O.C. PBIS Team Training Day 3

1
O.C. PBIS Team Training Day 3

• Cohort A Tuesday, March 9th
• Cohort B Wednesday, March 17th
• 815-330 p.m.

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Grounding

• Analogy Prompts (Adaptive Schools Strategy)
• How do event planners finish getting the event
  ready in time and show up in party clothes
  without looking bedraggled?
• How do cross-country skiers pace themselves so
  that they have enough to make a push for the
  finish line?
• How do the answers to the above relate to your
  implementation of PBIS?

3
Outcomes

• Evaluate ODR Active Flowchart Compatibility
  with SWIS requirements
• Learn about SWIS Progress-Monitoring
• Explore ways to use SWIS Data for Decision Making
• Develop an awareness of function-based
  intervention
• Adapt and create Implementation Day materials
  into site-level Action Plan
• Plan next steps toward PBIS Implementation

4
Office Discipline Referral (ODR) Active
Flowchart Showcase

• Take 10 min. to prepare your review (Showcase)
• Is it a match for SWIS?
• How did you contextualize the ODR to fit your
  school culture?
• What is your Active Flowchart process
• Who, When, How will the ODRs be completed?
• What is the process for getting information and
  student to office for major behavioral errors?
• What is the process for entering the data?

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ODR Flowchart Showcase Process

• Find your Buddy Team
• Determine
• Team A
• Team B
• Team A will present review
• Team B practice Active Listening and will select
• 1 team member to paraphrase
• All other members will craft a take-away
  reflective question on a post-it note
• Switch Teams

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Cognitive Coaching Tips Examples

• Paraphrase

• Reflective Questions

• Attend fully
• Listen with the intention to understand
• Capture essence of the message
• Reflect essence of voice tone and gestures
• Make paraphrase shorter than original statement

• As you reflect upon your facultys reaction to
  the ODR, what are some strategies you will use to
  establish buy-in?
• What might be some reasons for the staffs varied
  responses to using an ODR?
• As you consider your data collection system, what
  are some benefits you are noticing?

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SWIS Progress Monitoring Overview

• Data Collecting Basics
• SWIS Overview
• SWIS Readiness Compatibility

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Why Collect Discipline Information?

• Decisions made with data are more likely to be
  implemented, efficient and effective
• Data help us ask the right questions to
• Identify problems
• Refine problems
• Define the questions that lead to solutions

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Why Collect Discipline Information?

• Data help place the problem in the context
  rather than in the students
• The quality of decision-making depends most on
  the first step (defining the problem to be
  solved)
• Define problems with precision and clarity based
  on data

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Data Collection Things to Avoid

• Defining a solution before defining the problem
• Building solutions from broadly defined, or fuzzy
  problem statements
• Failure to use data to confirm/define problem
• Agreeing on a solution without building a plan
  for how to implement or evaluate the solution
• Agreeing on a solution but never assess if the
  solution was implemented

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When Should Data be Collected?

• Continuously
• Data collection should be an embedded part of the
  school cycle not something extra
• Data should be summarized prior to meetings of
  decision-makers (e.g. weekly)
• Data will be inaccurate and irrelevant unless the
  people who collect and summarize it see the data
  used for decision-making.

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Key Features of Data Systems that Work

• The data are very easy to collect (1 of staff
  time)
• Data are presented in picture (graph) format
• Data are easily 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 data provide information in developing and
  refining precise problem statements

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Coach Principal as Expert Ask Something

• With an elbow partner, read the first page of the
  article on SWISTM
• Stop and Ask Something
• Make a connection
• Ask a question
• Coaches and Principals share their answers and/or
  insight
• Continue reading, stopping before the section on
  CICO-SWIS and the Say Something again

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SWISTM(School-Wide Information System)

• Defined
• SWISTM is a web-based information system for
  gathering, entering, summarizing, reporting and
  using office discipline referral information
• Purpose
• Improve the ability of school personnel to
  develop safe and effective learning environments
• SWIS Systems Change
• The most efficient and durable strategy for
  changing a system is to provide regular reports
  on valued outcomes

