Cohorts 2-8 Coaches’ Meeting October 1 or 2, 2013 [email protected] [email protected] M-RIP Cohorts 2-8 Coaches' Mtg Oct 1 or 2, 2013

Cohorts 2-8Coaches’ Meeting

October 1 or 2, 2013

[email protected]@gmail.com

M-RIP Cohorts 2-8 Coaches' Mtg Oct 1 or 2, 2013

mailto:[email protected]

mailto:[email protected]

Agenda

Using data in problem solving

Classroom and supplemental interventions

Networking


2 Outcomes

Demonstrate ability to use data to create, implement and evaluate team action plan and to document/report progress and achieved student outcomes.

Demonstrate understanding of critical features of Tier 1 and Tier 2 Interventions


Group Agreements• Stay focused and engaged

(e.g., discussions, activities, active listening, present for entire training)

• Support others by reducing distractions (e.g., technology, side conversations)

• Take care of your personal needs(e.g., restroom, breaks, emergency texts/calls)

4taken from SWIS




• Role of Coach with data

• Data sources

• Evaluation questions & drill down

• Problem solving

• Solution building

• Action plan


M-RIP Cohort 8 Coach Mtg Oct 23 2012

(1) Are we implementing school-wide PBIS?

Implementation (all features)

Fidelity

(2) If we are, is it making a difference for students?

Outcomes

PBIS Assessments

Measure implementation fidelity status which is essential for

achieving outcomes


The Data Sources forImplementation

TIC 3.1 Implementation monitoring

SAS Need for improvement, priority for change

SET Broad view of key features of SW-PBIS

BOQ Identifies the strengths and areas of need across 10 features


Tools & RelevanceTool Perspective/Source Method Relevance

TIC 3.1 PBIS Leadership Team Self-report ProgressAction planFidelity

SAS School staff Survey Staff needs/priority

SET Outside Evaluator Observation/Interview/products

Fidelity

BOQ PBIS Team Self-report

ODR Student office referralStaff

Defined Process Measures outcome


Goals and Action PlanningWhere are we?

If you do not have all SW-PBIS features in place, plan how you will get there.

If you have SW-PBIS features in place but don’t meet 80/80, plan how you will get there.

If you achieved 80/80 look for your outcomes.

If the outcomes are not there, go back and check accuracy & fidelity.

If you meet the “gold standard” and achieve the important outcomes, plan how you will communicate this and how you will sustain.


ODRMeasures changes in student behavior

This is the over-arching outcome



Identifying Problems/Issues• What data to monitor

– ODR per day per month– OSS, ISS, Attendance, Teacher report– Team Checklist/ SET (Are we doing what we planned to do?)

• What question to answer– Do we have a problem?

• What questions to ask of Level, Trend, Peaks– How do our data compare with last year?– How do our data compare with national/regional norms?– How do our data compare with our preferred/expected status?

• If a problem is identified, then ask– What are the data we need to make a good decision?

Using data for indepth problem solving and developing team

action plans


Problem solving


Team Meeting Expectations

1. Team foundations (roles, schedule, agenda)

2. Define problems with precision

3. Define the goal before the solution

4. Build functional solutions

5. Transform solutions into action plans

6. Measure fidelity and impact (repeatedly)

7. Adapt solutions over time to fit new data

Steps in Effective Problem solving

• Identify if there is a problem

• Primary to Precision

• Build a Solution

• Create an action Plan

• Implement and Evaluate

Building & Using Precisions Statements

More Precision Is Required to Solve the Identified Problem

1. Define problem by identifying What problem behaviors are involved in ODRs

2. Clarify problem by identifyingWhen ODRs are occurring (time of day)Where ODRs are occurring (location)Who is engaging in problem behaviors that

result in ODRs Why are problem behaviors continuing to

occur

21

Drilling Down from Primary to Precise Problem Statements in SWIS (TIES etc)

…the process

1.Identify Primary Problem Statement or Problem Area

2.Isolate 1-2 problem “factors” to drill down.

3.Generate a Custom Graph that isolates the above 1-2 factor(s) and identifies an additional factor.

4.Modify the Custom Graph in order to “drill-down” to a precise problem statement.

5.Report Options (basic and/or advanced) to gather more information.

6.Generate a Custom Report that shows all the referral information based on the factors identified.

Work from general to specific

Primary


Specific

Primary to Precise

PrimaryLast year we had an increasing trend during first 3 months(5-2.2/day above national median) .5-1.0 per day above national median for remainder of school year.

