1. S-RIP Coach Meeting September 26, 2013 Char Ryan Linda Watson Bob Braun Katie Schmitt

2. A G E N D A Welcome Introduction to ITV Introductions among coaches Coach Role and Responsibilities Reality testing coaching Coach Resources – Calendar Overview of PBIS Assessments Effective Problem Solving

3. Outcomes Coaches will increase their understanding of the PBIS Coach Role and Responsibility Coaches will learn about Coach Resources Coaches will learn a model of effective problem solving

4. ITV Etiquette

5. Group Agreements Stay focused and engaged (e.g., discussions, activities, active listening, present for entire training) Support others by reducing distractions (e.g., technology, side conversations) Take care of your personal needs (e.g., restroom, breaks, emergency texts/calls) 8taken from SWIS

6. Coach to Coach Introductions Please tell us your name and what school you are with and what Cohort you are in.

7. Coach Role& Responsibility PBIS coaches will: 1.describe and promote features, practices and systems of SW-PBIS among school, district and community audiences 2.promote the logic and application of the tiered model of prevention and support 3.describe the features of proactive school-wide discipline systems 4.teach the strategies for 1.classroom management (consistent with SW-PBIS) 2.systematic supervision (non-classroom settings) 5.promote a continuum of behavior support for individual students 6.promote implementation of team-led process 7.support strategic data-based action planning within the school and district 8.provide direction in assessing progress and fidelity 9.collection, analysis and use of data in decision-making 10.coordination with district, regional and state efforts

8. Coaches knowledge, Skill & Competencies Knowledge General school discipline practices, classroom and individual behavioral management SW-PBIS concepts and features Stages of implementation from exploration through sustainability SW-PBIS and other data tools, systems and decision-making SW-PBIS fidelity benchmarks SW-PBIS sustainability features, practices and measures Skills Able to communicate verbally, in writing and through technology (all of the above) Able to navigate the SW-PBIS PBISApps.org website, MNPBIS data website Able to retrieve, interpret, and analyze data as basis for team problem solving Able to lead team through problem solving process for action planning Able to facilitate small group meetings and conduct trainings Able to produce consistent, accurate and effective follow-though with commitments Competencies Able to seek, identify and create effective contacts Able to generate enthusiasm Able to develop rapport with entire school and district community Able to listen Has credibility with at least 80% of staff (how do we teach this?) Able to encourage others to find solutions Able to support and guide others to develop knowledge, experience and expertise Able to delegate Able to work well with administration and staff Able to handle ambiguity in role and function and in school implementation process

9. Coaching In general Coaches develop and use knowledge and skills in order to support and guide schools in their implementation and maintenance of School- wide Positive Behavioral Interventions and Supports (SW-PBIS). Coaches work within the context of the school SW-PBIS team

10. Reality Testing 1.You already have many of these skills 2.We have lots of supports for you Team Training Coach Training SRIP Regional Coaching (phone, email) Each other-networking FaceBook PBIS MN, Twitter #pbis_mn PBIS Summer Institute State and national websites – www.pbis.org www.pbismn.org www.pbis.orgwww.pbismn.org pbisworld.com Coaches’ calendar

11. S-RIP Coach Calendar 2013-2014

12. Coach Reality Checkpoint Quick Think & Share—15 minutes: What have you learned as a coach? Why is it useful? What recommendations would you give to a new colleague? Share with a neighbor when finished.

13. Using Data for Problem Solving & Action-Planning

14. M-RIP Cohort 8 Coach Mtg Oct 23 2012 (1) Are we implementing school-wide PBIS?  Implementation (all features)  Fidelity (2) If we are, is it making a difference for students?  Outcomes

15. Tools & Relevance ToolPerspective/SourceMethodRelevance TIC 3.1PBIS Leadership TeamSelf-reportProgress Action plan Fidelity SASSchool staffSurveyStaff needs/ priority SETOutside EvaluatorObservation/ Interview/ products Fidelity ODRStudent office referral Staff Defined ProcessMeasures outcome

16. Analysis Know 3 types of reports – All tools – Total score - Are we improving? (evaluation question) – Subscale score What is working & where do we focus next? – Item report – Action plan M-RIP Cohort 8 Coach Mtg Oct 23 2012