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Social Competence Academic Achievement
Positive Behavior Support
OUTCOMES
Supporting Student Behavior
Supporting Decision Making
DATA
PRACTICES
SYSTEMS
Valued Outcomes
Supporting Staff Behavior
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Three Key Elements of SWISTM

• Data Collection System
• Coherent system for assigning referrals
• Connected to problem behavior definitions,
  referral form, active flow chart
• Computer Application
• Web-based, continuously available, secure
• Decision-making System
• Provides processes for use of data
• School-wide
• Groups of Students
• Individual Students

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Basic Features of SWISTM

• Only reports discipline data
• Major office referrals
• Minor discipline offenses
• Highly efficient and simple data entry (30 sec
  per referral)
• Local control
• Formatted for decision-making (pictures, graphs,
  tables)
• Custom graphs and reporting features
• Information is available continuously
• Confidential, secure

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Why was SWISTM Developed?

• As a PBIS school-wide behavior support to collect
  and disaggregate behavioral data
• As a way for teams to be able to have a
  behavioral progress monitoring tool
• Out of a need for an improved and effective
  decision-making tool at the school building level
  for PBIS sustainability
• Primary Developers
• Seth May, William Ard III, Anne Todd, Rob Horner,
  George Sugai, Aaron Glasgow, Jeff Sprague

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SWISTM RtI
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How SWISTM works

• SWIS can be used for
• Internal decision-making related to discipline
  practices
• Support plan design for individual students
• Reporting to district, state and federal agencies
• SWIS provides information at 3 levels
• Universal (whole school) SWIS
• Secondary/Strategic (target groups at-risk)
  CICO-SWIS
• Tertiary/ Intensive (individual student
  supports) ISIS-SWIS (to be released later in
  2010)

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SWIS Universal Application

• Trained staff enter ODRs into SWIS online
• Data is summarized to provide information through
  various reporting formats to look for school-wide
  referral patterns
• The Big 5 Reports
• Problem Behavior
• Location
• Time of Day
• Students Involved
• Frequency of referrals (average referrals per day
  per month)

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SWIS Universal Application

• Custom Reports to refine behavior patterns,
  include
• Disproportionality by ethnicity
• Individual student referral patterns
• Year-end reports
• Teams use data for decision-making to improve
  school-wide behavior and environments

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CICO-SWIS Secondary Application

• Introduced in Year 2 of PBIS training to support
  the Check-In/Check-Out (CICO) targeted group
  intervention
• Smaller groups of at-risk students are identified
  based on SWIS data and participate in Tier 2,
  targeted group intervention
• Reports in CICO-SWIS are useful for
• Monitoring individual student progress
• Reviewing integrity and fidelity of CICO
  interventions

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ISIS-SWIS Tertiary Application

• Introduced in Year 3 of PBIS training to support
  the Tier 3 intensive interventions for individual
  students
• The Individual Student Information System (ISIS)
  organizes information about individual students
  in the following areas
• Identification
• Assessment
• Support plan design
• Support plan implementation
• Support plan impact

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ISIS
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Current Options for Compatibility

• S-Dex (District IT Assistance Needed)
• Download data from SWIS and upload into
  Districts system
• ASIST (District IT Assistance Needed)
• Download data from School Information System and
  upload into SWIS (problem with data integrity)
• Double Entry
• Enter all office discipline referral information
  into both systems, OR
• Enter all ODR information into SWIS (most schools
  do this) only state reportable offenses into
  School Information System (suspensions, weapons,
  expulsions, etc.)
• SWIS is viewed as a progress monitoring system

Coaches Principals Take a moment to explain to
your team what this means
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SWIS Readiness Checklist
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Requirements 4 5 Compatibility
Active Flow Chart
Office Discipline Referral Form
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Break 15 minutes

• ENJOY
• your break!

