1. Cohorts 2-8 Coaches’ Meeting October 1 or 2, 2013 pbis.char@gmail.com pbis.ann@gmail.com M-RIP Cohorts 2-8 Coaches' Mtg Oct 1 or 2, 2013

2. Agenda  Using data in problem solving  Classroom and supplemental interventions  Networking M-RIP Cohorts 2-8 Coaches' Mtg Oct 1 or 2, 2013

3. 2 Outcomes Demonstrate ability to use data to create, implement and evaluate team action plan and to document/report progress and achieved student outcomes. Demonstrate understanding of critical features of Tier 1 and Tier 2 Interventions M-RIP Cohorts 2-8 Coaches' Mtg Oct 1 or 2, 2013

4. Group Agreements Stay focused and engaged (e.g., discussions, activities, active listening, present for entire training) Support others by reducing distractions (e.g., technology, side conversations) Take care of your personal needs (e.g., restroom, breaks, emergency texts/calls) 4taken from SWIS

5. Using data in problem solving M-RIP Cohorts 2-8 Coaches' Mtg Oct 1 or 2, 2013

6. Using data in problem solving Role of Coach with data Data sources Evaluation questions & drill down Problem solving Solution building Action plan M-RIP Cohorts 2-8 Coaches' Mtg Oct 1 or 2, 2013

7. Two Simple-Overarching Questions 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

8. PBIS Assessments Measure implementation fidelity status which is essential for achieving outcomes M-RIP Cohorts 2-8 Coaches' Mtg Oct 1 or 2, 2013

9. The Data Sources forImplementation TIC 3.1Implementation monitoring SAS Need for improvement, priority for change SETBroad view of key features of SW-PBIS BOQIdentifies the strengths and areas of need across 10 features M-RIP Cohorts 2-8 Coaches' Mtg Oct 1 or 2, 2013

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

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

12. Goals and Action Planning Where are we? If you do not have all SW-PBIS features in place, plan how you will get there. If you have SW-PBIS features in place but don’t meet 80/80, plan how you will get there. If you achieved 80/80 look for your outcomes. If the outcomes are not there, go back and check accuracy & fidelity. If you meet the “gold standard” and achieve the important outcomes, plan how you will communicate this and how you will sustain. M-RIP Cohorts 2-8 Coaches' Mtg Oct 1 or 2, 2013

13. ODR Measures changes in student behavior This is the over-arching outcome M-RIP Cohorts 2-8 Coaches' Mtg Oct 1 or 2, 2013

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

16. Using data for indepth problem solving and developing team action plans M-RIP Cohorts 2-8 Coaches' Mtg Oct 1 or 2, 2013

17. Problem solving M-RIP Cohorts 2-8 Coaches' Mtg Oct 1 or 2, 2013

18. Team Meeting Expectations 1.Team foundations (roles, schedule, agenda) 2.Define problems with precision 3.Define the goal before the solution 4.Build functional solutions 5.Transform solutions into action plans 6.Measure fidelity and impact (repeatedly) 7.Adapt solutions over time to fit new data

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

20. Building & Using Precisions Statements

21. More Precision Is Required to Solve the Identified Problem 1.Define problem by identifying What problem behaviors are involved in ODRs 2.Clarify problem by identifying When ODRs are occurring (time of day) Where ODRs are occurring (location) Who is engaging in problem behaviors that result in ODRs Why are problem behaviors continuing to occur 21

22. Drilling Down from Primary to Precise Problem Statements in SWIS (TIES etc) …the process 1.Identify Primary Problem Statement or Problem Area 2.Isolate 1-2 problem “factors” to drill down. 3.Generate a Custom Graph that isolates the above 1-2 factor(s) and identifies an additional factor. 4.Modify the Custom Graph in order to “drill-down” to a precise problem statement. 5.Report Options (basic and/or advanced) to gather more information. 6.Generate a Custom Report that shows all the referral information based on the factors identified.

23. Work from general to specific Primary M-RIP Cohorts 2-8 Coaches' Mtg Oct 1 or 2, 2013 Specific

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

25. Activity: Quick Write—45 seconds: Summarize the findings from your Drill Down into a precision statement. Turn and share with a neighbor. Same? Different? Why?