17. The TIC & PBIS Features How the TIC correlates with planning steps 1-8 Planning Steps 1 – 8 Correlated with TIC Subscales Step 1 Establish Leadership team (TIC Subscales 1, items 1-2, Subscale 2, items 3-5) Step 2 Develop a purpose statement (TIC Subscale 2, item 3) Step 3 Identify 3-5 expectations (TIC Subscale 4, items 9-11) Step 4 Develop procedures for teaching (TIC Subscale 4, items 10-12; school-wide expectations Subscale 5, item 12) Step 5 Develop plans for teaching (TIC Subscale 8, items 15-16) classroom expectations Step 6 Develop procedures for encouraging behavior (TIC Subscale 6, item 13) Step 7 Develop procedures for discouraging violations (TIC Subscale 7, item 14) Step 8 Develop data-based procedures for (TIC Subscale 3, items 6-8;, monitoring implementation Subscale 9, items 18-19) TIC Subscale 9 Establish information systems TIC Subscale 10 Build capacity for function –based support tier 2-3 early thoughts

18. PBISApps Demonstration Use your 6 digit School ID#

19. Lunch Break

20. Cutting Edge Research on Sustaining SW-PBIS Research shows that schools who are successfully implementing SW-PBIS at fidelity more than three years after starting:  Use data regularly in making decisions  Have teams that work effectively  Administrator involvement & support

21. Improving Decision Making From To

22. People aren’t tired from solving problems – they are tired from solving the same problem over and over.

23. Steps in Effective Problem solving Identify if there is a problem Primary to Precision Build a Solution Create an action Plan Implement and Evaluate

24. Effective problem solving involves implementation & fidelity data as well as outcome data. 2 examples 1 example using implementation data 1 example using ODR (outcome) data

25. Identifying Problems/Issues What data to monitor – ODR per day per month – OSS, ISS, Attendance, Teacher report – Team Checklist/ (TIC) (Are we doing what we planned to do?) What question to answer – Do we have a problem? What questions to ask of Level, Trend, Peaks – How do our data compare with last year? – How do our data compare with national/regional norms? – How do our data compare with our preferred/expected status? If a problem is identified, then ask – What are the data we need to make a good decision?

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

27. Primary versus Precision Statements Primary Statements Too many referrals September has more suspensions than last year Gang behavior is increasing The cafeteria is out of control Student disrespect is out of control Precision Statements There are more ODRs for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment.

28. Primary versus Precision Statements – What? More ODRs for aggression. – Where? On the playground. – When? First recess. – Who? A large number of students. – Why? To get access to the new playground equipment. Precision Statement: There are more ODRs for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment.

29. Precise or Primary Statement? Children are using inappropriate language with a high frequency in the presence of both adults and other children. This is creating a sense of disrespect and incivility in the school. ODRs during December are higher than in any other month.

30. Precise or Primary Statement? James D. is hitting others in the cafeteria during lunch, and his hitting is maintained by peer attention. Boys are engaging in sexual harassment. Three 5 th grade boys are name calling and touching girls inappropriately during recess in an apparent attempt to obtain attention.

31. Transforming Data into Information Look first at your patterns. What is the story the data tell? – Is it level? – Is there a trend? – Where are the peaks? Where are the valleys? – Match the data to current perceptions Compare your data – With the national median. (or established criterion TIC ) – With data from last year. (last quarter-TIC) – With what your staff/students/families want.

32. “An undefined problem has an infinite number of solutions.” Robert A. Humphrey

33. Designing Goals Define the problem with precision. Define the measure of the problem (level, amount). Define what would be considered “good.” Use the goal to guide the solution. – How can we move from where we are to where we want to be?

34. S M A R T Goals Specific Measurable Attainable Relevant Timely

35. Designing Goals ProblemLevelGoal Many students are leaving garbage in the cafeteria resulting in conflict and ODRs. The behavior is maintained because it is easy to do. 22 ODRs per month from the cafeteria Heidi (café supervisor) rates cafeteria as “1” (low) on a 1-5 scale of cleanliness. Less than 5 ODRs per month from the cafeteria. Heidi rates cafeteria as greater than 4 for cleanliness two weeks in a row.