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SWIS Data for Decision-Making

• Team Initiated Problem Solving (TIPS) Model
• SWISTM National Norming
• Precision Statements

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A Growing Issue

• SWIS users are doing a good job of establishing
  and collecting SWIS data, but there is wide
  variability in the quality with which SWIS data
  are being used.
• Team meeting observations
• Data presentation, but not data use

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A Solution Team Initiated Problem Solving (TIPS)

• Goal Develop a problem-solving model for
  school teams that results in active use of data
  to
• (a) define problems,
• (b) build solutions, and
• (c) transform solutions into practical action
  plans.
• Developed by Steve Newton, Anne Todd, Bob
  Algozzine, Kate Algozzine, Rob Horner

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Review Status and Identify Problems
Team Initiated Problem Solving (TIPS) Model
Develop and Refine Hypotheses
Evaluate and Revise Action Plan
Collect and Use Data
Discuss and Select Solutions
Develop and Implement Action Plan
Problem Solving Foundations
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TIPS Main Idea

• The process a team uses to problem solve is
  important
• Establish Roles
• Facilitator Recorder Data analyst Active
  member
• Focus on Organization
• Agenda Old business (did we do what we said we
  would do) New business Action plan for
  decisions.
• What happens BEFORE a meeting
• What happens DURING a meeting
• What happen AFTER a meeting

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• Before the meeting
• Roles are defined
• Big 5 SWIS reports are available
• Agenda prepared
• Help data analyst prepare data summary

Review Status and Identify Problems
Team Initiated Problem Solving (TIPS) Model
Develop and Refine Hypotheses
Evaluate and Revise Action Plan
Collect and Use Data

• After meeting
• Make sure meeting minutes are disseminated

Discuss and Select Solutions
Develop and Implement Action Plan

• During the meeting
• Reinforce organization
• Help data analyst use SWIS decision-rules
• Prevent drowning in data

Problem Solving Foundations
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Responsibilities of a PBIS Team
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Using Data to Refine Problem Statement

• The statement of a problem is important for
  team-based problem solving.
• Everyone must be working on the same problem with
  the same assumptions.
• Problems often are framed in a Primary form,
  that creates concern, but that is not useful for
  problem-solving.
• Frame primary problems based on initial review of
  data
• Use more detailed review of data to build
  Solvable Problem Statements or Precise Problem
  Statements

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Precise Problem Statements(What are the data we
need for a decision?)

• Precise problem statements include information
  about the Big Five questions
• What is problem, and how often is it happening
• Where is it happening
• Who is engaged in the behavior
• When the problem is most likely
• Why the problem is sustaining

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Primary versus Precision Statements

• Primary Statements
• Too many referrals
• September has more suspensions than last year
• Gang behavior is increasing
• The cafeteria is out of control
• Student disrespect is out of control

• Precision Statements
• There are more ODRs for aggression on the
  playground than last year. These are most likely
  to occur during first recess, with a large number
  of students, and the aggression is related to
  getting access to the new playground equipment.

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Primary versus Precision Statements

• Primary Statements
• Too many referrals
• September has more suspensions than last year
• Gang behavior is increasing
• The cafeteria is out of control
• Student disrespect is out of control

• Precision Statements
• There are more ODRs for aggression on the
  playground than last year. These are most likely
  to occur during first recess, with a large number
  of students, and the aggression is related to
  getting access to the new playground equipment.

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Think-Pair-Share

• With an elbow partner, discuss which of the
  following examples are precision problem
  statements
• Then discuss how you might make the non-examples
  better, more precise statements

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Precise or Primary Statement?

• Children are using inappropriate language with a
  high frequency in the presence of both adults and
  other children. This is creating a sense of
  disrespect and incivility in the school
• James D. is hitting others in the cafeteria
  during lunch, and his hitting is maintained by
  peer attention.

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Precise or Primary Statement?