26. Establishing Goals

27. Examples of SMART Goals Precise Problem Statement – We have high rates of physical aggression, disrespect and inappropriate language on the playground at 10:00, 10:15, 12:15,12:30,1:45 & 2:00. Many students are involved and it appears that students are trying to get access to equipment/games. Current Level – The frequency of physical aggression, disrespect & inappropriate language on playground is 12 ODRs per month SMART Goal – Decrease frequency of physical aggression, disrespect & inappropriate language on playground to no more than 6 per month by end of school year M-RIP Cohorts 2-8 Coaches' Mtg Oct 1 or 2, 2013

28. Moving from Precision Statement to SMART Goal Setting SMART Goals S pecific M easureable A ttainable R elevant T imely Precision problem statement – Inappropriate language, disrespect, physical aggression, harassment, disruption, in class & common areas (hall, cafe, playground, commons) are taking place at 9:45, 12:45-1:30, 11:30-12:15 involving many 6 th, and 7 th graders. Behaviors appear to be driven by a need to gain peer or adult attention. Current Level – 300 ODRs across 6 months/ 100 school days= 3 per day SMART Goal – Fidelity of Implementation: 6 th and 7 th grade teachers will provide specific feedback regarding respectful behavior, rating fidelity of implementation (providing specific feedback) at or above 80% at the end of next month for the remaining 3 months of the school year – Student Outcome Data: 6 th and 7 th grade ODRs will decrease to no more than one per day by the end of the school year. M-RIP Cohorts 2-8 Coaches' Mtg Oct 1 or 2, 2013

29. Writing Smart Goal Precision Statement: Current Level: Smart Goal: M-RIP Cohorts 2-8 Coaches' Mtg Oct 1 or 2, 2013

30. Build Solutions M-RIP Cohorts 2-8 Coaches' Mtg Oct 1 or 2, 2013

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

32. Solution Development Solution ComponentAction Step(s) Prevention Teaching Recognition Extinction Corrective Consequence Data collection – Target Area(s): physical aggression on the playground during 3 rd grade recess times – Goal: reduce referrals for physical aggression on the playground for each of the remaining months

33. Prevent “Trigger” Define & Teach Reward/Reinforce Withhold Reward Corrective consequence Other Safety 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 M-RIP Cohorts 2-8 Coaches' Mtg Oct 1 or 2, 2013

34. Creating an Action Plan for your solution M-RIP Cohorts 2-8 Coaches' Mtg Oct 1 or 2, 2013

35. 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

36. 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: _____________________________________________________________

37. CASE STUDY Practicing using your own data M-RIP Cohorts 2-8 Coaches' Mtg Oct 1 or 2, 2013

38. When finished Let’s add a reflection on our experience

39. Content Checkpoint Quick Write—45 seconds: How will this approach to data-based decision making help your team/school? Share with a neighbor. Same? Different? Surprises?

40. In summary Understanding the data sources and how they help us ask the right questions Team fluency in accessing data Interpreting data effectively Integrating data sources to answer questions On-going use of data to establish a goal and build a solution, creating an action plan and evaluation of action plan M-RIP Cohorts 2-8 Coaches' Mtg Oct 1 or 2, 2013

41. Classroom and Supplemental Interventions for Tier II M-RIP Cohorts 2-8 Coaches' Mtg Oct 1 or 2, 2013

42. Is Your School Ready for Tier II? Have you received an overall score of 80% on your TIC? Have you received an overall score of 80% on your SET? (80/80) Is your SW-PBIS Leadership using data effectively and efficiently? M-RIP Cohorts 2-8 Coaches' Mtg Oct 1 or 2, 2013

43. Are Classrooms Ready for Tier II? Are 80% of your classroom teachers teaching and practicing the expectations? Are 80% of your classroom teachers acknowledging correct behavior? Are 80% of your staff using the consequence system correctly? M-RIP Cohorts 2-8 Coaches' Mtg Oct 1 or 2, 2013

44. Are Individual Classrooms Ready? M-RIP Cohorts 2-8 Coaches' Mtg Oct 1 or 2, 2013 A Tier II Intervention will only work in a classroom if prevention (teaching, practicing and using expectations) systems are used. A Tier II Intervention will only work in a classroom where students feel supported by the classroom teacher. A Tier II Intervention may work in one classroom and not in another.

