Efficient & Effective Office Referral and
Data Collection System
Diane Goodman – Principal, Brechin Elementary
Rose Tull – District RTI, Behaviour Resource Teacher
Objectives
• Use a Response to Intervention (RTI) –
Positive Behaviour Interventions and Supports (PBIS) Data Program based on a simple office referral form system.
• Use meaningful data for School-Based decision-making for students at the Universal, Targeted and Intensive Tiered levels is the key to delivering appropriate proactive interventions and supports.
Data is Essential Data is essential for establishing:
Current baseline level for RTI – PBIS success.
Benchmark level needed to determine rate of progress required.
Universal Tier 1 and Peer Level Tier 2 intervention protocol and
Individual Tier 3 adult to student support.
Lagging skills and gaps needed to determine scope of work to be done and length of time required to do it.
Do you compare last years school-wide frequency data on a month to month basis with this years data?
RTI and PBIS Woven Together
Excellent Reading: Responsiveness-to-Intervention and School-Wide Positive Behavior Supports: Integration of Multi-Tiered System Approaches, George Sugai & Rob Horner
Response to Intervention Model
Response to Intervention
• Response to Intervention is defined as a
data-based method to determine the level
of a student’s response to interventions
that range from universal (all student ) to
intensive (individual student) delivering
both core academic and core behavioural
interventions and support.
RTI – PBIS Tiered - Data Collection
The Response to Intervention (RTI) – Positive Behaviour Intervention and Support (PBIS) tiered model is characterized by a fluid continuum of academic and social behaviour instructional supports. Three tiers are used to describe the level and intensity of the instruction/interventions as they are provided across the continuum as follows: • Tier 1: Core, Universal Instruction & Supports - General academic and social behaviour instruction and support provided to all students in all settings. Data collections academic and behavioural by all teachers. For example all students receive reading instruction and are taught how to behave in an assembly. • Tier 2: Targeted Interventions & Supports - More targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and social behaviour Prescribed Learning Outcomes. Data collection specific to expectations, location, time of day and settings. For example for targeted students we provide small group reading and we teach hallway behaviour in the location in small groups. • Tier 3: Intensive, Individualized Interventions & Supports - The most intense (increased time, narrowed focus, reduced group size) instruction and intervention based upon individual student needs in add and aligned with Tier 1 & 2 academic and social behaviour Prescribed Learning Outcomes. Data collection intensified to individual behavioural observations and reteaching. For example we provide achievement and cognitive assessment for academic support and teach 1-1 with modeling for successful playground behaviour. The RTI – PBIS model help the staff provide collaborative tiered planning, guidance assessment, intervening, and monitoring within a continuum of supports, from Universal Practices to Targeted Supports to Intensive Interventions to help struggling learners.
Three Components – RTI and PBIS
1. System Team based problem solving - District and School at all 3 tiers
Data-based decision making system to measure success
Sustainability focus - redefining roles, school data review at all 3 tiers
2. Data Data used for engagement and action planning with school team/staff
Data tools are strengths and needs based
Multiple perspectives and settings captured in data
Show small increments of change at Team/Staff meetings and Assemblies
3. Practices Assess and monitor fidelity a partnership with families at all tiers
Use prevention and intervention with greater frequency and intensity at Tier 2 & 3
Use FBA and BSP are essential skill set for implementers at Tier 3
Use team facilitation of Wrap-Around meetings based on data at Tier 3
How do you know what your students need to know if you don’t have a way
to measure their academic and behavioural needs?