• Three 5th grade boys are name calling and
  touching girls inappropriately during recess in
  an apparent attempt to obtain attention.
• Boys are engaging in sexual harassment

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Developing Precise Problem Statements

• Look at the next slide to determine if this
  school has a problem.

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Total Office Discipline Referrals as of January 10
Total Office Discipline Referrals
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National Norms

• One way to tell if you have a problem
• To figure out where your site is in relation to
  the national norms you need
• The number of students per 100 in your school
• Write down your enrollment number (ex. 825)
• Divide by 100 (8.25)
• That number is your of students per 100
• The grade range of your schools
• The average per day per 100 graph on the SWIS
  Main Menu

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Calculating Your Mean ODRs

• Multiply your of students per 100 by the Mean
  ODRs per 100 per school day on the SWIS National
  Summary Report
• Example at a K-6 school this number is .34
• 8.24 x .34 2.8
• Generate the Average per day per month graph from
  the SWIS Main Menu and draw a horizontal line at
  2.8
• Determine if your schools rate of ODRs is below,
  at or above the national average for a school of
  your size

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SWIS summary 08-09 (Majors Only)3,410 schools
1,737,432 students 1,500,770 ODRs
Grade Range Number of Schools Mean Enrollment per school Mean ODRs per 100 per school day
K-6 2,162 450 .34 (sd.49) (1 /300 / day)
6-9 602 657 .85 (sd1.11) (1/ 117 / day)
9-12 215 887 1.27 (sd2.39) (1/79/ day)
K-(8-12) 431 408 1.06 (sd2.60) (1/ 94 / day)
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Compare with National Average K-6 150 / 100
1.50 1.50 X .34 .51
Elementary School with 150 Students
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Middle School of 700 students
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What are the data you are most likely to need to
move from a Primary to a Precise statement?

• What problem behaviors are most common?
• ODR per Problem Behavior
• Where are problem behaviors most likely?
• ODR per Location
• When are problem behaviors most likely?
• ODR per time of day
• Who is engaged in problem behavior?
• ODR per student
• Why are problem behaviors sustaining?
• Custom graph

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What Behaviors are Problematic?
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Where are the Problems Occurring?
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Who is Contributing to the Problem?
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When are the Problems Occurring?
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Why Are Problem Behaviors sustaining?Requires a
SWIS custom report
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Using Data to Build Solutions

• Prevention How can we avoid the problem context?
• Who, When, Where
• Schedule change, curriculum change, etc
• Teaching How can we define, teach, and monitor
  what we want?
• Teach appropriate behavior
• Use problem behavior as negative example
• Recognition How can we build in systematic
  reward for desired behavior?

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Using Data to Build Solutions

• Extinction How can we prevent problem behavior
  from being rewarded?
• Consequences What are efficient, consistent
  consequences for problem behavior?
• How will we collect and use data to evaluate (a)
  implementation fidelity, and (b) impact on
  student outcomes?

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Solution Development
Prevention
Teaching
Reward
Extinction
Corrective Consequence
Data Collection
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Trevor Test Middle School

• 565 students
• Grades 6,7,8

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Lang. Defiance Disruption
Harrass Skip
1200
Cafeteria Class Commons Hall
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Trevor Test Identified Problem Problem Statement

• Identified Problem
• Since the beginning of the year, ODRs per day are
  higher than the national average
• Increasing trend across all 5 months
• Problem Statement
• Disruption, inappropriate language, disrespect,
  harassment toward staff
• Happening throughout lunch time in the cafeteria
• About 17 students with 5 or more ODRs
• Skipping also a problem

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Developing Precision Statements Solutions

• Define Problem
• What
• Where
• When
• Who
• Why
• What other information is needed?

