Education Connection the Gateway to HCPS Discipline Data

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Education Connectionthe Gateway to HCPS
Discipline Data
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Presenters and Facilitators

• School Psychology
• Dr. Tracy Schatzberg, Supervisor
• Dr. Kevin Murdock, Behavior Analyst
• Area 6
• Barbara Franques, General Director
• Janet Ritchie
• Dorinda Rountree

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Special Thanks to

• Curriculum and Instruction
• Wynne Tye, Assistant Superintendent
• Exceptional Student Education
• Walter A. Stevens, Jr. District ESE Specialist
• B.T. Washington Elementary School
• Jason Pepe, Administrator
• Dr. Sylvia Rockwell, Behavior Coach
• Information Services
• Jeff Arnold, Systems Analyst
• Carol Risher, Research Analyst
• Rosie Gonzalez-Mills, Senior Programmer

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Lets Practice
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• Web address
• User ID (your primary ID, a full or partial
  spelling of your last name, may include initial
  of first name)
• Example SmithJ
• Password (same as Lawson, may differ from IDEAS
  password)

https//portal51.sdhc.k12.fl.us/wps/portal
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(No Transcript)
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If you get a prompt to configure your
credentials, do so. If you are asked about
closing the window, click Yes.
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Getting and exporting the data from Education
Connection
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Click Document List
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Click the sign, NOT the words (remember this
rule)
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Click the sign
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Click the folder or words
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Make a note of the report date Dec 11, 2008
Reports are (usually) run weekly.
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Right click
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Click View
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Enter 08 or 8
Click
Enter 09 or 9
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SAMPLE REPORT
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• Some reports may initially appear empty.
• You can Schedule (prepare) a new report as
  described in the next few frames.

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To Schedule (prepare) a report for a prior year,
or the current year
Right click Then, click Schedule
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Click Parameters
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Click Edit
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Click
Enter year 1 Example 07 or 7
Repeat for year 2 Example 08 or 8. Finally,
click Schedule in lower right corner.
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Wait a minute or 2. Click Refresh. (Repeat, as
needed.)
When the Status changes from Pending to Success,
click here to view the report.
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Other available reports
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SAMPLE REPORT
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SAMPLE REPORT
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SAMPLE REPORT
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Coming Soon!
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SCHOOL NUMBER AND NAME SCHOOL YEAR 2008-2009
STUDENT REPORT
AREA NUMBER
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SCHOOL NAME
TEACHER STUDENT REPORT
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Including Summary Tables
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Page 204
SCHOOL YEAR 2007-2008, SCHOOL NUMBER AND NAME
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Tips on Report Viewing
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School name appears here
School number and name
If not done already, maximize the window size
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School name appears here
School number and name
Open drop-down menu
Select 75 view
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School name appears Here
Scroll down to improve view of graph
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Some Reports Provide Additional Data
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SCHOOL NAME
Click sign to see list of Actions
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SCHOOL NAME
Click sign to see list of Students
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SCHOOL NAME
Click sign to see list of Incidents
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SCHOOL NAME
List of Incidents for this Student
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Exporting Data
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SCHOOL NAME
Click to begin Export
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SCHOOL NAME
Click to open drop-down menu
Select Microsoft Excel (97-2003)
Click Export
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SCHOOL NAME
Save
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SCHOOL NAME
Select and note folder / location where file
will be saved
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SCHOOL NAME
Rename file. Example format (date)DisciplineActio
ns.xls
Click
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SCHOOL NAME
Download Complete confirmation
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SCHOOL NAME
To view other reports
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Repeat same steps.
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Copy paste the report into a Word document or
Powerpoint presentation.Print the graph.

• Double-click the saved .xls file.

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SCHOOL NUMBER AND NAME
If not done already, maximize the window size
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SCHOOL NUMBER AND NAME
Open drop-down menu
Select Copy
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Pasting into a Powerpointpresentation

• After pasting, you may print the slide view to
  get a full page landscape graph.

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If the graph is off-center, click in the center
to drag it to the desired location.
If the graph is too big, click on a corner and
drag toward the center of the graph to make it
smaller.
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School Name 8/18/08 11/10/08
Add a heading with the date range. 8/18/08 was
the start of the 2008-2009 school year.
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Pasting into a Microsoft Word document

• Place the cursor where you want the graph to go.
  
• Paste, move and resize the graph as described in
  the preceding frames.
• To view or print a full page view, change page
  setup to landscape. Resize the graph, as needed.

