Raffle Time Again, we will be drawing from the box at the front of the room for those who have received the reinforcer tickets. Make sure that you put.

Raffle Time Again, we will be drawing from the box at the front of the room for those who have received the reinforcer tickets. Make sure that you put those in the box so you can be eligible to win. We have pulled a variety of books and material related to SW-PBIS that you can potentially win throughout the two days. We have provided you a list of those books if you are interested in getting them yourselves. That can be found in your individual notebook

Rotate roles within your team.
Activity Rotate roles within your team. As a team, spend one minute brainstorming problem behaviors that occur in your schools. Document these behaviors on an index card.

Features of Primary Preventions
Identify & Define School-Wide Rules & Behavioral Expectations Teach Behavioral Expectations Associated with School-Wide Rules Develop a School-wide System for Encouraging/ Reinforcing “Rule Following” Develop an array of procedures for addressing violations to school-wide behavioral expectations

Notice On Your Agenda… 6. Developing Rule Violation System (30 minutes – typically) A. Task review B. Next steps: = =Requirement Tasks to Complete Who will Complete By When Date of Completion 1. School-wide discipline is one of the top three goals for the school. 2. Administrative support is available. 3. A behavior support team exists, and they review referral data at least once a month. 4. The school uses an office discipline referral form. 5. The school has a coherent office discipline referral procedure that includes: definitions for behaviors resulting in office-managed vs. staff-managed referrals a predictable system for managing disruptive behavior Getting SWIS ready as part of the rule violation system is #6 on your SW-PBIS Primary Team Generic Year 1 agenda. This is the SWIS readiness checklist. Three major pieces of getting SWIS ready are…

Develop an array of procedures for addressing violations to school-wide behavioral expectations
Clearly define behavior problems such that definitions are mutually exclusive and understood by all staff. One piece of SW-PBIS that is not typical of schools is that it allows for problem behavior definitions, examples and non-examples so that all staff are on the same page about which behaviors are which and it is not left up to the teacher to figure it out. Furthermore, whether a student is sent to the office or not, is not based on how effective a teacher’s classroom management is, rather, it is based on the behavior itself. The data are only useful if the data are accurate!

Roane County K-5 Office Referral Definitions Classroom Managed
BEHAVIOR DEFINITION Inappropriate Language Verbal messages that include name calling, or use of words to intimidate or humiliate, or inappropriate slang words Physical Contact Student engages in non-serious, but inappropriate physical contact such as mild pushes, elbowing, horseplay, and may include kissing or hugging Defiance Student engages in brief or low intensity failure to respond to adult request Disruption Student engages in low-intensity, but inappropriate disruption such as pencil tapping, moving chair, talking out of turn, etc. Property Misuse Student engages in low-intensity misuse of property Tease/Taunt Disrespectful messages (verbal or gestural) to another person that includes threats and/or intimidation Lying/Cheating Responses that are deliberately untrue or misleading. Taking credit for work that is not the student’s own, including plagiarism Homework/Classwork Chronic failure to complete homework/classwork

Rotate your team roles one to the left.
Notice On Your Agenda… Rotate your team roles one to the left. Generate definitions for office referrals for (a) disruption and (b) disrespect such that they are mutually exclusive definitions. Include examples and non-examples of each of these beahviors. These are two behaviors which are very similar, but they are different. Create definitions of these two behaviors so that we can see how they are different. It is very important that teachers are consistent about which behaviors are which because the office discipline referral data are only good, it the data are accurate. Groups Share

Activity 1.Generate the definitions for office referrals for (a) disruption and (b) disrespect. 2.Clearly describe the difference between disruption that is managed by any staff (minor offense) and disrespect for which the student is sent to the office (major offense). Provide examples and non-examples of each. Activity: Again, this emphasizes the need to be clear and specific.

Clearly define behavior problems such that definitions are mutually exclusive and understood by all staff. Determine which violations are managed by office (major) and which are managed by staff (minor). Ensure a system exists for monitoring the violations and is known by all faculty and staff. This is another important piece of the system for rule violations. Behaviors that are considered “minors” are handled in the classroom by the teacher or addressed by staff people, not the office. On the other hand, majors warrant an office discipline referral and it goes with the student to the office. Some school choose to only “documents in SWIS” major problem behaviors; some schools choose to document both. Others clarify and state that x number of minors equal a major and then the student is sent to the office with the office discipline referral form and it is entered as a major in SWIS. Also, the office discipline referral used to be a punisher in and of itself. When students violate rules, there are consequences associated with that, however, the ODR is more about gathering information about what is going on in the building so the primary team can use the data to make decisions. Teachers need to know this, as many of them shy away from sending students to the office for fear that the administrator will think he/she does not know how to manage behavior. Not the case, with this system, it is not reliant on how well the teacher manages his/her class, rather it is based on the problem behaviors students engage in that matters and determines whether it is handled by a teacher or staff member, or of it is managed by the office.

Roane County K-5 Office Referral Definitions Classroom Managed
BEHAVIOR DEFINITION Inappropriate Language Verbal messages that include name calling, or use of words to intimidate or humiliate, or inappropriate slang words Physical Contact Student engages in non-serious, but inappropriate physical contact such as mild pushes, elbowing, horseplay, and may include kissing or hugging Defiance Student engages in brief or low intensity failure to respond to adult request Disruption Student engages in low-intensity, but inappropriate disruption such as pencil tapping, moving chair, talking out of turn, etc. Property Misuse Student engages in low-intensity misuse of property Tease/Taunt Disrespectful messages (verbal or gestural) to another person that includes threats and/or intimidation Lying/Cheating Responses that are deliberately untrue or misleading. Taking credit for work that is not the student’s own, including plagiarism Homework/Classwork Chronic failure to complete homework/classwork

Overt Defiance/Disrespect Disruption (repeated)
Roane County K-5 Office Referral Definitions Administrator Managed Fighting Actions involving serious physical contact where injury may occur (hitting, punching, kicking, hair pulling, scratching) Abusive language Verbal messages that include swearing, name calling, or use of words to intimidate or humiliate Overt Defiance/Disrespect Refusal to follow directions of staff member; talking back, socially rude interactions; use of profanity to an adult Harassment/Bullying Disrespectful messages (verbal or gestural) to another person that includes threats, intimidations, obscene gestures, pictures, or text. Negative comments based on race, religion, gender, age, and/or ethnicity, disabilities or other personal matters Disruption (repeated) Behavior causing an interruption in a class or activity. Disruption includes sustained loud talk, yelling, screaming, noise with materials, horseplay or roughhousing, sustained out-of-seat behavior Theft Student is in possession of, having passed on, or being responsible for removing someone else’s property or has signed a person’s name without that person’s permission. Property Damage Student participates in an activity that results in substantial destruction or disfigurement of property Weapons Student is in possession of any weapon (gun, knife, knuckles, etc.) whether real or look-alike, or any other object readily capable of causing bodily harm

Clearly define behavior problems such that definitions are mutually exclusive and understood by all staff. Determine which violations are managed by office (major) and which are managed by staff (minor). Ensure a system exists for monitoring the violations and is known by all faculty and staff. Clearly define procedures in narrative and/or flow chart format for implementing the array of responses to rule violating behavior, including documentation procedures. Schools communicate the system for rule violations via a flow chart. This helps teacher and staff understand what happens when a student violates a rule- not how the teacher wants to handle it. This creates consistency which is not necessarily typical. This system will also warrant staff feedback. Incorporate the feedback from staff and share with them again. Also, communication of this process is key; as such, schools have placed the flow chart in many places throughout the school where teachers can see them (e.g. teachers lounge near the phone so teachers see it when they make phone calls; bathroom stall for teachers, one in each classroom so that the teachers can refer to it when a student breaks a rule.

Decision Flowchart

Locate your team’s “Rule Violation Flowchart” Post-It.
Activity Locate your team’s “Rule Violation Flowchart” Post-It. Activity: This is the system for rule violations. You have many examples in you individual notebook; all of our schools implementing SW-PBIS have provided their flow charts to us and they are on the TN SW-PBIS website and can be downloaded. Never start with a blank slate! Set expectations high because students will rise to the occasion. If you don’t teach them, who will? Teachable moments should be the first consequence after an action. Be sure to correlate that the skills that students have are survival skills or useful in their communities. Students need to be taught that the expectations are different for different environments (home, church, work, etc = halls, gym, theater etc).

Rule Violation Flowchart form
Observe Problem Behavior Is Behavior Major? NO YES

Activity Get out your “Rule Violation Flowchart” from your team notebook. Using the provided format, create a flow chart to guide staff on what happens when a rule violation occurs. What prior knowledge will your staff need in order to use the flow chart correctly? Activity: This is the system for rule violations. You have many examples in you individual notebook; all of our schools implementing SW-PBIS have provided their flow charts to us and they are on the TN SW-PBIS website and can be downloaded. Never start with a blank slate! Set expectations high because students will rise to the occasion. If you don’t teach them, who will? Teachable moments should be the first consequence after an action. Be sure to correlate that the skills that students have are survival skills or useful in their communities. Students need to be taught that the expectations are different for different environments (home, church, work, etc = halls, gym, theater etc).