• Define Solution
• Prevention
• Teaching
• Reward (recognition)
• Extinction
• Corrective Consequence
• Monitoring

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Generic Solution Strategies
Prevention Remove or alter trigger for problem behavior
Teaching Define behavioral expectations, provide instruction in expected behavior
Recognition Recognize the expected behavior when it occurs, prompt when necessary
Extinction Withhold reward for the problem behavior
Corrective Consequences Use non-rewarding consequence when behavior occurs
Data Collection (Monitoring) Collect to gain more information and monitor success of implemented solutions
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Precise Problem Statement Hypothesis Development

• Many students from all grade levels are engaging
  in disruption, inappropriate language and
  harassment in cafeteria and hallway during lunch,
  and the behavior is maintained by peer attention
• A smaller number of students engage in skipping
  and noncompliance/defiance in classes, (mostly in
  rooms 13, 14 and 18), and these behaviors appear
  to be maintained by escape.

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Solution DevelopmentFor disruption in hall and
cafeteria
Prevention Teach behavioral expectations in cafeteria Maintain current lunch schedule, but shift classes to balance numbers.
Teaching Teach behavioral expectations in cafeteria Maintain current lunch schedule, but shift classes to balance numbers.
Reward Establish Friday Five Extra 5 min of lunch on Friday for five good days.
Extinction Encourage all students to work for Friday Five make reward for problem behavior less likely
Corrective Consequence Active supervision, and continued early consequence (ODR)
Data Collection Maintain ODR record and supervisor weekly report
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Problem Solving Action Plan Problem Solving Action Plan Problem Solving Action Plan Problem Solving Action Plan Problem Solving Action Plan
Precise Problem Statement Solution Actions Who? When? Goal, Timeline, Rule Updates
Many students from all grade levels are engaging in disruption, inappropriate language and harassment in cafeteria and hallway during lunch, and the behavior is maintained by peer attention Prevention Teach behavioral expectations in cafeteria Maintain current lunch schedule, but shift classes to balance numbers Teachers will take class to cafeteria Cafeteria staff will teach the expectations Principal to adjust schedule and send to staff Rotating schedule on November 15 Changes begin on Monday Goal Reduce cafeteria ODRs by 50 per month (Currently 24 per month average) Timeline Review Data Update Monthly
A smaller number of students engage in skipping and noncompliance/defiance in classes, (mostly in rooms 13, 14 and 18), and these behaviors appear to be maintained by escape. Recognition Establish Friday Five Extra 5 min of lunch on Friday for five good days Extinction Encourage all students to work for Friday Five make reward for problem behavior less likely School Counselor and Principal will create chart staff extra recess Principal to give announcement on intercom on Monday
Corrective Consequence- Active supervision and continued early consequence (minor/major ODRs) Hall and Cafeteria Supervisors Ongoing
Data Collection Maintain ODR record supervisor weekly report SWIS data entry person Principal shares report with supervisors Weekly
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Table Talk

• At your table discuss in what ways the TIPS
  process of data decision-making might help you
  when looking at your sites behavioral data.

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Functional Behavioral Approach to Problem
Behavior

• Functional behavioral approach is concerned
• with the functional relationships between
• behavior and the teaching environment
• Behavior is functionally related to the teaching
  environment

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Acting out/Aggressive Behavior

• Video clip

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Functions of Behavior

• The Payoff
• To obtain something
• To escape or avoid something

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Obtaining Something(Pulling In)

• Attention
• Items (food, toys, etc)
• Stimulation or sensory input

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Avoiding/Protesting Something(Pushing Away)

• Tasks/requests
• Attention
• Stimulation or sensory input
• Interaction

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Individual Example Function of Behavior

• Power, authority, control, intimidation,
  bullying, etc. are not functions

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Individual Example Function of Behavior

• Two basic research validated
• functions
• Positive reinforcement (get/access)
• Negative reinforcement (avoid/escape)

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What Function?

• How do you know?
• What does the kid get or avoid as a result of the
  behavior?
• What does the teacher do as a result of the
  behavior?
• Give in and he gets more time
• Gives another command-off to the office
• Does the misbehavior happen again?