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Sharing Data and Preparing Supplemental Data
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• Set a regular monthly date to access and save
  your data.
• Determine when and how to summarize, use, and
  share the data
• Examples
• Powerpoint presentation to the Behavior
  Leadership Team
• Print charts for Professional Learning Community
  focusing on behavioral data
• Email a Word document to all faculty

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• Explore other data sources to identify and target
  services to
• Top 10 frequently referring teachers and
• Top 25 frequently referred students
• Other data sources may include
• Mainframe printouts
• E-reports (discipline section)
• Prepare graphs comparing monthly trends of
  exclusionary discipline actions (e.g., OSS,
  ATOSS, ISS, Bus suspension)
• May use Education Connection data (subtract prior
  month from current cumulative total)

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Referrals are vitally important.

• Disseminate and support the above message.
• Referrals help with allocation of services for
  individual students, classroom interventions, and
  schoolwide behavioral systems.
• Early identification through referral and
  discipline data leads to early intervention.
• Suppressing referrals can result in more severe
  behavior challenges later on, and ultimately more
  complex interventions and other additional
  hassles.
• Identify staff who may tend to suppress referrals
  due to increased analysis by supervisors.

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Using the Data in the Reports
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Long-term Goals

• Universal screening (Tier 1 Problem-Solving)
• Early identification and effective,
  non-exclusionary intervention for students with
  behavior challenges
• Early supports to teachers with frequent
  discipline referrals, less teacher turnover
• Safer schools
• Less disruptive behavior More on-task behavior
  and academic progress Better FCAT and related
  scores
• More equitable ethnicity representation for
  disciplinary actions and ESE programs

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STAT, 3 Tier Problem-solving, and RTI

• The next frame depicts the 3 Tier Model as a
  Pyramid.
• Tier 1 includes universal, school-wide behavioral
  interventions.
• Tier 1 behavioral interventions emphasize
  proactive environmental and teaching strategies,
  plus reinforcement-based methods.
• The emphasis is NOT on disciplinary procedures.

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Tier 1 Universal, schoolwide
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Tier 1 Behavioral Interventions

• Collaborate with other school teams to assure
• All school staff are connected with all students
• Everybody takes responsibility to ensure that
  each and every student succeeds.
• Behavioral expectations are clearly defined and
  posted for all schoolwide and classroom settings
• Students receive instruction, rehearsal, reviews,
  and reinforcers for improved performance and
  meeting expectations (i.e., following rules)
• Discipline referrals are systematically used as
  universal screening tools for early
  identification of students who may need intensive
  interventions

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Tier 2 Behavioral Interventions

• Universal (Tier 1) interventions will NOT be
  universally effective. (However, they should
  meet the needs of at least 75 of the students.)
• Targeted-group (Tier 2) behavioral interventions
  are needed for some students.
• Tier 2 behavioral interventions also emphasize
  proactive environmental and teaching strategies,
  plus reinforcement-based methods, delivered in
  smaller group settings.

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Tier 2 Targeted group, classwide
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Tier 2 Behavioral Interventions

• Collaborate with other school teams to assure
  Tier 2 behavioral services are effectively
  implemented.
• Questions for your team to address
• How, and how often, are students identified as
  needing Tier 2 services?
• How are prior and current Tier 1 behavioral
  interventions documented? What aspects of the
  Tier 1 interventions were not sufficient? Why?
• How are academic variables addressed regarding
  their potential impact on problem behaviors
  (e.g., academic frustration)?

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Tier 2 Behavioral Interventions

• How are the targeted group and classroom
  interventions selected to match the behavior of
  concern?
• Are the procedures research-based best practice?
• Is there sufficient focus on reinforcement-based
  procedures?
• Are the procedures of sufficient intensity
  (frequency, duration)?
• Are they defined and trained so that staff can
  implement them with fidelity?

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Tier 2 Behavioral Interventions

• How will the team know if the intervention is
  (not) working?
• How will student progress be measured?
• How and when (e.g., how often) will the team
  decide when a student must receive modified or
  more intensive Tier 2 behavioral interventions?
• How and when (e.g., how often) will the team
  decide when a student should be considered for
  Tier 3 behavioral interventions?

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Where to Find Interventions

• http//interventioncentral.mysdhc.org/
• STAT
• Student Support Staff
• Professional Learning Community
• Behavior Leadership Team

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Tier 3 Behavioral Interventions

• Universal (Tier 1) and Targeted-group (Tier 2)
  behavioral interventions will NOT work with all
  students. (However, they should meet the needs of
  at least 75 of the students.)
• Individualized (Tier 3) behavioral interventions
  are required for some students. In some cases,
  these services will need to be intensive.
• FBA is a comprehensive problem-solving process
  for developing effective interventions.