Clearly define behavior problems such that definitions are mutually exclusive and understood by all staff. Determine which violations are managed by office (major) and which are managed by staff (minor). Ensure a system exists for monitoring the violations and is known by all faculty and staff. Clearly define procedures in narrative and/or flow chart format for implementing the array of responses to rule violating behavior, including documentation procedures. The range of consequences is part of the flow chart as well. In many cases with minors, teachers simply employ their classroom discipline system. Having a consequences which are known by all helps provide environments which are predictable and make students feel more safe. Identify an array of appropriate responses to minor and major rule violations.

Response to Staff-Managed (Minor) Rule Violations
Be calm and use a “matter of fact” tone of voice when giving your consequence. Simply state the rule and consequence. Pre-correct for chronic problem behavior. Be aware of the “Power of Proximity” Keep your sense of perspective and sense of humor. When a student breaks a rule- and they will- speaking in a calm tone of voice is helpful. Students need to know what the rule was that he/she broke. When we as teachers yell at students, we are modeling inappropriate behaviors for the students. One strategy to offset and avoid problem behaviors is to use pre-corrects or reminders about expectations for students when they are likely to violate the rules. Another example at the high school level with cell phones- teachers during 1st block tell kids, , take your cell phone out, turn it off/on silent, put it away.” This helps to avoid phone ringing during class/rule violation. Also, simply by being close to certain students can help them to engage in appropriate behavior.

Attend/reward others for rule following. Always deliver a consequence immediately and contingent upon a rule infraction. Treat as an error in learning. Correct the error: Step 1: Acknowledge Rule Violation Step 2: Connect Rule Violation to Behavioral Expectations Step 3: Model Expected Behavior Step 4: Have Student Practice Expected Behavior Step 5: Catch the student doing the expected as soon as he/she demonstrates behavior independently and reinforce the student When a student breaks a rule, it can be helpful to reinforce others for following the rule: “I like how Claire is raising her hand to speak That is respectful. This can be used across all settings and all students and staff. It is easy and a lot of teachers do it naturally anyway. Students need to pair the consequence- either positive or negative with a behavior. The consequence must be as immediate as possible for that to occur. Like we stated in the beginning, if students do not know the rules, we have to teach the rules. When we implement consequences with students, we need to consider the best way to help them correct the error they made.

Don’t embarrass the student in front of his/her peers. Refuse to engage in disciplinary conversation across the room. Remember PEP. Do not accept excuses, bargaining, or whining. Avoid the hooks to power struggles. Develop individualized plan for repeated incidents. When a student breaks a rule- and they will- speaking in a calm tone of voice is helpful. Students need to know what the rule was that he/she broke. When we as teachers yell at students, we are modeling inappropriate behaviors for the students. One strategy to offset and avoid problem behaviors is to use pre-corrects or reminders about expectations for students when they are likely to violate the rules. Another example at the high school level with cell phones- teachers during 1st block tell kids, , take your cell phone out, turn it off/on silent, put it away.” This helps to avoid phone ringing during class/rule violation. Also, simply by being close to certain students can help them to engage in appropriate behavior.

I will always be fair, AND I won’t always treat everyone the same.
Decreased time in instruction= decreased academic learning time= decreased achievement We want to keep students in school and in the instructional environments. Communication with the rule violation system is critical. Make sure teachers understand it. Have routine checks in the faculty meetings about it, open up for discussion if teachers have questions about it. Many schools take a half day to a full day reviewing and teaching the rule violation system to faculty and staff- the ODR form, behavioral definitions with examples and non-examples and the flow chart. Have teachers exhibit problem behaviors and give each faculty member the blank ODR form, so that all can complete. Use for discussion. I will always be fair and I will not always treat everyone the same! Being fair means that each student gets what he/she needs. Share the aspirin day example in the ER- Today is aspirin day in the emergency room. Marcia goes to the emergency room with a broken arm and gets an aspirin, Frank goes to the emergency room after a car accident with a gash in his forehead that is bleeding profusely and gets an aspirin, and Sally goes to the emergency room with a headache and gets an aspirin. Were they all treated the same/equally? Yes. Were they all treated fairly? NO! The only person who got their needs met, was Sally also how we operate the judicial system- same outcome (murder) but different punishments based on reason (1st degree murder vs. self defense.)

Rotate your roles one to the left.
Activity Rotate your roles one to the left. Get out your “Plan for Addressing Violations to School-Wide Rules” form located in your team packets. Activity: Add to tasks list what you need to do to get your flowchart completed. Refer to team notebook: pull out rule violation flow chart pink and salmon sheet. Once a behavior becomes a major, what is the procedures? Does the student get walked to the office, is there a note that goes home? Etc.

Plan for Addressing Violations to School-Wide Rules
Do all faculty and staff agree on the definitions of the violations? If no, what behaviors are not defined the same by all staff. Actions Required (Who, Does What, By When, How Know It Has Been Done?): Which violations are managed by the office/school administrator and which are managed by the classroom teacher/supervising staff member? Do all faculty and staff agree ((s evidenced by their practices)? Office/Administration: Classroom Teachers/School Staff (including educational assistants, cafeteria workers, bus drivers, …) What is the array of procedures available to all staff for addressing minor and major rule violations? Do all faculty and staff know of the array? If you have a “level” system, what are alternative procedures for keeping the students in school, when this system fails? How and when are these procedures invoked? By whom? This is in your team notebook. Please complete!

Rotate your roles one to the left.
Activity Rotate your roles one to the left. Get out your “Plan for Addressing Violations to School-Wide Rules” form located in your team packets. Tweak your school’s current procedures for addressing violations to school-wide behavioral expectations using this form. Activity: Add to tasks list what you need to do to get your flowchart completed. Refer to team notebook: pull out rule violation flow chart pink and salmon sheet. Once a behavior becomes a major, what is the procedures? Does the student get walked to the office, is there a note that goes home? Etc.

Get out your team task list & team meeting agenda
Also, please take out your team task list and think about specific tasks your team needs to do to develop a system for rule violations. Be sure to record the agenda item number on the task list for easy reference. NOTE ON YOUR TASK LIST: Who?, By when?, Evaluate progress?, Train faculty/staff?

SW-PBIS and the American Diploma Project
As of January 2007, Tennessee became 1 of 30 states participating in the American Diploma Project (ADP) Network dedicated to aligning high school curriculum, raising academic standards, improving assessments, and strengthening accountability policies with the demands of college and work to prepare young people for post-secondary education, work, and citizenship. “... job skills yielding the highest priority in surveys also tended to be the skills frequently cited in roundtables as missing among high school graduates.”…“Business leaders universally agreed on the importance of key professional or ‘soft’ skills…”. The highest-rated professional skill was “take responsibility, act ethically, and be honest” … was closely followed by “take initiative and be able to work independently” and “organize and prioritize tasks, schedule time, and anticipate obstacles”. “ … another top-rated soft skill, [was] ‘”meet professional expectations regarding speech, appearance, punctuality and manners”. (Tennessee Diploma Project, October 2007) To gather objective data, the Tennessee Diploma Project/Governor Bredesen asked business leaders to complete surveys rating the importance of key job skills for high school graduates. Specifically, the surveys sought to measure the importance, on a scale of 1 to 10, of certain English, mathematics, and professional or so-called “soft” skills. Surveys were administered, in paper form and online, between June 19 and August 30, 2007. Seventy-four business leaders responded to a 30-question “core” survey distributed in conjunction with executive roundtable meetings across Tennessee. Additionally, another 272 respondents completed the core survey as well as questions in an “expanded” version administered on the Web with support from the Tennessee Chamber of Commerce & Industry and participating chapters of the Tennessee Society for Human Resource Management (SHRM). Combined, a total of 346 executives, senior-level managers and human resources professionals representing more than 300 businesses and organizations across the state shared their views. Bredesen also conducted round-table discussions with business leaders to discuss topics related to the purpose of TDP (preparing students for post-secondary education, work, and citizenship.

TN Character Education Legislation and Guidance
T.C.A (a). Character Education - (a) The course of instruction in all public schools shall include character education to help each student develop positive values and improve student conduct as students learn to act in harmony with their positive values and learn to become good citizens in their school, community, and society. Definition (Developed by TN Character Education Partnership) Through a collaborative effort between home, school and the community, character education guides students in developing positive ideals and good habits that will improve behavior, school climate, and ultimately academic performance. Students are provided opportunity and example for becoming conscientious and productive citizens in their school, community and nation. By integrating character traits like caring, respect, responsibility, trustworthiness, citizenship and fairness into all areas of the school experience, students will gain better self-awareness and the desire to become more socially responsible. Effective character education creates a circle of trust and respect among students, school staff, parents and the community. All should make every effort to encourage individual good as well as common good. Quality Standards: (Recommended by the TNCEP and adopted by the State Board of Education)

Getting Started: Establish and Confirm Commitment for SW-PBIS
Administrative support is crucial Behavior support is one of the top 3 goals for your school Faculty support for SW-PBIS should be 80% or higher Acknowledge a 3-5 year commitment of effort 1st Bullet- Without admin, this will fail. If they don’t support, we can’t make it happen. Having administrative support is required for starting SW-PBIS. 2nd bullet-. Goals are pretty much defined for you in TN, if they are not in your action plan for increasing academic achievement they don’t have priority. If it is, it has to be in place. 3rd bullet: If buy in (support) for SW-PBIS is not at 80%, the group not supporting implementation can sabotage your efforts. You may need commitment building activities if you don’t have buy in. 4th bullet-: Many of you are excited and wanted this done yesterday, but because it is team based and school wide, it will take time. If you don’t invest on the front end, then you will have to address it later and may to spend more time re working things. Full implementation of takes 3-5 years. Anything that is worth doing, is worth doing well.