Essential Components of RTI –PBIS Data at the Centre
Increasing Prevention - Decrease Prevalence
Strategic Interventions for
Students at Risk of Academic Failure
Tier 2 – Targeted Data • Some students - Small Group • Greater frequency – Selective Data • Increased times, Check location • Greater intensity of Interventions
Tier 1 – Universal Data • All students – School-Wide • Effective core Academic and Behavioural Data Collection • Effective Social & Behavioural Instruction • Preventive & Proactive
Tier 3 – Intensive Data • Individual Students • Assessment-Based Data • Intense, Frequent, add Support and Resources
Assessment Intervention
Tier 3: Intensive, Individual Interventions
•Diagnostic/Comprehensive
•Evaluate intervention
•Educational – Cognitive Assessment Data
•Tier 3: Intense Intervention
•Limiting curriculum
•Specialized Instruction
•Frequency/Intensity increased
•FBA, BSP, ESP – Data on
Designated students Tier 2: Targeted Group Interventions
•Classroom Observations
•Work Samples
•Rating Scales
•Ability Grouping such as Guided Reading
•Learning Achievement Assessment Data
•Tier 2: Targeted Intervention
•Focused Instruction
•Social Skills Training
•Behavior Plans
•Prevention Programs – Bullying
Collect Data – Date, Time,
Location, Grade, Frequency
80-90%
Tier 1: Universal Instruction
•Universal/Benchmarks
•District-Wide Assessments
•Classroom Achievement Data
•School-Wide Class Review
•Tier1: Universal Interventions
•Evidence-Based
•School-Wide PBIS
•Data on Recognition for following
School-Wide Expectations on
Matrix
Three Tiered Model of School Supports
Students
5- 10%
1-5%
RTI-PBIS
1-5%
5- 10%
80-90%
School Matrix and Data
Developing the school climate matrix is the start of the data collection process.
1. Select School-Wide Setting (locations) that are seen by staff as the most prevalent school locations where frequent infractions occur.
2. Develop Expectations for the S-W Settings.
3. Then continue to develop the Non-Classroom then Classroom expectations after the S-W Settings are taught.
Hallway
Washroom
School Yard
Assembly
Classroom
Inside for Recess
Field Trips
Within Community
Electronics
R
esp
ectf
ul
Quiet
Stay in line
Walk with eyes front, hands to side, feet quiet
Be quiet
Stay private
Take turns
Share the playground
Listen to Supervisor
Enter quietly
Listen with whole body
Appropriate applause & audience participation
Sit properly
Listen to person speaking
Raise hand & wait
Get up at appropriate times
Inside voices
Quiet
Take turns
Share
Listen to facilitator
Be extra polite
Raise hand & wait
Cell phones turned off during the day
Messages are handled through office
Expe
ctation
s
Res
po
nsi
ble
Keep right
Hands to self
Use correct entrance/exit
Use correct washroom
Go straight there and back
Flush
Report concerns to teacher
“Think before you act”
Use garbage cans
Help those in need
Line up promptly at bell
Hands to self
Use washroom before / after performance
Be on time
Be prepared
Take care of belongings
Neat & tidy
Choose a quiet activity
Clean up when you’ve finished or when the bell rings
Return permission slips on time
Be a good ambassador for our school
Turned off unless permitted by teacher for education-al purposes
Appropriate content (song lyrics, images)
Walk
Eyes forward
Be polite, stay to right
Practice proper hygiene by washing hands with soap
Play in designated areas
Report all unsafe situations
Meeting place
Follow teacher direction
Use all 4 exit doors
Walk
Sit appropriately
Keep hands and feet to self
Follow classroom rules
Stay where you are for the entire time
Permission for washroom given by supervisor only
Stay with the group
Listen to teacher
Follow rules
Visit only teacher- approved internet sites
Photograph and record people only with prior consent
Sample Climate Matrix - Ecole Quarterway School Climate
Safe
Brechin’s Behaviour Matrix
Expectations
Hallway
Playground
Washrooms
Assembly/ Gathering
Gym
Library/lab
Field Trips
Emergency
Classroom
Electronics
BE RESPONSIBLE
“On the right to be polite” Hands and feet to self
Take care of equipment Dress for the weather Use outside class doors
Enter & leave quietly Report problems Be quick
Enter and leave quietly Keep your personal space Participate at all times
Enter and leave gym quietly Return equipment to storage area Show good sportsmanship
Enter and leave quietly Use quiet voices Follow instructions
Return permission slips Look after your own things
Stay calm Stay with the group
Daily use of planner Be prepared Stay on task Neat and tidy