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Tier 3 Intensive, individualized
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Tier 3 Behavioral Interventions

• Collaborate with other school teams to assure
  Tier 3 behavioral services are effectively
  implemented
• How are prior and current Tier 1 and 2 behavioral
  interventions documented? What aspects of the
  Tier 1 and 2 interventions were not sufficient?
  Why?
• How are academic variables addressed regarding
  their potential impact on problem behaviors
  (e.g., academic frustration)?

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Tier 3 Behavioral Interventions

• How are the individualized interventions selected
  to match the behavior of concern?
• Are the procedures research-based best practice?
• Is there sufficient focus on reinforcement-based
  procedures?
• Are the procedures of sufficient intensity
  (frequency, duration)?
• Are they defined and trained so that staff can
  implement them with fidelity?

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Tier 3 Behavioral Interventions

• How will the team know if the intervention is
  (not) working?
• How will student progress be measured?
• How and when (e.g., how often) will the team
  decide when a student must receive modified or
  more intensive Tier 3 behavioral interventions?
• How and when (e.g., how often) will the team
  decide when a student must receive behavioral
  interventions that require extensive resources,
  and/or evaluation for special education services?

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STAT, 3 Tier Problem-solving and RTI

• Universal (Tier 1) behavioral interventions will
  NOT be universally effective.
• Targeted-group (Tier 2) behavioral interventions
  will NOT work with some students.
• Individualized (Tier 3) behavioral interventions
  may be required for some students.
• Planning and documentation is the key to
  successful interventions at any Tier level.
• Interventions must be monitored.

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Tier 3 services with a weak support base
Tier 3 Intensive, individualized
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Tier 3 services with a weak support base will
teeter and fall
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Tier 3 services (including FBA-BIP) require
strong foundations at Tiers 1 2
Tier 3 Intensive, individualized
Tier 2 Targeted group, classwide
Tier 1 Universal, schoolwide
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What systems does your school have in place at
each tier?
Tier 3 Intensive, individualized
Tier 2 Targeted group, classwide
Tier 1 Universal, schoolwide
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Comprehensive FBA BIP (may include Behavior
Contract) 1-to-1 Replacement behavior
training Services integrated with parents and
community resources

• Schoolwide rules are posted, rehearsed,
• reviewed, reinforced
• Hornets Dozen (Principals 200 Club)
• Cafeteria traffic management, reports to teachers
• Classroom schedules routines are posted,
  rehearsed, reviewed, reinforced
• Hornet Stamps reinforcement system
• Daily behavior reports to parents (via agenda)
• Success Chains, Mystery Motivators, Good Behavior
  Game
• Student problem-solving activities forms

Example of 3 Tier System at B.T. Washington
School
Tier 3 Intensive, individualized
STAT problem-solving, weekly RTI monitoring Small
group training Replacement behaviors, Social
Skills, Anger management, etc. Behavior
Clinic Behavior Contracts Goal Setting Parent
conferences
Tier 2 Targeted group, classwide
Tier 1 Universal, schoolwide
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School Psychologist Support

• Meet at least monthly with designated school
  teams and personnel
• Access and disseminate data in documents,
  Powerpoint presentations, posters, etc.
• Interpret trends
• Provide support
• Use data to determine who needs to be receiving
  Tier 2 and Tier 3 interventions
• Develop and monitor Tier 2 and Tier 3
  interventions

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Future Directions

• How do we disseminate the best methods for
  targeting and getting assistance to students and
  classrooms with high rates of referrals and
  disciplinary actions?
• How can Professional Learning Communities and/or
  Behavior Leadership Teams best use the data?

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Future Directions

• How can the data be tied to School Improvement
  Plans?
• How can the data cooperatively be used by
  Administrators, Area General Directors, Area
  ESE offices to accomplish HCPS Goals?

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Future Directions

• Discipline referral improvements
• Revise the definitions
• Provide alternatives for Disciplinary Actions
• Web-based input drop-down Action choices
• Address possible causes for under-reporting of
  referrals at classroom and school levels

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Handouts

• Were committed to saving printing costs for the
  district and promoting a greener environment.
• This entire presentation can be downloaded or
  viewed at
• http//interventioncentral.mysdhc.org/
• Click the Intervention tab
• Scroll to the bottom of the page to find the link

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Contacts

• Please send questions and constructive
  suggestions to
• Dr. Tracy Schatzberg, Supervisor
• Tracy.Schatzberg_at_sdhc.k12.fl.us
• Dr. Kevin Murdock, Behavior Analyst
• Kevin.Murdock_at_sdhc.k12.fl.us