Administrative support is crucial 1st Bullet- Without admin, this will fail. If they don’t support, we can’t make it happen. Having administrative support is required for starting SW-PBIS. 2nd bullet-. Goals are pretty much defined for you in TN, if they are not in your action plan for increasing academic achievement they don’t have priority. If it is, it has to be in place. 3rd bullet: If buy in (support) for SW-PBIS is not at 80%, the group not supporting implementation can sabotage your efforts. You may need commitment building activities if you don’t have buy in. 4th bullet-: Many of you are excited and wanted this done yesterday, but because it is team based and school wide, it will take time. If you don’t invest on the front end, then you will have to address it later and may to spend more time re working things. Full implementation of takes 3-5 years. Anything that is worth doing, is worth doing well.

Administrators' Role Maintain the standards and systems put into place to support SW-PBIS efforts. Support the team members in their efforts with appropriate time and resources to implement SW-PBIS. Take a leadership role in problem solving around SW-PBIS. Be present at meetings. Provide recognition to the faculty and all teams for their support and time. Serve as the point person for school-related groups. Monitor implementation activities and provide feedback. These are some actions or behaviors that are indicative of administrative support of the process. Many times an administrator says he/she is in support of the process, however, his/her actions say something else. We spend time addressing this because in buildings where this is not in place, no matter how strong the team, the process will be stunted.

Administrators' Role cont'd.
Review data and provide feedback regularly to assist in decision making and to identify staff who need support. Hold faculty and staff accountable to classroom management strategies targeted by primary preventions/leadership team. Facilitate teachers attending workshops to refine SW-PBIS efforts. Do/Will you have it? Admin attends/attended SW-PBIS trainings Admin attends meetings 90% of the time Admin provides funding for SW-PBIS activities Admin puts time on staff agenda for SW-PBIS updates Admin actively promotes SW-PBIS as priority, integrates with other initiatives improvement activities These are some actions or behaviors that are indicative of administrative support of the process. Many times an administrator says he/she is in support of the process, however, his/her actions say something else. We spend time addressing this because in buildings where this is not in place, no matter how strong the team, the process will be stunted.

Behavior support (school climate, discipline, etc.) is one of the top 3 school improvement goals for your school What are your top three school improvement goals? If not SW-PBIS, how will you make SW-PBIS a top priority? 1st Bullet- Without admin, this will fail. If they don’t support, we can’t make it happen. Having administrative support is required for starting SW-PBIS. 2nd bullet-. Goals are pretty much defined for you in TN, if they are not in your action plan for increasing academic achievement they don’t have priority. If it is, it has to be in place. 3rd bullet: If buy in (support) for SW-PBIS is not at 80%, the group not supporting implementation can sabotage your efforts. You may need commitment building activities if you don’t have buy in. 4th bullet-: Many of you are excited and wanted this done yesterday, but because it is team based and school wide, it will take time. If you don’t invest on the front end, then you will have to address it later and may to spend more time re working things. Full implementation of takes 3-5 years. Anything that is worth doing, is worth doing well.

Behavior support (school climate, discipline, etc.) is one of the top 3 school improvement goals for your school. What are your top three school improvement goals? If not SW-PBIS, how will you make SW-PBIS a top priority? Faculty support for SW-PBIS should be 80% or higher What method will you use to assess faculty & staff support for SW-PBIS? How will you get the support to 80% or higher? 1st Bullet- Without admin, this will fail. If they don’t support, we can’t make it happen. Having administrative support is required for starting SW-PBIS. 2nd bullet-. Goals are pretty much defined for you in TN, if they are not in your action plan for increasing academic achievement they don’t have priority. If it is, it has to be in place. 3rd bullet: If buy in (support) for SW-PBIS is not at 80%, the group not supporting implementation can sabotage your efforts. You may need commitment building activities if you don’t have buy in. 4th bullet-: Many of you are excited and wanted this done yesterday, but because it is team based and school wide, it will take time. If you don’t invest on the front end, then you will have to address it later and may to spend more time re working things. Full implementation of takes 3-5 years. Anything that is worth doing, is worth doing well.

Behavior support (school climate, discipline, …) is one of the top 3 school improvement goals for your school What are your top three school improvement goals? If not SW-PBIS, how will you make SW-PBIS a top goal? Faculty support for SW-PBIS should be 80% or higher The third piece of establish and confirm commitment is to determine if you have 80% buy in or ownership of the process. If buy in (support) for SW-PBIS is not at 80%, the group not supporting implementation can sabotage your efforts. You may need commitment building activities if you don’t have buy in. This is rooted in the systems change research. If you all as a team are going to invest the time into implementing this, you don’t want to have it squelched. Better to get buy in. Also, people do not necessarily resist change; they resist being changed. That is why it is important to get buy in and also obtain feedback throughout this process. What method will you use to assess faculty & staff support for SW-PBIS? How will you get the support to 80% or higher?

Notice On Your Agenda… Faculty and Staff Support is 80% (10 minutes)
3. Overview of SW-PBIS (10 minutes) A. Task review B. Someone demonstrate how to explain SW-PBIS to an uninformed person OR Quiz. C. Tasks negotiated today Faculty and Staff Support is 80% (10 minutes) 5. Team Composition (10 minutes) A. Do we have all of appropriate people at the table Remember the SW-PBIS generic agenda we used throughout yesterday. This also guides you through these foundational pieces and prompts you to take stock in whether or not you have buy in for SW-PBIS. You may want to use the word ownership with your school and team members rather than buy in depending on the culture of your building.) How to get buy in? Ask participants for examples. Responses may include: overviews with faculty (provide them with basic info), first inservice could be used to help identify the major/minor offenses which will allow teachers to have feedback, survey for perceived need (EBS). Adults have to have agreement, which can be the hardest part and can take the longest. When these pieces are done, it will come together. Part of the buy in or ownership of the process is determining to what extent you have the support of the administrator(s).

Establishing a SW-PBIS Primary Preventions Team
Request from School? Yes Overview to administrator/ key staff Yes Conduct Self- Assessment Interested? Yes Yes Pursue buy-in activities: Visit other schools Invite admin or team from other school 3. Focus group discussions with naysayers distributed 4. Go to tnSW-PBIS website and assign to contact for info/satisfaction 5. Show videotapes 6. Visit 7. Jigsaw research and discuss Assign Colvin’s “7 Steps to SW-PBIS” Review current discipline data. Show recouped possibilities 10. Principal attend principals from 11. Team attend Annual TN SW-PBIS conference or Annual APBS conf. 12. Pilot with problem area, e.g., cafeteria, freshman class, …. Yes Conduct Self- Assessment (again) or Otherwise determine 80% buy-in. Buy in? No 80% Buy-In? Yes Yes Share Self Assessment data and (more detailed) overview with full faculty & staff. Yes School has representative team? No Yes Does the team include: Principal (or assistant principal with direct pipeline to principal, if high school) General education teachers sampling across grade levels 3. Special educator 7. Student(s) 4. School counselor 8. Community member 5. Non-certified staff 9. Central office representative 6. Parent(s) (if no district level commitment) Yes Negotiate Agreement of Collaboration or facsimile, including agreement to attend workshops Yes Help sign up for workshops. Attend with teams

Faculty & staff sign commitment cards.
Do team building activity to give staff information about SW-PBIS. Model the behaviors you want the faculty to implement during faculty meetings. Have small groups discuss concerns. Summarize office referrals. Provide staff with copies of Motivating Students …. and Power Struggles …. Conduct survey with staff. Visit other schools implementing SW-PBIS. Put “gung hoers” with “nay sayers”. Conduct Self-Assessment. Show SW-PBIS DVD Some of the buy in activities are as follows: We have given you a commitment card which lists the varying degrees of commitment to the process. We can also give you access to the SW-PBIS video. Many times, teachers fear something new. This is not necessarily that different from what is being done in many schools right now, in fact, SW-PBIS fits nicely into the structure of schools. Schools are designed to “teach” students and SW-PBIS is rooted in teaching behaviors you want to see rather than focusing on punishing for rule violations. The video is succinct and can give teachers information so they get the awareness piece. Summarize ODRs- show the need for the process. The cost benefit analysis is always helpful in showing the time that can be regained from decrease in ODRs. . Have teachers conduct the Self-assessment. This will show the extent to which teachers perceive SW to be in place and extent to which it is a priority.

Self-Assessment Data Collection Protocol
Conducted prior to implementation of SW-PBIS and annually in April thereafter Completed by all staff Use results to design annual action plan Overview The Self-Assessment is an online survey that helps determine what staff perceive to be already in place and what they believe to be a priority. Year 1: The Self-Assessment is used to determine buy-in of faculty and staff in each of these four systems – school wide, classroom, non-classroom, and individual. Year 2: The Self-Assessment examines the status and need for improvement of SW-PBIS implementation. The priorities found in your Self-Assessment drive tasks to help teams reach the goals deemed high priority by the entire faculty and staff. Self-Assessment results are used to: assess features that are in place determine annual goals for school-wide effective behavior support evaluate on-going efforts toward school-wide behavior support design and revise procedures as needed compare efforts toward school-wide effective behavior support from year to year

Example School Classroom School-wide Individual Non-Classroom

Activity Rotate the roles within your team. What do you need to do to establish and confirm commitment to SW-PBIS at your school? Discuss these questions: List your school’s top three (3) school improvement goals. 1. 2. 3. Is SW-PBIS/school climate/school discipline addressed in your top three SIP goals? How? If not, how are you going to get it there? How will you assess your faculty support for PBS? How will you get support to be 80% or better if needed?