Must be supervised by staff for educational purposes only Appropriate content (songs, lyrics, images)
BE RESPECTFUL
Eyes forward Quiet voices Walk in a line Listening
Help others in trouble Take turns Include others Use kind words
Empty hands Eyes to self Keep floors and walls clean
Facing forward Legs crossed Eyes on speaker Clap nicely
Use equipment properly Be helpful to others Share equipment & space
Take care of books and materials Share and take turns
Use manners Listen Keep your personal space Be a Brechin Bee
Listen Be quiet Be helpful
Raise hands to share Inside Voice Listen and follow instructions
Electronics turned off during school hours Messages handled through the office
BE SAFE
Quiet feet Walking
Hands and feet to self Stay on school grounds Report problems
Flush Wash hands Feet on the ground
Hands and feet to self Empty hands Follow instructions
Follow instructions Use equipment safely Wear safe footwear
Hands and feet to self Push in chairs Walk at all times
Stay with the group Follow instructions Follow Electronics guidelines
Keep hands and feet to self Leave area quickly Follow plan
Hands and feet to self Always walk Push in chairs Line up safely
Visit only staff approved sites Photograph and record only with staff consent
Brechin Visual for 1 Setting and Expectations
Playground Be Responsible • Take care of equipment • Dress for the weather • Use outside class doors Be Respectful • Help others in trouble • Take turns • Include others • Use kind words Be Safe • Hands and feet to self • Stay on school grounds • Report problems
Collaborative Problem Solving & Data Decision Making
• The Problem-Solving Method is defined as a systematic and data-based process for identifying, defining, and resolving students’ academic and/or behavioural difficulties.
• Staff reviews at Staff Meetings – Universal Level School-Based Team Meeting – Targeted and Intensive Level
• Staff looks at the frequency, location, time of day/day of week.
• At staff meetings tweak approach to teaching the lagging behavioural skills needed for student success.
• Teaching at all levels to students, staff and parents – document the training dates. Do we need more training dates? 3 to 4 times a year is minimum.
Portable Office Referral
What do you use as an Office Referral?
Data Collection History at Brechin
• Binder – office referrals 1 page per student and using a large NCR form
• Binder – 1 page per student with sticky notes for
behaviour referrals • Used Easy Discipline Program
• Developed the access program matched to the
portable office referral form. Locate the forms in the office for convenience.
• What do you currently use? Easy Discipline or School-Wide Information System (SWIS)
• Student name / Students names
• Date and time of day of incident
• Referring staff
• Minor or Major Incident
• Problem behaviour
• Location
• Action Taken
• Administrative Response
How compact is your referral form?
Does your school discipline referral form include?
Minor vs. Major
Minor Major
Definitions A minor infraction is one that does not
put the safety of another student or adult
at risk. A minor infraction disrupts the
student’s attention to his class work or
activity.
A major behaviour infraction is one
that either puts the safety of others in
jeopardy or disrupts the teaching and
learning that is taking place in a
classroom or school function.
Examples • Excessive talking
• Noise level too high
• Not following directions -Off task
• Teasing
• Minor physical contact
• Misusing Materials
• Disrespectful peer interaction
• Disrespectful teacher interaction
• Repeated or directed profanity
• Verbal /Physical aggression
• Stealing
• Cheating
• Vandalism
• Refusal - defiance
• Bullying - Harassment
• Fighting/Aggression
Procedures 1. Staff fill out Referral Form - MINORS
2. Consequences are enforced by referring
staff
• make a plan, re-teach expected behaviour,
• time-away & make up missed time, or
• loss of privileges
3. Contact parents if multiple MINORS
1. Staff fill out Referral Form - MAJORS
2. Follow up with referring staff for
agreement with consequences by
principal.
3. MAJOR Consequences will be natural
and logical:
• Loss of privilege; removal/suspension;
and will include a parent phone call, and
possibly a parent meeting.
Brechin Elementary School Portable Referral Form
• Portable referral form cuts down on form completion time.
• Staff carry forms with them while on duty.
• Students know that staff carry the forms.