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Some helpful clues

• When does the problem behavior not happen? It
  always happens everywhere is neither correct,
  nor helpful.
• How do peers react to the problem behavior? What
  about adults? Parents?
• Remember that some problem behaviors are
  reinforced intermittently.
• If you wanted to, could you create the problem
  behavior? What would you do?

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Teaching Reinforcing

• Use the teaching matrix to operationally define
  and teach the replacement behavior in context
• Pair the school-wide reinforcer system with
  strong tangible reinforcers
• Fade tangible reinforcer and increase school-wide
  reinforcer as replacement behavior increases

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Enjoy your Lunch!

• We will be Dining In
• Please enjoy the Taco Bar

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PBIS Kick-Off Implementation Day

• Organization
• Teaching Rotations
• Assemblies Celebrations

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PBIS Kick-Off--Are You Ready?

• What is the data indicating?
• Planning Organizing
• Why?
• Communication of school-wide cultural shifts
• Commonalities in language and expected behaviors
• Who?
• Staff who will present who will monitor
• Parent/Community participating? responsibility?

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PBIS Kick-Off--Are You Ready?

• Planning Organizing
• What?
• Positive behaviors to target at each problem
  area
• Is your school--wide matrix updated? Inclusive?
• Where?
• Problem Areas? SWIS data indicators
• Historic or potential problems? Considerations?
• When?
• Its all in the timing!

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Teaching Rotations

• How?
• School-wide Matrix
• Classroom Matrix
• Lesson Plans (Cool Tools)
• Scripts
• Rotation Schedule
• School Map
• Check-list
• Communication
• Reinforcers passports

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Teaching Rotations Videos

• Play by the Rules
• Recess
• STAR Super Heroes
• TR Ranger Lunch Tables
• Respectful Ranger Bathrooms
• Willard STARS
• Hallways
• Library
• Bathroom
• Lunch Area
• Rancho Rules
• Front of School

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And the nominees for Inspirational PBIS YouTube
Video, are

• http//www.youtube.com/watch?vYbdczlZ
• -JeUfeaturerelated
• Gibson Elementary School
• http//www.youtube.com/watch?vBug-zUdk-wofeature
  related
• Strawberry Park Elementary School
• http//www.youtube.com/watch?vht9a0whLe3Efeature
  related
• Eastwood Elementary School
• http//www.youtube.com/watch?vLtvsl7zuDkYfeature
  related
• Chiddix Middle School
• http//www.youtube.com/watch?vuwYm1vtYM40feature
  related
• Lynch Wood Elementary School

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Implementation Day Nuts Bolts Packet Preview

• Tips
• Student Handbook
• Multimedia Presentation
• Rotation Schedules
• Lesson Plan Example
• Game Ideas
• Checklist
• Action Plan

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Action Planning time65 min.

• Youve asked for more Team Time and now, YOUVE
  GOT IT! ?
• Use your Action Plan Forms to plan your next
  steps in regard to Implementation Day.
• Every 20 minutes will be a CheckPoint to
• answer FAQs (Frequently Asked Questions)
• Address Roadblocks
• Problem Solve
• Share

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Share-Out Showcase

• Pick the ONE thing that you think sets your
  Implementation Day plans apart
• Choose one person who can Showcase your
  uniquely fantastic piece of the plan in
  A-Mile-A-Minute
• Share-out the most
• exciting part of your
• plan in one minute or less

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Upcoming PBIS Opportunities

• Listen in as
• Barbara Kelley
• shares some exciting
• opportunities

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Net Promoter

• Based upon todays session, how likely would you
  be to recommend this workshop to others
  interested in PBIS?
• Please circle your response on a scale of 1 to 10
  , 10 being the most likely 7 8 are neutral,
  and 9 10 are promoters
• Please write the reasons for your score, as well
  and then feel free to leave the Surveys on your
  tables.
• Thank-you for a great day!

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Thank You SO much!

• In these difficult budgetary times your
  dedication and commitment is admirable.
• Be inspired by John Woodens wisdom
• You can't live a perfect day without doing
  something for someone who will never be able to
  repay you.