Establish & Maintain a SW-PBIS Leadership Team
Getting Started: Establish & Maintain a SW-PBIS Leadership Team The next foundation related step in the process of SW-PBIS is to establish a SW-PBIS leadership team Please get out the Working Smarter form from your team notebook.

Functions/Responsibilities of SW-PBIS Leadership Team Members
Coordinate and facilitate team meetings Coordinate assessments and evaluations Coordinate timeline of actions to be completed Identify and schedule staff development as/when needed Coordinate data entry and routine review of data Coordinate/orchestrate sharing SW-PBIS data with faculty and staff Coordinate school-wide reward system Obtain expertise in targeted areas Share data/Act as liaison to district and outside consultants Coordinate Marketing and Visibility plan development, implementation, & evaluation Like we said, the SW-PBIS leadership team/Primary Preventions team will be doing the leg work in this process. Many times, teams are only as good as one or two team members. One of the things we recommend is that team members take on specific responsibilities as they relate to the functions of the team. If various team members take these on, the process is less likely to be reliant on one or two people, and the team becomes self-sufficient. Some of these responsibilities are…

Team-led Process Family Specialized Support Administrator Community
Non-Teaching Family Representation Behavioral Capacity Team Specialized Support Priority & Status Administrator Community Administrator Data-based Decision Making Student Teaching Start with Team that “Works.” SAY: One of the most important steps is to establish or identify an existing group of individuals who can lead the establishment of a school-wide PBS approach. This team must be made of school staff who are respected, have effective communication skills and means, and can influence school policy, organization, and operations. An important factor in effective leadership teaming is ensuring that members of the team agree on how they will conduct business (e.g., agenda, problem solving, voting, etc.). The Conducting Leadership Team Meetings Checklist (see Appendix.1) can be used to assess for and establish agreements about how team meetings will be conducted. Communications

Do you have? Can you merge?
Health? Safety? Discipline? Climate? Can/How can you reshape or reorganize any one or more committees into the SW-PBIS Leadership Team?

Initiative, Project, Committee
Purpose Outcome Target Group Staff Involved SIP/SID/ etc Attendance Committee Character Education Safety Committee School Spirit Committee Discipline Committee DARE Committee SW-PBIS Work Group Are outcomes measurable? Working Smarter

Are outcomes measurable?
Initiative, Committee Purpose Outcome Target Group Staff Involved SIP/SID Attendance Committee Increase attendance Increase % of students attending daily All students Eric, Ellen, Marlee Goal #2 Character Education Improve character Marlee, J.S., Ellen Goal #3 Safety Committee Improve safety Predictable response to threat/crisis Dangerous students Has not met School Spirit Committee Enhance school spirit Improve morale Discipline Committee Improve behavior Decrease office referrals Bullies, antisocial students, repeat offenders Ellen, Eric, Marlee, Otis DARE Committee Prevent drug use High/at-risk drug users Don SW-PBIS Work Group Implement 3-tier model Decrease office referrals, increase attendance, enhance academic engagement, improve grades Eric, Ellen, Marlee, Otis, Emma Are outcomes measurable?

Working Smarter With your school team, spend 4 minutes to complete: (a) Teams, Committees & Projects Analysis Chart” and (b) “Working Smarter Planning Sheet”. SHARE 2. Next spend 3 minutes and discuss: How many committees do you have? Which committees’ purposes may overlap with the SW-PBIS Leadership team? Can/How can you re-shape or re-organize any one or more committees into the PBIS Leadership team? Refer to team notebook: orange paper.

SW-PBIS Leadership Team
Members are representative of school faculty and staff, including administrator, parent(s), faculty, and students In thinking about your SW-PBIS leadership team otherwise known as the primary preventions team, who are represented? Is your team representative of your school faculty and staff. The team needs to be composed of a variety of certified teachers, non-certified staff, administrator(s), student(s), parent and community member. Some teams are quite large because each grade level is represented. This is fine, however, the reasoning behind having the team be representative of the faculty and staff is you want the 3rd grade teacher to feel like he/she has a voice; or the educational assistant has a voice. The 3rd grade teacher may feel that he/she has a voice if there is a 2nd grade teacher on the team or a 4th grade teacher is on the team. This is something to consider. Your goal is, as this team is going to be doing much of the leg work and making decisions, that all staff and faculty “feel like” they have a voice and that their needs and perspective are shared and considered by the SW-PBIS leadership team.

Consider diversity on team -
Notice On Your Agenda… Faculty and Staff Support is 80% (10 minutes) 5. Team Composition (10 minutes) A. Do we have all of appropriate people at the table B. Team has established a clear mission/purpose that does not overlap with other team’s mission/purpose C. Team has shared mission/purpose with all faculty and staff 6. Getting SWIS Ready (30 minutes – typically) A. Task review B. Next steps: Principal who can make discipline decisions Parents General Education Teacher(s) School Counselor Special Education Teacher(s) Non-classroom monitors/ Support Staff (Cafeteria, …) Special Area/Related Arts Teacher(s) Community Members Educational Assistant(s) Central Office/BoE Member Student(s) On your SW-PBIS Generic agenda you will notice that we prompt you to ponder your team composition. Obviously you have a team, those of you who are here at the workshop, however, you want to have a representative team. This may not be in place right now, even though you have a team. Consider diversity on team - should mimic school

1. Stand up if you are the… Principal who can make decisions Parent(s) General Education Teacher(s) School Counselor Special Education Teacher(s) Non-classroom monitors/ Support Staff (Cafeteria,…) Special Area/Related Arts Teacher(s) Community Members Educational Assistant(s) In thinking about your SW-PBIS leadership team otherwise known as the primary preventions team, who are represented? Is your team representative of your school faculty and staff. The team needs to be composed of a variety of certified teachers, non-certified staff, administrator(s), student(s), parent and community member. Some teams are quite large because each grade level is represented. This is fine, however, the reasoning behind having the team be representative of the faculty and staff is you want the 3rd grade teacher to feel like he/she has a voice; or the educational assistant has a voice. The 3rd grade teacher may feel that he/she has a voice if there is a 2nd grade teacher on the team or a 4th grade teacher is on the team. This is something to consider. Your goal is, as this team is going to be doing much of the leg work and making decisions, that all staff and faculty “feel like” they have a voice and that their needs and perspective are shared and considered by the SW-PBIS leadership team. Central Office/BoE Member Student(s) 2. Check off on your list those who are standing.

Strategies for Including Students in School-wide PBS Teams
Whoever serves as the equalizer, ensures student input. Bring food to the meetings. Assign partners during meetings. Embed cooperative learning structures into team meetings. Make sure all group work includes student representation. Assign adult mentors. Encourage student celebrations during meeting with round robin celebrations. Make sure students are present for the part of the meeting in which the team reviews data It can be intimidating to be part of a meeting with a large group of adults. You want to create an environment which welcomes their feedback and is comfortable for them. These are some ways to involve the students in the meetings.

Internal Coaches, In General….
Have an in-depth level of knowledge about SW-PBIS Understand how SW-PBIS fits into school climate Ensure SW-PBIS evolving and conducted as scheduled Can answer staff questions about SW-PBIS Are members NOT in an administrative position Act as a cheerleader Some responsibilities of the internal coaches are:

Meeting Facilitators Act as a liaison between the team and coach/consultant Teach other team members (e.g. how to create the agenda, updates members after a missed meeting) Act as a cheerleader Ensure others have meeting materials ready SWIS graphs Agenda Timer Role cards Are members NOT in an administrative position Some responsibilities of the internal coaches are:

Data Collectors Serves as coordinator for team to ensure Self Assessment Survey data are collected in a timely fashion. Spot checks SWIS data entry people to ensure all three are entering data and data are entered in a timely fashion. Serves as liaison between district coach/external consultant and school to facilitate conduction of SET Serves as coordinator for team to ensure school safety survey data are collected in a timely fashion. Some responsibilities of the internal coaches are:

Data Analysts Facilitates team review of SET report and generation of prioritized actions. Facilitates team review of School Safety Survey outcomes and generation of prioritized actions using School Safety Data Review Manual ( com/coaches/coaches.htm) Facilitates team review of School Safety Survey outcomes and generation of prioritized actions using School Safety Data Review Manual ( com/coaches/coaches.htm ) Serves as internal TIPS experts in reviewing SWIS data before team meetings and presenting precision statements and drafted solutions for solution chart for team to review during meetings. Are fluent with manipulating SWIS reports/graphs through read-only access and can manipulate SWIS during team meetings for teams to refine and prioritize solutions. Some responsibilities of the internal coaches are:

Tennessee SW-PBIS Coaches/ Team Timeline and Calendar
Month Activity August Provide kickoff for teaching school-wide rules and expectations Provide staff and student training on incentive system and implement Provide new teacher and new student orientation regarding SW-PBIS Hold/Attend Tier 1/Primary Preventions Team meeting; Review actions/priorities from end of year (EOY) data. Update if needed. Review actions/priorities from EOY data from previous year with full faculty and staff. Identify additional workshops that team members should attend this year September Hold/Attend Tier 1/Primary Preventions Team meeting: (a) address action plan, (b) review SWIS data, (c) and negotiate tasks resulting from review of EOY and SWIS data. Ensure School-wide Evaluation Tool (SET) is conducted. Send (a) Coaches SET Summary Form, (b) SET scoring guide and (c) written SET report(s) to state PBIS Coordinator. Register team members or other faculty/staff for appropriate workshops October Ensure SET results are summarized, and report shared with Tier 1 and district leadership teams. Prioritize recommendations and include in action plan. Address SET recommendations. Negotiate tasks, as needed. Share SET results and Tier 1 data with all faculty and staff.