• Referral Form indicates Minor or Major referral
• Portable Referral form matches the Data Collection Systems – Incident Entry
Report.
Brechin Elementary School Minor ___
Portable Referral Form Major___
Time__________ Date__________ Grade_______
Student(s) Involved _________________________
Reporting Staff Person ______________________
Incident
__hands on __offensive language/gesture
__lying __intimidation/bullying
__defiance __physical aggression/fighting
__disruptive behaviour __non-participation
__disrespect __other
Location
__hallway __outside dismissal/arrival
__playground __restroom
__classroom __library/lab
__Support room __gathering
__DPA
__other______________________
Action Taken __redirection
__loss of privilege
__physical proximity
__parent contact
__warning
date______________
__time-out in class
__think sheet
__Support Room
__parent conference
__community (school) service
date________________
__problem solving/discussion
Administrative Response __private conference
__alternative placement
__time-out
__support room
__loss of privilege
__parent conference
__suspension
__community (school) service
__referral sent home
Date______________
Administrative
Signature__________________
Office Referral and Data Collection
Location of Referral Forms
• Locate Portable Referral form in Office in view of all staff.
• Locate Completed Minor Referral forms in one bin.
• Locate Completed Major Referral forms in another bin.
• Collect the data form the referral forms and enter once per week.
Review your Data
Check by frequency: Who are your high flyers? Check the type of behaviour. What is the description of the behaviour Check by location: Where is behaviour impacting the school the most? Check by incident: What type of behaviour is it? Check by time and date: What time of the day and then check if there is a
pattern of days of the week.
Progress Monitoring after Data Review
PURPOSE: monitor students’ response to primary, targeted, and or intensive instruction to estimate rates of improvement, identify students who are not demonstrating adequate progress, and compare the efficacy of different forms of instruction
FOCUS: students identified through screening as at risk for poor learning and behavioural outcomes
TOOLS: brief assessments that are valid, reliable, and evidence based – FBA or BASC
TIMEFRAME: students are assessed at regular intervals (e.g., weekly, biweekly, or monthly)
25
Office Data System
What do you use as a Data System?
Microsoft Office Data System
Easy access and entry to:
Total number of office discipline referrals
Referrals per enrolled student
Average referrals per school day per month
Referrals by problem behaviour
Location of office referrals
Time of office referrals
% of students with 1 to 5 referrals
% of students with six or more referrals
Use Data to get “Buy –In” from others – staff and parents.
Opponents can’t argue with DATA.
Entering Data
• Data entry by PBIS coaches, teacher, secretary or
administration. • Data entry 1 time per day by secretary or 2 times
per week by coaches. Takes about 10 minutes. • Data kept on a stick or a lap top available to staff.
Be consistent and have 1 person enter the data. • Often administration – principal likes to enter the
data to stay well informed. • Major referrals go to administration before being
entered and on the system is flagged.
Reporting Data to Staff
• Reporting the data of overall trends to the staff at a staff meeting. Asking the staff what is the pattern.
• Share monthly data in newsletters – email, paper version and posted on web site.
• Using 5 as the magic number – administration would report minor 5 or major 1 incident to the classroom teacher(s) and the counsellor.
• If the student is an identified student then the EA(s) are notified as it may involve their assistance as natural break times.
Keeping Parents Informed
• Letter is sent home when a student has 5 minor referrals. The staff member has done the corrective teaching. The administrator conferences with the student.
• Letter for Major referral goes home immediately. The team – classroom teacher and administrator as dealt with the major referral behaviour. Parent may be called or spoken to in person.
Brechin’s Working Data Collection System
Data Sample – by Time
Data Sample – by Time & Location
Recognition Data
School-Wide acknowledgment system:
• is immediate, intermittent, and long-term reinforcement given by adults in the building to any students displaying expected school-wide behaviours defined by the school’s matrix.
• encourages every time any adult interacts with any student, it is an instructional moment.