36. Group Activity 5 min Using the example that follows read the “Precise Problem Description” of the problem and the level. Discuss possible goals for Phil

37. Activity-Designing Goals ProblemLevelGoal Phil is engaging in physical/verbal aggression toward three younger students during unstructured times. We believe this is maintained by social positives from his peer group and responses from the 3 students. Phil has received 4 ODRs this week for bullying, teasing, or aggression. ???

38. Using Data to Develop Solutions Prevention—how can we avoid the problem context? – Who? When? Where? – Schedule change, curriculum change, etc. Teaching—how can we define, teach, and monitor what we want? – Teach appropriate behavior – Use problem behavior as negative example Recognition—how can we build in systematic rewards for positive behavior? Extinction—how can we prevent problem behavior from being rewarded? Consequences—what are efficient, consistent consequences for problem behavior? How will we collect and use data to evaluate: – Implementation fidelity? – Impact on student outcomes?

39. Solution Development Solution ComponentAction Step(s) Prevention Teaching Recognition Extinction Corrective Consequence Data collection What data will we look at? Who is responsible for gathering the data? When/How often will data be gathered? Where will the data be shared? Who will see the data?

40. Example 1 Working with Implementation and fidelity data TIC or SET Our goal is to implement and sustain all features of School-Wide PBIS with fidelity So that we achieve important student outcomes

41. Analysis Know 3 types of reports – All tools – Total score - Are we improving? (evaluation question) – Subscale score What is working & where do we focus next? – Item report – Action plan M-RIP Cohort 8 Coach Mtg Oct 23 2012

42. TIC Total Score Are we improving? Criteria is 80%

43. TIC 3.1 Subscale What is working and where do we focus next? Criteria is 80%

44. Item Score Build the action plan – look at scores of 0 or 1

45. Interpreting TIC Data 1. What subscale is highest, 2 nd highest? --What are the content areas in that subscale? --What descriptive statement could you make? 2. What subscale is the lowest? -- What are the content areas in that subscale? --What descriptive statement could you make? 3. Consider the context. What year is this school? -What if this is year 1, year 2, year 5 data? 4. What data might you expect for a new school?

46. SWIS Demo School Year I TIC data summary: primary to precise Primary Statement Overall we are making some progress implementing SWPBIS, strong commitment and function based support. We have developing areas including team, assessment, expectations defined, expectations taught and evaluation systems Precise Statement: We have great administrator support and tot least 80% of faculty buy-in. We also have staff with behavior expertise as well as an existing team for providing individual student function based support. We have developed a team but do not have regularly scheduled meetings and have not integrated activities across committees. We have completed only one self-assessment and will need to complete another TIC, the SAS, and the SET. We have made some progress in defining expectations, creating a matrix. We have not started creating teaching plans for the expectations,, teaching expectations or a consequence system. We have a partial system for monitoring referrals from classrooms but have not done a classroom system analysis.

47. Activity-Designing Goals Problem Precise LevelGoal

48. Solution Development Solution ComponentAction Step(s) Prevention Teaching Recognition Extinction Corrective Consequence Data collection What data will we look at? Who is responsible for gathering the data? When/How often will data be gathered? Where will the data be shared? Who will see the data?

49. Action Plan What are our next steps to achieve our goal to resolve the problem? – Goal – Problem statements – Solution Actions – People assigned for task completion – Timelines assigned to tasks – Evaluation Plan 1.Fidelity (academic & social behavior) 2.Student outcomes (academic & social behavior)

50. Using Precision Problem Statements to Build Solutions, Action & Evaluation Plans Solutions Prevention: How can we avoid the problem context? Teaching: How can we define, teach, and monitor what we want? Recognition: How can we build in systematic reward for desired behavior? Extinction: How can we prevent problem behavior from being rewarded? Consequences: What are efficient, consistent consequences for problem behavior? Action Plan Who will do each task & when will it be completed? Evaluation How will we collect and what data will we use to evaluate: Implementation fidelity? Impact on student outcomes? Evaluation How will we collect and what data will we use to evaluate: Implementation fidelity? Impact on student outcomes? M-RIP Cohorts 2-8 Coaches' Mtg Oct 1 or 2, 2013