Members are representative of school faculty and include administrator, families, faculty, & students. SW-PBIS leadership team meets on a regular basis. Critical to establish SYSTEM. Part of the expectation to meet just like other committees on a 1-2 times per month basis. Once you have established your SW-PBIS Primary Preventions/Leadership team, we recommend that the team meet at least once a month for 2 hours- and in the beginning stages, two times a month. If you can only meet once a month as a team, recognize that it will take longer to get things in place. As you meet as a team, it will be important that you make the most of your time together and the meetings are efficient. Some ways to ensure that takes place are: use of an agenda, use of roles, establishment of ground rules and the employment of decision making strategies.

Activity Rotate roles and as a team, brainstorm ideas
as to how you can make your team more representative. as to how you can systematize your meeting schedule in order to meet 1-2 times per month. Add tasks to your Team Task List in order to make these happen.

Members are representative of school faculty and include administrator, families, faculty, & students. SW-PBIS leadership team meets on a regular basis. Critical to establish SYSTEM. Part of the expectation to meet just like other committees on a 1-2 times per month basis. Team runs efficient meetings: - agenda - roles - ground rules - decision-making strategies Once you have established your SW-PBIS Primary Preventions/Leadership team, we recommend that the team meet at least once a month for 2 hours- and in the beginning stages, two times a month. If you can only meet once a month as a team, recognize that it will take longer to get things in place. As you meet as a team, it will be important that you make the most of your time together and the meetings are efficient. Some ways to ensure that takes place are: use of an agenda, use of roles, establishment of ground rules and the employment of decision making strategies.

Every meeting always starts with…
Note On Your Agenda… Every meeting always starts with… 1. Celebrations (3 minutes) 2. Agenda Review (2 minutes) 3. Overview of SW-PBIS (10 minutes) A. Task review B. Someone demonstrate how to explain SW-PBIS to an uninformed person OR Quiz. C. Tasks negotiated today 4. Faculty and Staff Support is 80% (10 minutes)

We have discussed the use of the agenda as a critical part in the process. Not only will it help you as a team to be efficient with your meetings and discussions, it prompts you to engage in all the features, including questions to help develop the systems and tasks. Even though the agenda is several pages long and may appear slightly intimidating at first glance, it is standardized to help team members in their ability to facilitate the meetings. Notice the role schedule at the top of the agenda. IT is on every agenda and it serves to remind team members which role they will have each meeting- it also serves as a way to ensure the roles are rotated each meeting and that unnecessary time is spent determining who will do what at each meeting- it is predetermined at the beginning of the year.

Commonly Used Roles Time Keeper SW-PBIS Explainer Equalizer Scribe or
Jargon buster Scribe or Recorder Facilitator Task Master We want you to learn about the team meeting roles first before we dive into the features of primary preventions so you can practice using them throughout the two days when we engage you in team discussions. We have also provided you a set of role cards for your Primary team to use when you meet. They are yours to keep and we recommend that you use them throughout the two days as you engage in activities. Norm Prompter Keeper of the Rudder Encourager Communicator 18

Using Your Agenda… DATES Facilitator Creates agenda and guides meeting Scribe Takes notes and copies for all Timekeeper Monitors time on agenda items Taskmaster Writes tasks and copies for all Rudder Ensures team stays on task (agenda) Encourager Checks task status, assists if help is needed Equalizer Ensures everyone is able to participate in discussion Jargon Buster Asks for clarification on unknown/confusing terms. SW-PBIS Explainer Explains the process of SW-PBIS to the team 3/18 Beasley Keel McKinley Ward Bowman Martin Currier Brown McCloud 4/19 Fraley 5/20 Clower Ground Rules: Need to establish some (20 minutes) ~ Review from workshop and add to….. 1. 2. 3. 4. 5. 1. Celebrations (3 minutes) 2. Agenda Review (2 minutes) Also associated with effective collaborative efforts are the establishment and use of ground rules and norms under which the team will operate. These are generated here at the workshop or in the beginning of the process. Once they are generated, they are typed into the agenda (at the top) so that that the team can be reminded of them each meeting and so that team members are more likely to follow them, since they are visible. Teams need ground rules like classrooms need behavioral expectations- they provide predictability and create a culture of understanding about how the team operates. These are also helpful to clarify expectations with all team members, including those that start after the process begins.

Some Ground Rules for Effective Teams
Start on time at ___. End on time at ___. Scribe will take meeting minutes, put a copy in school-based team members’ mailboxes and team notebook and or snail mail (if member has no address) to non-school-based team members. Labeled team notebook will be housed ______and will be accessible to all team members. Meetings will be conducted as scheduled twice a month unless school is cancelled or we do not have a quorum to include ________ team members. Team members will print out their own agendas. Meeting Facilitator will bring 3 extra copies ‘in case’. ____ will serve as liaison to EdPro Development and will be the keeper of the team timer and role cards. Protocol for team meetings will include first names. Team members will or call _____ if going to be late or cannot attend. ___ will share with ___ if he/she is unable to attend. Major decisions will be made using fist to five consensus. These are some examples of ground rules for effective teams. We can provide some guidelines for the types of ground rules you may want your team to have. Some basics are: Start and stop times. Days/dates and location of the meetings. How meeting minutes and tasks will be distributes. If master copy of minutes and task, where it will be located. How it will be determined if and when a meeting is cancelled- ___ % must be present. Who will be the liaison to EdExcellence or who will let team members know if and when a meeting is cancelled. If and when students are present- how team members want to be addressed (e.g. first names, last names, titles…) How the team will make decisions. Ground rule for discouraging inappropriate behavior (e.g. wait until person is finished talking before chiming in. Who will be responsible for bringing timer, role cards Food at the meeting- separate role or other means. 20

Ground Rule Ideas 1. When you will meet?
2. What will be the start and end times? 3. Meeting Minutes 1. Taken how? 2. Kept where? 3. Disseminated how? 4. Disseminated by when? 4. Task List 2. Disseminated how? 3. Disseminated by when? 5. Will there be a minimum number of team members that must be present for the team to conduct a meeting? How many is quorum for decision making? 6. Decision-Making Strategies (Is there agreement to use consensus for major decisions?) 7. Name protocols (i.e., Dr., Mrs., Miss, Mr.) 8. Agendas printed out by …. 9. Who will be the liaison to EdPro Development and/or your district Coach? 10. Who will Keep the role cards and timer(for meeting)? 12. How will information be communicated to and & feedback received from faculty & staff? 13. How will the team address confidentiality? 14. addresses? 15. What are the rules regarding cell phones? Ground Rule Ideas

5 4 3 2 1 Fist to Five I am all for this idea. I can be a leader
I’m for the idea. I can provide support. 3 I’m not sure but I’m willing to accept the group’s opinion. 2 I’m not sure. I need more discussion. When making decisions in this process within the team meetings as well as when sharing ideas with staff to obtain feedback, one of the most effective ways is through consensus. Anytime implementation of something is a concern, you want to use consensus- if you are proposing that someone implement something and you use another strategy like majority rule or decide and announce- there is a good chance that those who are not in support of it, will not implement. The fist to five is one way to gain consensus. Ask folks on a fist to five using their fingers, how they feel about __________. Fist (or 0) indicates I am not in support of the idea and I will most likely sabotage the efforts. Five indicates that I am in total support of the idea- I can “carry a card” or “wave a flag” for the idea. In between you gave varying degrees of support. If folks are all 3s, 4s or 5s, you have consensus. A “3” indicates that “I can live with it.” If someone is a 2, 1 or fist, you will want to explore the reasons why; oftentimes, they need more information in order to support. If consensus cannot be obtained through additional discussion, it is best to table the discussion for another meeting. This is a quick and easy way to take the temperature of the team or of the staff on an issue. Remember that people do not resist change, they resist being changed. Even if they have an opportunity to provide input, that is better than making a cart blanche decision. Many teams have as a ground rule that they will make all major decisions by consensus. 1 I can’t support it at this time. I need more information. No. I need an alternative I can support.

Draft your team's set of ground rules for SW-PBIS team meetings
Take out your “Team Ground Rules” worksheet from your team notebook . Identify who will assume each team role for this activity. For 2 minutes, brainstorm a list of possible ground rules for your team. Use consensus for deciding on whether to include or eliminate EACH ground rule generated. Scribe, write your team’s possible ground rules on the “Team Ground Rules” worksheet. Note to Presenters: Refer back to the use of the roles activities and highlight those rules that may be important for this activity. Activity: Please take the Team ground rules: handout from your team notebook. 1. Identify who will fulfill each role for this activity. 2. Spend 2 minutes brainstorming ideas for ground rules. Record them on the back of your thumbnails or other piece of paper 3. After the timer goes off, spend another 2 minutes gaining consensus on the ground rules to determine whether to include the ground rule or eliminate it. 4. Recorder, write down all ground rules which were decided upon by the team.

Team Ground Rules Groups Share
Record the ground rules on the “team ground rules” handout. When you return to school and you begin to meet, you will want to add these to your standard agenda.

