Coaches Forum #3: Paperwork & Precision Statements

1. Coaches Forum #3:Paperwork & Precision Statements PBIS- 2010-2011 Cadre February 9, 2011

2. Outcomes • Understand OCDE Invoicing Process • Understand SET Sign-up Process • Complete SWIS licensing paperwork • Define logic/main ideas for data use • Define “precision statements” that can lead to functional solutions

3. Agenda • Paperwork • Invoicing • SET Sign-Ups • SWIS Licensing • What’s next with SWIS? • Data For Decision Making • Precision Statements

4. Paperwork: Grant Monies Invoicing

5. Paperwork: SET Sign-Ups • What is the SET? • School-wide Evaluation Tool • From your handout: • The School-wide Evaluation Tool (SET) is an interview and observation protocol through which an external expert evaluates the status of critical PBIS features both before and after implementation. • How big of a deal is it? • How long will it take? • What will we get out of it?

6. Paperwork: SET Sign-Ups • Online sign-ups on Google Docs spreadsheet • SET Evaluation Link: https://spreadsheets.google.com/ccc?key=0AluJy5NiKcqIdGpZeXNMR19GU0hJWHlocmNTdkI3dmc&hl=en#gid=0 • An email will come to you with this link tomorrow • Sign up asap: Window is February 9 – 23 • Either 8-11 am or 12-3 pm slot • Get excited! It’s a great opportunity to get some feedback for your next steps! 

7. Paperwork: SWIS Licensing • School Information Form & License Agreement • And… here we go!

8. Forms to Complete and Submit School Information Form License Agreement

9. School Contact Information Demo SD 11/29/2007 01-2345-678900 Oregon Anyplace Elementary School 1852 Portland Way Somewhere Oregon 97452 Somewhere Oregon 97452 PO Box 3456 234-9874 555 234-6987 555 Optional Information NCES # Mailing Address (if it’s the same as the physical address) Fax Number

10. Grade Levels SWIS gives pictures of School-Wide information. All checked grade levels will be included in the Big 5 Reports.

11. SWIS Users and Login Information An email address is required for all listed SWIS users. • Temporary Passwords: • 3 letters, 1 number, 3 letters • SWIS is space and case sensitive • Who should have access to: • Full-Access passwords? (3 max) • Read-Only passwords? (1 max) jwho@demo.net Jimmy Who sly1ben sbean@demo.net Sally Bean bly1kid Billy Kidd bkidd@demo.net wly1wal Wally Wallace wwallace@demo.net mly1mad Molly Madson Kelly Keller kkeller@demo.net mmadson@demo.net kly1kel

12. SWIS Users – Read-Only Passwords • Is the Read-Only password necessary? • Who uses the Read-Only password? • District Personnel • School Psychologist • School Administrators • Other Facilitators • Note: the read-only password is NOT confidential. • It provides access to student and staff names which should be used for administrative purposes only.

13. SWIS Users – Read-Only Passwords kly1kel • School psychologist • Needs read-only access to many schools in the district • Not a school employee • Is a district employee Let us know employer information in an attached note with the school information form and license agreement kkeller@demo.net Kelly Keller

14. Temporary Passwords sbean@demo.net …….

15. Temporary Passwords sbean@demo.net …….

16. SWIS Facilitator Information & Signature Marie Williams mwilliams@ocde.us 966-4304 714 Marie Williams 2-09-2011 2/9/2011 Your SWIS Facilitator will sign this form, affirming that this school meets all 10 SWIS readiness requirements and is ready to receive SWIS training. Without his/her contact information and signature, the account cannot be setup.

17. Signatures on the License Agreement Demo District • The License AgreementThe person assigned the responsibility of signing legally binding documents will sign the SWIS license agreement. In most schools this is the: • Administrator • Dean • Vice Principal • Superintendent • The Optional Data Sharing Agreement • Schools opting to participate in sharing their SWIS data with state and district evaluators for research purposes will sign this agreement. This piece is not required in order to use SWIS. Sheila Nickel 1254 Dollar Street Jimmy Who 4/28/08 Somewhere, OR 97452 Jimmy Who snickel@demo.net Anywhere ES PO Box 3456 Somewhere, OR 97452 Jimmy Who 4/28/08 Jimmy Who Administrator

18. What happens next? Leave Page ONE and Page SIX with us to send to Oregon. They will process them as quickly as possible...in hopes that you can have free access to SWIS on March 1 for the rest of this school year. A notification email will be sent to you as soon as the account is activated. Allow 2 weeks for activation School Info Form License Agreement Submit the School Information Form and License Agreement to: Educational and Community Supports 1235 University of Oregon Eugene, OR 97405-1235 Attn: SWIS Accts Manager Invoice is sent to the payer indicated on the license agreement. Letter is sent to the school welcoming them to SWIS.

