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Using ODR Data for Decision Making. Rob Horner, George Sugai, Anne Todd, Teri Lewis-Palmer Marilyn Nersesian, Jim Watson. Goals. Define sources of data related to student problem behavior Define a process for initial use of data for active problem solving. Build fluency. Assumptions.

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Using ODR Data for Decision Making

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Using ODR Data for Decision Making

Rob Horner, George Sugai,

Anne Todd, Teri Lewis-Palmer Marilyn Nersesian, Jim Watson


Goals

  • Define sources of data related to student problem behavior

  • Define a process for initial use of data for active problem solving.

  • Build fluency


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


Why Collect Discipline Information?

  • Decision making

  • Professional Accountability

  • Decisions made with data (information) are more likely to be (a) implemented, and (b) effective


Improving Decision-Making

Solution

Problem

From

Problem

Solving

Solution

Problem

To

Information


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.


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


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”


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


  • Is there a problem?

    • Office Referrals per Day per Month

    • Attendance

    • Faculty Reports


    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?


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


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


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


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


    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


    Referrals by Problem Behavior


    Referrals by Problem Behavior


    Referrals per Location


    Referrals by Problem Behavior


    Referrals by Problem Behavior


    Referrals per Student


    Referrals per Student


    Referrals by Time of Day


    Referrals by Time of Day


    Examples

    • Trevor Test

    • Phoenix Elementary

    • Crone Middle

    • ODR Summary


    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?


    Trevor Test Middle School

    565 students

    Grades 6,7,8


    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?


    Phoenix Elementary

    Using Data For Decision-Making


    You are the EBS team for Phoenix Elementary. 265 students k-5

    • Do you have a problem?

    • Where?

    • With Whom?

    • What other information might you want?

    • Given what you know, what considerations would you have for possible action?


    Year 2

    Year 1


    Year 1

    Year 2


    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?


    Crone Middle School Simulation

    416 students

    6,7, 8th grades


    Action: Examine your own school data

    • USE ODR ORGANIZATION TEMPLATE

      • Fill in the data patterns for your school

        • Is there a problem?

        • What system(s) are in need of attention?

        • What intervention options would you recommend be considered?


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