51. Solution Components What are the action steps? Who is Responsible?By When? How will fidelity be measured? Notes/Updates Prevention Teaching Recognition Extinction Corrective Consequence What data will we look at? Who is responsible for gathering the data? When/How often will data be gathered? Where will data be shared? Who will see the data? Data Collection Precise Problem Statement: __________________________________________ _________________________________________________________________ Goal: _____________________________________________________________

52. Example 2 Working with student outcome data (ODR) Our goal is to implement and sustain all features of School-Wide PBIS with fidelity So that we achieve important student outcomes

53. Elementary School 465 students (465/ 100 = 4.6 X.22= 1.0) Primary Problem Statement We had peaks of problem behavior in Sept, Oct, & Nov. There has been a decreasing trend since December. Our rate of problem behavior has been above the national median for schools our size every month this year. Primary Goal Our rate of problem behavior will be at or below the national median as measured by SWIS, monthly for the next ‘school year’ Next Review the Big 5 & custom reports

54. Defining Precision Elements of the problem What are the problems?

55. Defining Precision Elements of the problem Where are problems occurring?

56. Defining Precision Elements of the problem When are problem occurring? 9:45 12:45 11:30 1:30

57. Defining Precision Elements of the problem Who are the students involved?

58. Refining the Elements via custom reports 3 rd, 6 th, and 7 th graders

59. Obtain attention Defining Precision Elements of the problem Why are problems occurring?

60. Primary to Precise Primary Last year we had an increasing trend during first 3 months(5- 2.2/day above national median).5-1.0 per day above national median for remainder of school year. Precise Inappropriate language, disrespect, physical aggression, harassment, disruption, in class & common areas (hall, cafe, playground, commons) are taking place at 9:45, 12:45-1:30, 11:30-12:15 involving many 6 th, and 7 th graders. Behaviors appear to be driven by a need to gain peer or adult attention.

61. Using Precision Problem Statements to Build Solutions, Action & Evaluation Plans Solutions Prevention: How can we avoid the problem context? Teaching: How can we define, teach, and monitor what we want? Recognition: How can we build in systematic reward for desired behavior? Extinction: How can we prevent problem behavior from being rewarded? Consequences: What are efficient, consistent consequences for problem behavior? Action Plan Who will do each task & when will it be completed? Evaluation How will we collect and what data will we use to evaluate: Implementation fidelity? Impact on student outcomes? Evaluation How will we collect and what data will we use to evaluate: Implementation fidelity? Impact on student outcomes?

62. Prevent “Trigger” Define & Teach Reward/Reinforce Withhold Reward Corrective consequence Other Safety 65 Example for Precise Behavior Problem Statement 6 th and 7 th graders are engaging in inappropriate language, harassment, disrespect and aggression in two classrooms at 9:45 and 12:45 to get peer and adult attention and to escape the work. There are 175 total instances of problem behavior in 6 th and 7 th grade classrooms, for 2010-11 school year. Example for Precise Behavior Problem Statement 6 th and 7 th graders are engaging in inappropriate language, harassment, disrespect and aggression in two classrooms at 9:45 and 12:45 to get peer and adult attention and to escape the work. There are 175 total instances of problem behavior in 6 th and 7 th grade classrooms, for 2010-11 school year. Re-review 6 th and 7 th graders classroom expectations/Respecting others, daily Focus on Respect, Re-teach stop-walk routine Set up “Daily Double”: Class period without problem behavior occurrence receives extra 2 mins, at end of period to talk. Provide specific feedback for using stop-walk routine Ensure staff use routine for responding to a report when student comes to talk. Use School Defined Process

63. Solution Components What are the action steps? Who is Responsible?By When? How will fidelity be measured? Notes/Updates Prevention Teaching Recognition Extinction Corrective Consequence What data will we look at? Who is responsible for gathering the data? When/How often will data be gathered? Where will data be shared? Who will see the data? Data Collection Precise Problem Statement: __________________________________________ _________________________________________________________________ Goal: _____________________________________________________________

64. Thank you Next steps Examine your data Adjust your action plan as needed Practice having your data discussion early in your team meeting When using your ODR data practice developing Precise Statements, drilling down and creating data-based solutions and action plans. Review monthly