June 2012 (2011-12 year)
Covered the Office Wall
September 2012 (2012-13 year)
New start to the year
Recognition Data
Brechin Recognition Data Collection
June 2012 (2011-12 year) September 2012 (2012-13 year)
Larger Container Purchased
Tiers 2 & 3 Functional Behaviour Assessment from Data Collection
• FBA has been recommended as an effective proactive assessment that should be used at the first signs of misbehaviour.
• FBA has been established as a systematic, evidence-based process for assessing the relationship between a behaviour and the context in which that behaviour occurs. Are there Neurodevelopmental delays?
• A primary goal of FBA is to guide the development of effective positive interventions based on the function of the behaviour (e.g. Is the behaviour attention seeking, to avoid, to gain power or for revenge.
• Interventions based on an FBA result in significant change in student behaviour. Thus, an FBA is “critical to the design and successful implementation of positive behavioural interventions”.
Source: Scott et al., 2003; Sugai et al., 2000; Blair, Umbreit, & Bos, 1999; & Lee, Sugai, & Horner, 1999. www.pbs.org
Behavioural Assessment
Setting Event
Days
with
Gym
Problem Behavior
Negative
comments
about
activity and
to peers
leading to
physical
contact
Consequence
Sent out
of P.E.
class
Function
To
escape
setting
Brief Function-based Interventions
•
Setting Event
Supports
•Add check-
in before
gym
Teaching Strategies
•Teach social skills
(getting along with
others, friendship,
problem solving,
sportsmanship)
•Teach how to
approach gym
teacher to ask for a
drink of water to
leave setting.
•Teach student how
to re-enter and
continue with
activity
Consequence
Supports
•Acknowledging/
rewarding student
when uses new
skills (asking for
a drink of water
to leave, using
respectful
language with
peers, being a
good sport, etc..)
Antecedent Strategies
•Behavior Lessons for all students about using respectful language with self and others and how to be to be a good sport
•. More frequent activities with less focus on competition (parachute, 4-square, etc...)
•Pre-correct
FBA Components Describe behaviours: (specific & objective)
A. What does it look like? B. When/ where does it happen?
C. Frequency D. How long does it last?
Intensity L M H
Triggers/ Predictors:
Task explanation/ request Low disposition (sad, angry, listless) Lesson presentation Excessive motor activity
Teacher encouragement/ praise Positive peer attention
Independent work/ lack of attention Physical complaints (hunger, pain) Performance feedback/ evaluation Negative peer attention
Individual attention Elevated/ excessive noise levels
Teacher interjection/ re-direction Excessive visual clutter Drowsy/ sleepy appearance Presence of more adults than usual Structured activity Unstructured time
Task too difficult Socially isolated
Presence of more peers than usual Transition task/activity (regular routine) Access/availability of preferred activity Transition task/activity (unexpected) ESL/ language issues Conflict at home
Physical demands Activity too long
Other -
FBA Interventions
Intervention Strategies: ( - currently in use; X – tried but not successful at this time)
Preferential seating Home & school communication log (book, email)
Verbal signals Planned ignoring
Visual cues and prompts/ warning system Time out/ designated area or safe space
Buddy system/ peer mentor Counselling support
Adjust student schedule Administrative support
Study carrel Social skills training
Increase concrete structure with daily routines Anger management strategies
Verbal praise/ positive reinforcement Teacher interjection/ re-direction
Remove distracting materials Office referrals
Use gestures/ physical cues Adaptation of work
Transition support Scribe
Self-regulation/ check-in systems Extended time for task completion
Premack (least desired task before most desired) Reminders about expected behaviours/expectations
Scheduled breaks Breaks as needed
School jobs/ Leadership role Student-teacher conference
Implement behaviour agreement/ contract Phone parent
Make up time at recess/ lunch Implement in-school suspension
Student sent home Referral to learning support/ district support
Alternate schedule/ placement Point system
In-class or in-school reward system Home-school reward system
Other -
Diane Goodman- Principal Brechin Elementary,
Nanaimo-Ladysmith Public Schools [email protected]
Rose Tull – District Behaviour Resource Teacher – RTI Team, Nanaimo-Ladysmith Public Schools
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