19. Invoicing Demo District Sheila Nickel 1254 Dollar Street Jimmy Who 4/28/08 Somewhere, OR 97452 Jimmy Who snickel@demo.net Anywhere ES PO Box 3456 Somewhere, OR 97452 Jimmy Who 4/28/08 Jimmy Who Administrator

20. Account Setup and Invoicing Timeline Jul. New version of SWIS released Feb. New features decided Mar 1st – Aug 31st Subscription fee waived for all new SWIS and CICO-SWIS subscriptions Sept. 1st – Feb. 28th (29th) New SWIS and CICO-SWIS subscriptions setup and invoiced Jul Jan Oct Feb Apr Dec Jun Aug Nov Mar Sept May Sept 1st Accounts renewed Nov 1st 2nd Notices Dec 1st Final Notices Jun – mid Jul Update Account Info

21. Moving On… What do we do with all of these fabulous SWIS Data Charts and Graphs?

22. Data for Decision Making Main Ideas: • Decisions are more likely to be effective and efficient when they are based on data. • The quality of decision-making depends most on the first step (defining the problem to be solved) • Define problems with precision and clarity

23. Main Ideas, cont’d. • Data help us ask the right questions… they do not provide the answers. • Use data to: • Identify problems • Refine problems • Define the questions that lead to solutions • Data help place the “problem” in the context rather than on the students.

24. Six things to avoid DON’T: • Define a solution before defining the problem • Build solutions from broadly defined, or fuzzy problem statements • Fail to use data to confirm/define problem • Agree on a solution without building a plan for how to implement or evaluate the solution • Agree on a solution but never assess if the solution was implemented • Engage in serial problem solving without decisions

25. Uses of Data • Review current status and identify problems early • Use data on a regular basis (every two weeks) to monitor key indicators, and identify problems before they become difficult • Use data to assess if solutions are working • If many students are making the same mistake it typically is the systemthat needs to change not the students..

26. The BIG 5 SWIS Reports • Average Referrals Per Day Per Month • Referrals by Problem Behavior • Referrals by Location • Referrals by Time • Referrals by Student The BIG 5 Basic Reports are available for: • Minors, majors, or all referrals • Any period of time for which SWIS data is entered • Table or graph format • Fixed order of reporting (Non-Fixed Graphs are ordered from least to most frequent)

27. Identifying problems/issues • What data to monitor • ODR per day per month • Out-of-School Suspension, In-School Suspension, Attendance, Teacher report • Team Checklist/ SET (are we doing what we planned to do?) • What question to answer • Do we have a problem? • If a problem is identified, then ask • What are the data we need to make a good decision?

28. Precise Problem Statements • What are the data we need for a decision? • Precise problem statements include information about the Big Five questions: • What is problem, and how often is it happening? • Where is it happening? • Who is engaged in the behavior? • When is the problem most likely to occur? • Why does the problem keep happening?

29. Primary vs. Precision Statements • Primary Statements • There are way too many referrals lately • Those kids are getting too rough out on the playground • The new equipment for the playground is bringing out the worst in those kids! • 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. • 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.

30. Precise or Primary Statement? Primary • ODRs during December are higher than in any other month. • 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 5th grade boys are name calling and touching girls inappropriately during recess in an apparent attempt to obtain attention. Precise Primary Precise

31. Precise or Primary Statement? Minor disrespect and disruption are increasing over time, and are most likely during the last 15 minutes of our block periods when students are engaged in independent seat work. This pattern is most common in 7th and 8th grades, involves many students, and appears to be maintained by escape from work (but may also be maintained by peer attention… we are not sure). Precise

32. Use the information in the data to build a narrative that draws the team into problem solving.

33. Describe the narrative for this school National Mean

34. Describe the narrative for this school

35. Using Data to Build Precision Problem Statements • Remember… • Given that we know we have a problem: • What are the problem behaviors? • Where are they occurring? • When are they occurring? • Who is involved? • Why do they keep happening?

36. Follow the Data… Data point toward asking the right questions. • If many referrals in class • Which classes? • Which students? • What problem behaviors? • When? • If many referrals in cafeteria • Which students? • What times? (beginning or end of lunch period?) • What problem behaviors?

37. Disrespect is our most frequent problem behavior. We also have incidents of fighting and harassment What are next questions? Who, When, Where, Why?

38. Questions to ask about Referrals by Location • Where are the problems occurring? • Are there problems in many locations, clusters of locations, or one location?

39. Many problem behaviors in class Many problem behaviors in unstructured settings (hall, playground, parking lot, bathroom) After deciding there was a problem, we collected more data and found that there is more than one class that has the same problem behavior

40. Questions to ask about Referrals by Time • When are the problem behaviors occurring? • How do those times match with the daily activities? • How does this information match up to Referrals by Location?

41. Most problems are occurring between 9:45-10:45. Other problematic times are 8-8:45 and 11:30.

42. Most problems are occurring at noon

43. Questions to ask about Referrals by Student • What proportion of students has 0-1 ODR? • What proportion of students has 2-5 ODRs? • What proportion of students has 6+ ODRs? • Do we have systems of support that increase student success?

44. Student # 121 needs individualized support. 8 students are likely candidates for some type of Tier II support. 87% of our students have received 0-1 ODR

45. We have 11 students who are likely candidates for some type of Tier II support 93% of our students have received no more than one ODR

46. Questions to ask about Referrals by Perceived Motivation • What is perceived as maintaining the problem behavior? • Are there one or more perceptions?

47. The problem behaviors are most likely maintained by task avoidance and peer avoidance. We have many incidents with unknown motivation

48. Problem behaviors appear to be maintained by peer and adult attention

49. Problem behaviors appear to be maintained by escaping adult attention

50. Trevor Test Middle School 565 students Grades 6,7,8