School Teams Must Have Immediate Access to Data to Make Objective Decisions About School Climate & Safety

Information Systems for Data-Based Decision Making
Desired Outcomes: School Safety Survey (SSS) Suspensions, Expulsions, Remands Office Discipline Referrals (ODRs) Fidelity of Implementation: School-wide Evaluation Tool (SET) Self Assessment Survey (SAS) Benchmarks of Quality (BOQ)

Desired Outcomes: School Safety Survey (SSS)

School Safety Survey (SSS)
Data Collection Protocol Collected annually in January Completed by all adults in the school Completed by a representative sample of students at each school. (Each homeroom teacher at grades four and above select 4 students in his/her homeroom who represent the range of academic performance of his/her students: e.g. one student who is advanced, two students who are proficient, and one who is not proficient) Students in grades 4 and 5 take a different version of the survey that provides more extensive explanation of questions Overview The School Safety Survey (SSS) is a web-based instrument developed to obtain an efficient index of perceived school safety. The SSS provides a summary of "risk factors" and "protective factors" that are used to determine training and support needs related to school safety and violence prevention

Section 1: Risk Factors School Safety Results

School Safety Results

School Safety Data

Desired Outcomes: School Safety Survey (SSS) Suspensions, Expulsions, Remands

Desired Outcomes: School Safety Survey (SSS) Suspensions, Expulsions, Remands Office Discipline Referrals (ODRs)

Essential Data for School-Based Decision-Making
Referrals by problem behavior? What problem behaviors are most common? Referrals by location? Are there specific problem locations? Referrals by time of day? Are there specific times when problems occur? Referrals by student? Are there many students receiving referrals or only a small number of students with many referrals? Referrals by teacher? Are there many teachers referring or only a small number of teachers with many referrals?

Note On Your Agenda… 6. Review of Data (30 minutes – typically)
Tasks negotiated today 6. Review of Data (30 minutes – typically) A. Task Review B. Review Process 1. Average referrals per day per month: How many ODRs? Do we have a problem? 2. Referrals by location: Where are the problem behaviors occurring? 3. Referrals by time: When are the problem behaviors occurring? 4. Referrals by problem behavior: What problem behaviors are the most common? What is/are the smallest change(s) we could make that would improve student behavior? 5. Referrals by student: Who needs to be referred to Secondary Preventions/ Interventions? a. Targeted group preventions/ interventions b. CICO c. Student Assistance Team (SAT) C. Tasks negotiated today 7. School-wide rules established (30 minutes) A. Behavioral Matrix of expectations across locations is drafted 1. Task review Going back to your SW-PBIS generic agenda, we have embedded the process by which we review SWIS data. SWIS, or School-wide Information System is one data management system. The review process involves looking at the Big 5 graphs (avg. referrals per day/per month, referrals by time, referrals by location, referrals by behavior and referrals by student. In looking at referrals by student, it is determined if there are students who are in need of targeted/secondary interventions (students with 2-5 ODRs) or students in need of tertiary interventions (students with 6 or more ODRs). Referrals by staff are also reviewed to determine professional development needs and to see if there is a relationship between those students with a high number of referrals and staff who have generated a high number of ODRs.

Why Collect Discipline Information?
Objective decision-making Professional accountability – confirm interventions are effective/successful Decisions made with data (information) are more likely to (a) be implemented and (b) be effective Why should we collect discipline data? Data driven seems to be what everyone is talking about these days, but what does it mean? With SW-PBIS, and in most cases, the data allows you start hard conversations and it takes away some of the emotion in the process about how students are responding. It provides a way for teachers to be held accountable as well as schools for supporting ALL students, not just those who are likeable and those who have desirable traits. We also know, and this seems to make sense, that decisions which are made with data are more likely to be implemented and are more likely to be effective

(School-wide Information System)
SWIS (School-wide Information System) Web-based information system for gathering and summarizing problem behavior information. Summarizes office discipline referral information by (a) how often, (b) where, (c) when, (d) what, and (e) who. Summaries provided in tables and graphs. Confidentiality protected. $250 per school per year annual fee, plus additional fee of $50 for SWIS-CICO TM. 5,394 schools – 3,915 elementary, 1,104 middle, 375 high schools. One data management system which in unlike any other is SWIS. School-wide information system. It is a web-based application which allows schools to enter in ODR data, it summarizes it and the team looks at the data to make decisions. One feature unique to SWIS is that the data are available in tables AND graphs- which seem to be much more effective when making decisions. Also, SWIS generates average referrals per day per month, rather than just referrals per month. This provides a more accurate picture given that some months have fewer days in which students can generate referrals. The average referrals per day/per month, allows for that. SWIS also allows you to mine through the data to really get to the root of the problem to make the most accurate recommendations possible. SWIS has the capability to generate over 1500 different graphs. If you are not familiar with SWIS, we encourage you to visit the SWIS website and got to the demo site.

Key Features of Data Systems that Work
The data are accurate The data are very easy to collect (1% of staff time) If we are to collect discipline data, it is critical that the data are accurate- if not, we are better off not looking at it at all. It is very important that teachers come to consensus on what problem behaviors mean and that they are all on the same page with what those are. Data is not a four letter word- if educators are going to make that realization, it needs to be easy to collect and take up a small amount of time. Not only will the data not be accurate, but there won’t be any data to review if teachers don’t collect it because it is not easy. Teachers need to be shown in the initial phases of this process HOW easy these data are to collect. Furthermore, they need to be shown the data so they can see what their efforts are going towards and how the data they collect can have an impact.

Activity 1. Get out your current office discipline referral (ODR) form and your SWIS Compatibility Checklist 2. Review your ODR form referencing the Checklist. 3. Determine if each item is accounted for on your ODR form. 4. Summarize actions needed to ensure ODR form is SWIS compatible. 5. Get out the ‘SWIS Drop Down Menus’ document from your team notebook. 6. Activity: Please get the SWIS compatibility checklist out of your team notebook Review your current ODR form and compare it to the items listed on the SWIS compatibility checklist Based on review of ODR form with SWIS compatibility checklist, generate a least two tasks/actions and record them on your team task list.

Activity 1. Get out your current office discipline referral (ODR) form and your SWIS Compatibility Checklist. 2. Review your ODR form referencing the Checklist. 3. Determine if each item is accounted for on your ODR form. 4. Summarize actions needed to ensure ODR form is SWIS compatible. 5. Get out the ‘SWIS Drop Down Menus’ document from you team notebook. 6. Compare the ‘minor behavior problem’ and ‘major behavior problem’ drop down menus of SWIS to your ODR form. If you were to work with a SWIS facilitator to use the SWIS data management system, you would need to make your categories “compatible” to the software design. Note any inconsistencies that need to be addressed. Brainstorm possible solutions. Activity: Please get the SWIS compatibility checklist out of your team notebook Review your current ODR form and compare it to the items listed on the SWIS compatibility checklist Based on review of ODR form with SWIS compatibility checklist, generate a least two tasks/actions and record them on your team task list.

Key Features of Data Systems that Work
The data are accurate The data are very easy to collect (1% of staff time) 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 Now that teachers are collecting the data, when it is used to make decisions, it is important that the data be readily available to those who will use it to make decisions. SWIS data are available continuously and immediately after data are entered- there is no lag time in the processing of the data. SWIS data are used only within a school. The LEA can use the data, however, the unit of analysis is the school Once teachers collect the data it is important that they see it on a routine basis. Never collect data from anyone unless you intend to give it back to them. We recommend that schools, when they meet as a faculty, have an ongoing agenda item on their faculty meeting agenda which prompts them to look at the data at least once per 9 weeks period.

Using Office Discipline Referral Data for On-Going Problem Solving
Use data in decision layers and the “Big Five” Is there a problem? Attendance Faculty Reports Office Referrals per Day per Month When you look at the data in the primary preventions team meetings, you want to start with asking questions. Look at the data in layers- again, the Big Five Average referrals per day/per month Referrals by time Referrals by location Referrals by behavior Referrals by student Ask, first and foremost, is there a problem? How does it feel? Which systems? Which students? OK to be doing OK- need to pat yourselves. Be efficient- in the team meetings, rather than generating tasks around looking at the data again outside the meeting to answer a question, use a computer in the meeting to show the graphs, and so that you can dig deeper during the meeting.

Use data in decision layers and the “Big Five” Is there a problem? What “system(s)” are problematic? What individuals (individual units) are problematic? When you look at the data in the primary preventions team meetings, you want to start with asking questions. Look at the data in layers- again, the Big Five Average referrals per day/per month Referrals by time Referrals by location Referrals by behavior Referrals by student Ask, first and foremost, is there a problem? How does it feel? Which systems? Which students? OK to be doing OK- need to pat yourselves. Be efficient- in the team meetings, rather than generating tasks around looking at the data again outside the meeting to answer a question, use a computer in the meeting to show the graphs, and so that you can dig deeper during the meeting. Don’t drown in the data It’s “OK” to be doing well Be efficient

Is there a problem? When you look at the data in the primary preventions team meetings, you want to start with asking questions. Look at the data in layers- again, the Big Five Average referrals per day/per month Referrals by time Referrals by location Referrals by behavior Referrals by student Ask, first and foremost, is there a problem? How does it feel? Which systems? Which students? OK to be doing OK- need to pat yourselves. Be efficient- in the team meetings, rather than generating tasks around looking at the data again outside the meeting to answer a question, use a computer in the meeting to show the graphs, and so that you can dig deeper during the meeting.