PreciseInappropriate language, disrespect, physical aggression, harassment, disruption, in class & common areas (hall, cafe, playground, commons) are taking place at 9:45, 12:45-1:30, 11:30-12:15 involving many 6th, and 7th graders. Behaviors appear to be driven by a need to gain peer or adult attention.


Activity:

• Quick Write—45 seconds:

• Summarize the findings from your Drill Down into a precision statement.

• Turn and share with a neighbor.

• Same? Different? Why?

Establishing Goals

Examples of SMART Goals• Precise Problem Statement

– We have high rates of physical aggression, disrespect and inappropriate language on the playground at 10:00, 10:15, 12:15,12:30,1:45 & 2:00. Many students are involved and it appears that students are trying to get access to equipment/games.

• Current Level– The frequency of physical aggression, disrespect &

inappropriate language on playground is 12 ODRs per month• SMART Goal

– Decrease frequency of physical aggression, disrespect & inappropriate language on playground to no more than 6 per month by end of school year


Moving from Precision Statement to SMART Goal Setting

SMART GoalsSpecific MeasureableAttainable Relevant Timely

• Precision problem statement – Inappropriate language, disrespect, physical aggression, harassment,

disruption, in class & common areas (hall, cafe, playground, commons) are taking place at 9:45, 12:45-1:30, 11:30-12:15 involving many 6th, and 7th graders. Behaviors appear to be driven by a need to gain peer or adult attention.

• Current Level– 300 ODRs across 6 months/ 100 school days= 3 per day

• SMART Goal– Fidelity of Implementation: 6th and 7th grade teachers will provide specific

feedback regarding respectful behavior, rating fidelity of implementation (providing specific feedback) at or above 80% at the end of next month for the remaining 3 months of the school year

– Student Outcome Data: 6th and 7th grade ODRs will decrease to no more than one per day by the end of the school year.


Writing Smart Goal• Precision Statement:

• Current Level:

• Smart Goal:


Build Solutions


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 rewards for positive behavior?

• 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:– Implementation fidelity?– Impact on student outcomes?

Solution Development

Solution Component Action Step(s)

Prevention

Teaching

Recognition

Extinction

Corrective Consequence

Data collection

– Target Area(s): physical aggression on the playground during 3rd grade recess times– Goal: reduce referrals for physical aggression on the playground for each of the remaining months

Prevent “Trigger”

Define & Teach

Reward/Reinforce

Withhold Reward

Corrective consequence

Other

Safety

Example for Precise Behavior Problem Statement6th and 7th graders are engaging in inappropriate language, harassment, disrespect and aggression in two classrooms at 9:45 and 12:45 to get peer and adult attention and to escape the work. There are 175 total instances of problem behavior in 6th and 7th grade classrooms, for 2010-11 school year.

Example for Precise Behavior Problem Statement6th and 7th graders are engaging in inappropriate language, harassment, disrespect and aggression in two classrooms at 9:45 and 12:45 to get peer and adult attention and to escape the work. There are 175 total instances of problem behavior in 6th and 7th grade classrooms, for 2010-11 school year.

Re-review 6th and 7th graders classroom expectations/Respecting others, daily

Focus on Respect, Re-teach stop-walk routine

Set up “Daily Double”: Class period without problem behavior occurrence receives extra 2 mins, at end of period to talk.Provide specific feedback for using stop-walk routine

Ensure staff use routine for responding to a report when student comes to talk.

Use School Defined Process


Creating an Action Plan for your solution


Using Precision Problem Statements to Build Solutions, Action & Evaluation Plans

Solutions

Prevention: How can we avoid the problem context? Teaching: How can we define, teach, and monitor what we want? Recognition: How can we build in systematic reward for desired behavior?Extinction: How can we prevent problem behavior from being rewarded?Consequences: What are efficient, consistent consequences for problem behavior?

Action Plan

Who will do each task & when will it be completed?

Evaluation

How will we collect and what data will we use to evaluate: •Implementation fidelity?•Impact on student outcomes?

Evaluation

How will we collect and what data will we use to evaluate: •Implementation fidelity?•Impact on student outcomes?


Solution Components

What are the action steps?

Who is Responsible? By When?How will fidelity be

measured?Notes/Updates

Prevention

Teaching

Recognition

Extinction

Corrective Consequence

What data will we

look at?

Who is responsible for gathering the

data?

When/How often will data be gathered?

Where will data be shared?

Who will see the data?

Data Collection

Precise Problem Statement: ___________________________________________________________________________________________________________Goal: _____________________________________________________________

CASE STUDY

Practicing using your own data


When finished

Let’s add a reflection on our experience

Content Checkpoint

• Quick Write—45 seconds:

• How will this approach to data-based decision making help your team/school?

• Share with a neighbor.• Same? Different?