45. What is a Tier II Intervention Interventions that build on the school-wide behavior support plan The interventions require minimal amounts of time and resources, and are designed for groups of students. The students who receive Tier 2 interventions are those who are not successful with Tier 1 supports – students who continue to have behavioral challenges in spite of ongoing teaching and rewarding strategies. M-RIP Cohorts 2-8 Coaches' Mtg Oct 1 or 2, 2013

46. Why Do Tier II Interventions Work Improved structure Prompts throughout the day for correct behavior System for linking student with at least one adult Student chooses to participate Increased feedback Feedback occurs more often Feedback is tied to student behavior Inappropriate behavior is less likely to be ignored or rewarded Kincaid – University of Southern Florida M-RIP Cohorts 2-8 Coaches' Mtg Oct 1 or 2, 2013

47. First Step: Tier 1 is Implemented with Fidelity 80/80 on SET and greater that 80% on TIC Staff is consistent in teaching, rewarding, and using consequences – Classroom-level and school-wide level – Classroom systems and management Ongoing teaching of the school-wide expectations and rules – Not just once a year – Process for orienting new students is in place M-RIP Cohorts 2-8 Coaches' Mtg Oct 1 or 2, 2013

48. Linked directly to school-wide expectations and/or academic goals Continuously available for student participation Implemented within 3 school days of determination that the student should receive the intervention Can be modified based on assessment and/or outcome data Includes structured prompts for ‘what to do’ in relevant situations Results in student receiving positive feedback from staff Includes a school-home communication exchange system at least weekly Orientation materials provide information for a student to get started on the intervention Orientation materials provide information for staff/ subs./ volunteers who have students using the intervention Opportunities to practice new skills are provided daily Individual Student Systems Evaluation Tool version 2.0 Anderson, Lewis-Palmer, Todd, Horner, Sugai, & Sampson 10 Critical Features for Tier 2 Interventions M-RIP Cohorts 2-8 Coaches' Mtg Oct 1 or 2, 2013

49. Interventions for Classroom Tier II Tough Kid Tool Box (Sopris West) CHAMPS (Sprick, Safe and Civil Schools) Good Behavior Game (InterventionCentral.org) Classroom Social Skills M-RIP Cohorts 2-8 Coaches' Mtg Oct 1 or 2, 2013

50. Supplemental Groups Processes and procedures designed to address behavioral issues of groups of students with similar behavior problems or behaviors that seem to occur for the same reasons Additional support outside of the classroom Communication is Key Coordinate with classroom teacher(s) Post in setting(s) Use common language Newcomer M-RIP Cohorts 2-8 Coaches' Mtg Oct 1 or 2, 2013

51. Supplemental Interventions for Tier II CICO Self-Monitoring Program Behavioral Contracting Mentoring Social Skills M-RIP Cohorts 2-8 Coaches' Mtg Oct 1 or 2, 2013

52. Critical Feature Practice Describe a Tier II Intervention that your school is currently using to a partner. What critical features are missing? How could those critical features be included in the intervention? M-RIP Cohorts 2-8 Coaches' Mtg Oct 1 or 2, 2013

53. Coaching Resources Review Team Training Coach Training – C9, C2-8, Structured Networking MRIP Regional Coaching (phone, email, onsite) Each other-networking Coaches’ calendar and mats (new & sustaining) Snapshots (examples Cohort 9) FaceBook, PBIS MN, Twitter #pbis_mn PBIS Summer Institute (June 19-20, 2014 = MDE) State and national websites – www.pbismn.org -www.pbis.orgwww.pbismn.orgwww.pbis.org pbisworld.com M-RIP Cohorts 2-8 Coaches' Mtg Oct 1 or 2, 2013

54. Networking Discuss how you are currently using your data for problem solving and action planning. Are you working smart? Are you digging deep? What classroom and supplemental interventions are in place at your school for Tier II? Are they effective? How do you know? Are they efficient? How could you improve your interventions? M-RIP Cohorts 2-8 Coaches' Mtg Oct 1 or 2, 2013