Referrals Per Day Per Month
Example of SWIS data referrals per day per month

Top graph is referrals per month
Bottom/SWIS graph is referrals per day per month Is there are problem here? It is amazing to see that we would have made a completely different decision looking at the top graph. Not a clear picture here.

Per Day Per Month Days: 176 Referrals: 841

Interpreting Office Referral Data: Is there a problem?
Absolute level (depending on size of school) High Schools (1/95) Middle Schools (1/109) Elementary Schools (1/300) Trends Peaks before breaks? Gradual increasing trend across year? Compare levels to last year Improvement? These are based on the schools using SWIS Just because you are above the national mean does not mean that you can’t be doing well. Consequently, just because you are below the national mean does not mean that it has to feel OK for your school.

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) 6-9 602 657 .85 (sd = 1.11) 9-12 215 887 1.27 (sd = 2.39) K-(8-12) 431 408 1.06 (sd = 2.60)

Maintain - Modify - Terminate
Elem. School Office Referrals per Day per Month Is There a Problem? 2 Maintain - Modify - Terminate 1.5 Ave Referrals per Day 1 What is your assessment on this graph? What do you think? Maintain, Modify or terminate? Less than the national mean for a school of its size. But the trend is going up. 0.5 Sept Oct Nov Dec Jan Feb Mar Apr May Jun School Months 500 Students

M.S. Office Referrals per Day per Month
5 10 15 20 Ave Referrals per Day Sept Oct Nov Dec Jan Feb Mar Apr May Jun School Months M.S. Office Referrals per Day per Month Is There a Problem? Maintain - Modify - Terminate What is your assessment on this graph? What do you think? Maintain, Modify or terminate? This is a Middle School with the same number of students. Were doing OK, Modify or terminate 500 Students

H.S. Office Referrals per Day per Month
5 10 15 20 Ave Referrals per Day Sept Oct Nov Dec Jan Feb Mar Apr May Jun School Months H.S. Office Referrals per Day per Month Is There a Problem? Maintain - Modify - Terminate What is your assessment on this graph? What do you think? Maintain, Modify or terminate? The trend is a large steady increase- they are considerably above the national mean- Terminate. 1000 Students

H.S. Office Referrals per Day per Month
5 10 15 20 Ave Referrals per Day Sept Oct Nov Dec Jan Feb Mar Apr May Jun School Months H.S. Office Referrals per Day per Month Is There a Problem? Maintain - Modify - Terminate Same graph but with 1000 more students What is your assessment on this graph? What do you think? Maintain, Modify or terminate? Still an upward trend but they are under the national mean Modify perhaps before it gets out of hand. 2000 Students

2. WHAT SYSTEMS ARE PROBLEMATIC?
Referrals by problem behavior? What problem behaviors are most common? Referrals by location? Are there specific problem locations? Referrals by time of day? Are there specific times when problems occur? Again, the process you want to use when you look at the data. Mining through the data to really get to the specifics of the problem so that the recommendation matches the problems rather than just “taking a stab at it..”

Referrals per Problem Behavior
Some examples of referrals by problem behavior.

What is your assessment on this graph? What do you think?
What would you do? Lots of tardies?

Another example. What would you do based on this graph?

Another example. Based on looking at this graph, what might you think?

Problem Behavior Referrals: 841

Referrals by Location Examples of referrals by location

What would you do?

Frequency of Discipline Referrals By Grade Level (WHO)
20 40 60 80 100 120 140 6th 7th 8th 9th Discipline Referrals By Grade Level Number of Referrals Notes to Presenters: Schools can use this custom graph if SS are kept mainly in one area. Referrals by Grade This data can be looked at in several different ways. Priority for reteaching

Location Referrals: 841

Referrals by Time of Day

What does this mean?

Wha does this mean? What would you do based on this graph?

3. WHAT INDIVIDUALS ARE PROBLEMATIC?
Referrals by Student? Are there many students receiving referrals or only a small number of students with many referrals? If there are many students with many referrals, the problem is with the system. On the other hand, if there are few students receiving a lot of referrals, the problem lies with the students.

Referrals by Student Referrals by student

Referrals per Student 24 referrals- 10 with 1 referral
2 (6 or more)

Referrals per Student 24 referrals 10 with 1 14 with (2-5)
0 with (6 or more) What is your assessment on this graph? What do you think?

Student

Designing Solutions If many students are making the same mistake it typically is the system that needs to change not the students. Teach, monitor, and reward before relying on punishment. Different interventions depending on the angle and what the problem is. If lots of students are engaging in problem behaviors, typically it is the system. If a few students are responsible for a lot of referrals, the problem is with the students, hence a different type o intervention. Some basic recommendations: Increase amount of reinforcement Re teach the rules to all students/some students Increase supervision Ask, have these students had a healthy dose of primary- other than the rule violations feature? When was the last time he/she received a reinforcer ticket? Was he/she part of the teaching? When was the last time the rules were taught to that student?

Combining Information
Is there a problem? What data did you use? 2. What systems are problematic? 3. Where do you need to focus? The next level of information needed Mining through the data.

Activity As we go through the next 4 slides:
As a team, you will have 1 minute to discuss each slide to decide what the graph shows you about problem behaviors in the represented school As a team, generate 1 idea your school could implement to combat the problem Share with large group

Another example. What would you do based on this graph?

What does this mean?

Referrals per Student 24 referrals- 10 with 1 referral
2 (6 or more)

Complete the SWIS Readiness Checklist.
Now... Complete the SWIS Readiness Checklist. Please get out your SWIS Readiness Checklist out of your team notebook As a team, complete the SWIS readiness checklist. Note any tasks on your team task list.

SWIS Readiness Checklist
Requirement Tasks to Complete Who will Complete By When Date of Completion School-wide discipline is one of the top three goals for the school. 2. Administrative support for the implementation and use of SWIS™ is available. 3. A behavior support team exists, and they review referral data at least once a month. 4. The school uses an office discipline referral form that is compatible with SWIS™ referral entry. 5. The school has a coherent office discipline referral procedure that includes: definitions for behaviors resulting in office-managed vs. staff-managed referrals a predictable system for managing disruptive behavior 6. Data entry time is allocated and scheduled to ensure that office referral data will be current to within a week at all times. 7. Three People within the school are identified to receive one, 2-hour training on the use of SWIS™. 8. The school has computer access to Internet, and one of two web browsers. (Netscape 6, Internet Explorer 5) 9. The school agrees to on-going training for the team receiving SWIS™ data on uses of SWIS™ information for discipline decision-making. 10. The school district agrees to provide a facilitator who will work with school personnel on data collection and decision-making procedures. SWIS Readiness Checklist

SWIS Readiness Checklist with Tasks
Requirement Tasks to Complete Who When Date Completed 1. School-wide discipline is one of the top three goals for the school. 1. Photocopy the SIP and highlight the portions that address discipline as a high priority. 2. Administrative support for the implementation and use of SWIS™ is available. 1. Once each of the tasks in this column are complete, check off that this requirement is complete. 3. A behavior support team exists, and they review referral data at least once a month. 1. Form a team that is a.) composed of respected members of faculty and staff and b.) is representative of the school. 2. Schedule data review meeting at least monthly for the remainder of the year AND publish this schedule for the school and district. Provide facilitator with schedule. 4. The school uses an office discipline referral form that is compatible with SWIS™ referral entry. 1. Review current ODR form. 2. Go to SWIS.org and review “Add/Revise Referral”. 3. Make ODR form match SWIS components (use checklist to assist but make sure you look at SWIS for assistance). 4. Review definitions for infractions, locations and motivation. 5. Using the flowchart from SWIS to decide what is office managed and what is classroom managed? What is major? What is minor? 6. Document all of these decisions and photocopy for all team members and your facilitator. 5. The school has a coherent office discipline Referral procedure that includes: a. definitions for behaviors resulting in office-managed vs. staff managed referrals b. a predictable system for managing disruptive behavior. 6. Data entry time is allocated and scheduled to ensure that office referral data will be current to within a week at all times. 1. Determine a schedule and procedures for entering data. 2. Write schedule of who is entering data and when. Provide copies for all team members and your facilitator. 7. Three people within the school are identified to receive one, 2½ -3 hour training on the use of SWIS™. 1. Decide who will enter data. 2. Schedule training with facilitator for three targeted people. 8. The school has computer access to the Internet, and one of the following web browsers (Internet Explorer 6.1 or higher for PC, Internet Explorer 5.0 or higher 1. Document that each data entry person has access to a computer at the time noted in his/her schedule that has one of the Internet browsers to the left or higher. 9. The school agrees to on-going training for the team receiving SWIS™ data on uses of SWIS™ information for discipline decision-making. 1. With your facilitator review times to meet with team to engage in data review and decision making. 10. The school district agrees to provide a facilitator who will work with school personnel on data collection and decision-making procedures. 1. Talk to district level people about who can do “our responsibilities” so the school and eventually the district can become self sustaining. SWIS Readiness Checklist with Tasks This may help you as we have broken down each of the SWIS readiness tasks and made them more specific. Where are you as a team in the SWIS Readiness arena? Share! Groups Share

Desired Outcomes: School Safety Survey (SSS) Suspensions, Expulsions, Remands Office Discipline Referrals (ODRs) Fidelity of Implementation: School-wide Evaluation Tool (SET)