Surprises?

In summary• Understanding the data sources and how they

help us ask the right questions• Team fluency in accessing data• Interpreting data effectively• Integrating data sources to answer questions• On-going use of data to establish a goal and

build a solution, creating an action plan and evaluation of action plan


Classroom and Supplemental Interventions for Tier II


Is Your School Ready for Tier II?

• Have you received an overall score of 80% on your TIC?

• Have you received an overall score of 80% on your SET? (80/80)

• Is your SW-PBIS Leadership using data effectively and efficiently?


Are Classrooms Ready for Tier II?

• Are 80% of your classroom teachers teaching and practicing the expectations?

• Are 80% of your classroom teachers acknowledging correct behavior?

• Are 80% of your staff using the consequence system correctly?


Are Individual Classrooms Ready?


• A Tier II Intervention will only work in a classroom if prevention (teaching, practicing and using expectations) systems are used.

• A Tier II Intervention will only work in a classroom where students feel supported by the classroom teacher.

• A Tier II Intervention may work in one classroom and not in another.

What is a Tier II Intervention

• Interventions that build on the school-wide behavior support plan

• The interventions require minimal amounts of time and resources, and are designed for groups of students.

• The students who receive Tier 2 interventions are those who are not successful with Tier 1 supports –students who continue to have behavioral challenges in spite of ongoing teaching and rewarding strategies.


Why Do Tier II Interventions Work

• Improved structure• Prompts throughout the day for correct behavior• System for linking student with at least one adult• Student chooses to participate

• Increased feedback• Feedback occurs more often• Feedback is tied to student behavior• Inappropriate behavior is less likely to be ignored or

rewarded

Kincaid – University of Southern Florida


First Step:Tier 1 is Implemented with Fidelity

• 80/80 on SET and greater that 80% on TIC

• Staff is consistent in teaching, rewarding, and using consequences – Classroom-level and school-wide level– Classroom systems and management

• Ongoing teaching of the school-wide expectations and rules– Not just once a year– Process for orienting new students is in place


Linked directly to school-wide expectations and/or academic goals

Continuously available for student participation

Implemented within 3 school days of determination that the student should receive the intervention

Can be modified based on assessment and/or outcome data

Includes structured prompts for ‘what to do’ in relevant situations

Results in student receiving positive feedback from staff

Includes a school-home communication exchange system at least weekly

Orientation materials provide information for a student to get started on the intervention

Orientation materials provide information for staff/ subs./ volunteers who have students using the intervention

Opportunities to practice new skills are provided daily

Individual Student Systems Evaluation Tool version 2.0 Anderson, Lewis-Palmer, Todd, Horner, Sugai, & Sampson

10 Critical Features for Tier 2 Interventions10 Critical Features for Tier 2 Interventions


Interventions for Classroom Tier II

Tough Kid Tool Box (Sopris West)

CHAMPS (Sprick, Safe and Civil Schools)

Good Behavior Game (InterventionCentral.org)

Classroom Social Skills


Supplemental GroupsProcesses and procedures designed to address behavioral issues of

groups of students with similar behavior problems or behaviors that seem to occur for the same reasons

Additional support outside of the classroom

Communication is Key

Coordinate with classroom teacher(s)Post in setting(s)

Use common language

Newcomer


Supplemental Interventions for Tier II

• CICO• Self-Monitoring Program• Behavioral Contracting• Mentoring• Social Skills


Critical Feature Practice

Describe a Tier II Intervention that your school is currently using to a partner.

What critical features are missing?

How could those critical features be included in the intervention?


Coaching ResourcesReview

• Team Training• Coach Training – C9, C2-8, Structured Networking• MRIP Regional Coaching (phone, email, onsite)• Each other-networking• Coaches’ calendar and mats (new & sustaining)• Snapshots (examples Cohort 9)• FaceBook, PBIS MN, Twitter #pbis_mn• PBIS Summer Institute (June 19-20, 2014 = MDE)• State and national websites

– www.pbismn.org -www.pbis.org

• pbisworld.com M-RIP Cohorts 2-8 Coaches' Mtg Oct 1

or 2, 2013

http://www.pbismn.org/

http://www.pbis.org/

NetworkingDiscuss how you are currently using yourdata for problem solving and actionplanning. Are you working smart? Are you digging deep?

What classroom and supplementalinterventions are in place at your school forTier II? Are they effective? How do youknow? Are they efficient? How could youimprove your interventions?


Documents

Cohorts 2-8 Coaches’ Meeting October 1 or 2, 2013 [email protected] [email protected] M-RIP Cohorts 2-8 Coaches' Mtg Oct 1 or 2, 2013