrals per Student

39. Referrals by Time of Day

40. Referrals by Time of Day

42. Examples • Trevor Test • Phoenix Elementary • Crone Middle • ODR Summary

43. Action: Review data and respond • Is there a problem? • What system(s) are in need of attention? • What intervention options would you recommend be considered?

44. Trevor Test Middle School 565 students Grades 6,7,8

50. Action: Review data and respond • Is there a problem? • What system(s) are in need of attention? • What intervention options would you recommend be considered?