School-wide Evaluation Tool (SET)
Data Collection Protocol Conducted annually by outside person Conducted before school-wide positive behavior support interventions begin Conducted annually in September thereafter Overview The School-wide Evaluation Tool (SET) is designed to assess and evaluate the critical features of primary preventions within school-wide positive behavior support across each academic school year. SET results are used to: assess features that are in place determine annual goals for school-wide effective behavior support evaluate on-going efforts toward school-wide behavior support design and revise procedures as needed compare efforts toward school-wide effective behavior support from year to year

Areas Assessed Expectations Defined Behavioral Expectations Taught
System for Rewarding/Acknowledging Behavioral Expectations System for Responding to Behavioral Violations Expectations Defined All faculty and staff have had input and agreed upon 3-5 school-wide rules All faculty and staff have had input and agreed upon the behavioral expectations that define those rules The rules AND expectations are posted all over the school The rules AND expectations are posted in formats that ALL students can “read” e.g., pictures, symbols, words, etc. Behavioral Expectations Taught All students can recite the rules and expectations. All adults can recite the rules and expectations. There is a SYSTEM/plan for teaching ALL students the behavioral expectations. The system/plan is codified in teacher handbooks or other source. All faculty and staff are involved in some way in teaching the behavioral expectations. The primary team reviews pertinent information with the full faculty and staff at the beginning of the year. All new faculty and staff are taught the discipline system System of Rewarding Rule Following There is a SYSTEM/plan for rewarding student BEHAVIOR. The system/plan is codified in teacher and student handbooks or other source. Students receive rewards. ADULTS in the building give out rewards. System for Responding to Rule Violations There is a SYSTEM/plan for responding to rule violations. Adults agree with administration on what is office managed and what is staff managed. There is a documented crisis plan. Adults agree with administration on how to respond to extreme emergencies. Monitoring & Decision-Making School uses a discipline referral form that includes: student, grade, date, time, referring staff, problem behavior, location, persons involved, probable motivation, &administrative decision School uses a clearly defined system for collecting and summarizing discipline referrals. Administration explains how that system works. Team shares data from discipline system (above) with all faculty and staff at least 3 times per year. Team uses discipline data to make decisions about school-wide issues. Management School improvement plan includes school-wide discipline as one of top three goals. All adults are aware of the primary preventions team and it’s functions. The primary preventions team includes representation of the entire school. The primary preventions team has at least one team leader that is accepted by all team members. The administrator is an ACTIVE member of the primary preventions team. The team meets at least monthly. The team reports progress of primary system to entire staff at least three times per year. The primary team has an action plan that guides their work that is less than one year old. District Level Support School budget contains allocation to support and sustain SW-PBIS, at all three tiers. The administration identifies an out of school liaison who supports the team and school in implementing SW-PBIS. Monitoring and Decision Making Management/Leadership District Level Support

Desired Outcomes: School Safety Survey (SSS) Suspensions, Expulsions, Remands Office Discipline Referrals (ODRs) Fidelity of Implementation: School-wide Evaluation Tool (SET) Self Assessment Survey (SAS)

Data Collection Protocol
Self-Assessment Data Collection Protocol Conducted prior to implementation of SW-PBIS and annually in April thereafter Completed by all staff Use results to design annual action plan Overview The Self-Assessment is an online survey that helps determine what staff perceive to be already in place and what they believe to be a priority. Year 1: The Self-Assessment is used to determine buy-in of faculty and staff in each of these four systems – school wide, classroom, non-classroom, and individual. Year 2: The Self-Assessment examines the status and need for improvement of SW-PBIS implementation. The priorities found in your Self-Assessment drive tasks to help teams reach the goals deemed high priority by the entire faculty and staff. Self-Assessment results are used to: assess features that are in place determine annual goals for school-wide effective behavior support evaluate on-going efforts toward school-wide behavior support design and revise procedures as needed compare efforts toward school-wide effective behavior support from year to year

Priority for Improvement
Self Assessment Survey- Effective Behavior Support (EBS) Assessing and Planning Behavior Support in Schools SCHOOL-WIDE SYSTEMS Current Status Feature Priority for Improvement In Place Partial in Place Not in Place School-wide is defined as involving all students, all staff, & all settings. High Med Low 1. A small number (e.g. 3-5) of positively & clearly stated student expectations or rules are defined. 2. Expected student behaviors are taught directly. 3. Expected student behaviors are rewarded regularly. 4. Problem behaviors (failure to meet expected student behaviors) are defined clearly. 5. Consequences for problem behaviors are defined clearly. 6. Distinctions between office v. classroom managed problem behaviors are clear. 7. Options exist to allow classroom instruction to continue when problem behavior occurs. 8.Procedures are in place to address emergency/dangerous situations. 9. A team exists for behavior support planning & problem solving. 10. School administrator is an active participant on the behavior support team. Nonclassroom Setting Systems Classroom Individual Student Systems School-wide

Self Assessment “Systems” Charts
School-wide Non-classroom

Classroom Individual

School Year Number of Responses Date Completed 2007-08 29 10/19/2007
Current Status Feature Improvement Priority In Place Partial Not System: school wide High Medium Low 100 % 0 % 1. A small number (e.g. 3-5) of positively and clearly stated student expectations or rules are defined. 20 % 80 % 72 % 28 % 2. Expected student behaviors are taught directly. 50 % 90 % 10 % 3. Expected student behaviors are rewarded regularly. 8 % 31 % 62 % 7 % 3 % 4. Problem behaviors (failure to meet expected student behaviors) are defined clearly. 16 % 76 % 83 % 14 % 5. Consequences for problem behaviors are defined clearly. 23 % 69 % 86 % 11 % 4 % 6. Distinctions between office v. classroom managed problem behaviors are clear. 38 % 58 % 45 % 7. Options exist to allow classroom instruction to continue when problem behavior occurs. 15 % 42 % 96 % 8. Procedures are in place to address emergency/dangerous situations. 84 % 17 % 9. A team exists for behavior support planning & problem solving. 12 % 60 % 10. School administrator is an active participant on the behavior support team. 68 % 59 % 34 % 11. Data on problem behavior patterns are collected and summarized within an on-going system. 46 % 64 % 21 % 12. Patterns of student problem behavior are reported to teams and faculty for active decision-making on a regular basis (e.g. monthly). 35 % 75 % 13. School has formal strategies for informing families about expected student behaviors at school. 14. Booster training activities for students are developed, modified, & conducted based on school data. 27 % 36 % 39 % 25 % 15. School-wide behavior support team has a budget for (a) teaching students, (b) on-going rewards, and (c) annual staff planning. 48 % 32 %

Desired Outcomes: School Safety Survey (SSS) Suspensions, Expulsions, Remands Office Discipline Referrals (ODRs) Fidelity of Implementation: School-wide Evaluation Tool (SET) Self Assessment Survey (SAS) Benchmarks of Quality (BOQ)

F. The reinforcement system is codified in the school’s written document(s) (e.g., faculty and staff handbook(s) and student handbook) 1. Task review 2. Discussion 3. Tasks negotiated today 11. Assessment Results & Resultant Recommendations/Priorities (10 minutes) A. School-wide Evaluation Tool (September/ October) 1. Task Review 2. Discussion 3. Tasks negotiated today B. School Safety Survey (January) C. Self-Assessment/Effective Behavior Support (EBS) (April) Action Plan Actions from the Self-Assessment (EBS) (45 minutes) Note On Your Agenda… Just as another reminder, you have the SW-PBIS generic agenda which will always prompt you to think about the assessment tools and when and if tasks need to be generated around them. School-Wide System Priorities 1-3 Tasks associated with priorities Classroom System

Please Share As a team, summarize your task list.
Be prepared to share with the group the following: A. What are your tasks? When will your tasks be completed? Next steps… Please Share 1. Do you have team which is representative of staff, faculty, and includes a parent? 2. Do you need to provide staff with an overview of SW-PBIS? 3. Has your faculty and staff completed the Self-assessment? 4. ???????????????????????? Activity As a team, make sure your task list is complete with an and all tasks from the two days., If you recorded tasks anywhere else, make sure they end up on the team task list. THIS IS YOUR ACTION PLAN FOR THIS YEAR!

Activity Frequently Asked Questions Inside/Outside Circle
Look at your Grouping Label to find your symbol group. (Circle or Triangle) Triangles form a circle standing shoulder to shoulder then turn around facing outward. Circles go face a member of the existing circle to create an outer circle around that group of people. Presenter will designate the ‘asker’ and the ‘askee’. The ‘askee’ will tell the ‘asker’ their role according to the question/comment card they drew. The ‘askee’ will respond to the ‘asker’ by providing relevant information about SW-PBIS. We will have you rotate so you practice many times.

Questions??? Next Steps??? (TSj/6/08) any questions at this point. If you think of questions, you know how to find us. That’s what we’re here for. We are in the schools. We are here to help.

Last but not least... Post test EdPro Development Evaluation
TASL Evaluation, TASL Cards, … (TASL seekers) Certificate of attendance 160

Raffle Time Again, we will be drawing from the box at the front of the room for those who have received the reinforcer tickets. Make sure that you put.

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Raffle Time Again, we will be drawing from the box at the front of the room for those who have received the reinforcer tickets. Make sure that you put.

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Presentation on theme: "Raffle Time Again, we will be drawing from the box at the front of the room for those who have received the reinforcer tickets. Make sure that you put."— Presentation transcript:

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