O.C. PBIS Team Training Day 3

1. O.C. PBIS Team Training Day 3 Cohort A: Tuesday, March 9th Cohort B: Wednesday, March 17th 8:15-3:30 p.m.

2. Grounding • Analogy Prompts (Adaptive Schools Strategy) • How do event planners finish getting the event ready in time and show up in party clothes without looking bedraggled? • How do cross-country skiers pace themselves so that they have enough to make a push for the finish line? • How do the answers to the above relate to your implementation of PBIS?

3. Outcomes • Evaluate ODR & Active Flowchart Compatibility with SWIS requirements • Learn about SWIS Progress-Monitoring • Explore ways to use SWIS Data for Decision Making • Develop an awareness of function-based intervention • Adapt and create Implementation Day materials into site-level Action Plan • Plan next steps toward PBIS Implementation

4. Office Discipline Referral (ODR) & Active Flowchart “Showcase” • Take 10 min. to prepare your review (“Showcase”) • Is it a match for SWIS? • How did you “contextualize” the ODR to fit your school culture? • What is your Active Flowchart process • Who, When, How will the ODR’s be completed? • What is the process for getting information and student to office for major behavioral errors? • What is the process for entering the data?

5. ODR & Flowchart “Showcase” Process • Find your “Buddy Team” • Determine • Team A • Team B • Team A will present review • Team B practice Active Listening and will select • 1 team member to paraphrase • All other members will craft a “take-away” reflective question on a post-it note • Switch Teams

6. Cognitive Coaching Tips & Examples Paraphrase Reflective Questions As you reflect upon your faculty’s reaction to the ODR, what are some strategies you will use to establish buy-in? What might be some reasons for the staff’s varied responses to using an ODR? As you consider your data collection system, what are some benefits you are noticing? • Attend fully • Listen with the intention to understand • Capture essence of the message • Reflect essence of voice tone and gestures • Make paraphrase shorter than original statement

7. SWIS Progress Monitoring Overview • Data Collecting Basics • SWIS Overview • SWIS Readiness & Compatibility

8. Why Collect Discipline Information? • Decisions made with data are more likely to be implemented, efficient and effective • Data help us ask the right questions to: • Identify problems • Refine problems • Define the questions that lead to solutions

9. Why Collect Discipline Information? • Data help place the “problem” in the context rather than in the students • The quality of decision-making depends most on the first step (defining the problem to be solved) • Define problems with precision and clarity based on data

10. Data Collection: Things to Avoid • Defining a solution before defining the problem • Building solutions from broadly defined, or fuzzy problem statements • Failure to use data to confirm/define problem • Agreeing on a solution without building a plan for how to implement or evaluate the solution • Agreeing on a solution but never assess if the solution was implemented

11. When Should Data be Collected? • Continuously • Data collection should be an embedded part of the school cycle not something “extra” • Data should be summarized prior to meetings of decision-makers (e.g. weekly) • Data will be inaccurate and irrelevant unless the people who collect and summarize it see the data used for decision-making.

12. Key Features of Data Systems that Work • The data are very easy to collect (1% of staff time) • Data are presented in picture (graph) format • Data are easily 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 data provide information in developing and refining precise problem statements

13. Coach & Principal as Expert: Ask Something • With an elbow partner, read the first page of the article on SWISTM • Stop and Ask Something • Make a connection • Ask a question • Coaches and Principals share their answers and/or insight • Continue reading, stopping before the section on CICO-SWIS and the Say Something again

14. SWISTM(School-Wide Information System) • Defined • SWISTM is a web-based information system for gathering, entering, summarizing, reporting and using office discipline referral information • Purpose • Improve the ability of school personnel to develop safe and effective learning environments • SWIS & Systems Change • The most efficient and durable strategy for changing a system is to provide regular reports on valued outcomes

15. Social Competence & Academic Achievement Positive Behavior Support OUTCOMES Supporting Student Behavior Supporting Decision Making DATA PRACTICES SYSTEMS Valued Outcomes Supporting Staff Behavior

16. Three Key Elements of SWISTM • Data Collection System • Coherent system for assigning referrals • Connected to problem behavior definitions, referral form, active flow chart • Computer Application • Web-based, continuously available, secure • Decision-making System • Provides processes for use of data • School-wide • Groups of Students • Individual Students

17. Basic Features of SWISTM • Only reports discipline data • Major office referrals • Minor discipline offenses • Highly efficient and simple data entry (30 sec per referral) • Local control • Formatted for decision-making (pictures, graphs, tables) • Custom graphs and reporting features • Information is available continuously • Confidential, secure

18. Why was SWISTM Developed? • As a PBIS school-wide behavior support to collect and disaggregate behavioral data • As a way for teams to be able to have a behavioral progress monitoring tool • Out of a need for an improved and effective decision-making tool at the school building level for PBIS sustainability • Primary Developers • Seth May, William Ard III, Anne Todd, Rob Horner, George Sugai, Aaron Glasgow, Jeff Sprague

19. SWISTM & RtI

20. How SWISTM works • SWIS can be used for: • Internal decision-making related to discipline practices • Support plan design for individual students • Reporting to district, state and federal agencies • SWIS provides information at 3 levels: • Universal (whole school): SWIS • Secondary/Strategic (target groups at-risk): CICO-SWIS • Tertiary/ Intensive (individual student supports): ISIS-SWIS (to be released later in 2010)

21. SWIS Universal Application • Trained staff enter ODRs into SWIS online • Data is summarized to provide information through various reporting formats to look for school-wide referral patterns • The Big 5 Reports • Problem Behavior • Location • Time of Day • Students Involved • Frequency of referrals (average referrals per day per month)

22. SWIS Universal Application • Custom Reports: to refine behavior patterns, include: • Disproportionality by ethnicity • Individual student referral patterns • Year-end reports • Teams use data for decision-making to improve school-wide behavior and environments

26. CICO-SWIS Secondary Application • Introduced in Year 2 of PBIS training to support the Check-In/Check-Out (CICO) targeted group intervention • Smaller groups of at-risk students are identified based on SWIS data and participate in Tier 2, targeted group intervention • Reports in CICO-SWIS are useful for: • Monitoring individual student progress • Reviewing integrity and fidelity of CICO interventions

29. ISIS-SWIS Tertiary Application • Introduced in Year 3 of PBIS training to support the Tier 3 intensive interventions for individual students • The Individual Student Information System (ISIS) organizes information about individual students in the following areas: • Identification • Assessment • Support plan design • Support plan implementation • Support plan impact

30. ISIS

32. Current Options for Compatibility Coaches & Principals… Take a moment to explain to your team what this means • S-Dex: (District IT Assistance Needed) • Download data from SWIS and upload into District’s system • ASIST: (District IT Assistance Needed) • Download data from School Information System and upload into SWIS (problem with data integrity) • Double Entry • Enter all office discipline referral information into both systems, OR • Enter all ODR information into SWIS (most schools do this); only state reportable offenses into School Information System (suspensions, weapons, expulsions, etc.) • SWIS is viewed as a progress monitoring system

33. SWIS Readiness Checklist

34. Requirements 4 & 5: Compatibility Active Flow Chart Office Discipline Referral Form

35. Break – 15 minutes ENJOY your break!

36. SWIS Data for Decision-Making • Team Initiated Problem Solving (TIPS) Model • SWISTM National Norming • Precision Statements

37. A Growing Issue • SWIS users are doing a good job of establishing and collecting SWIS data, but there is wide variability in the quality with which SWIS data are being used. • Team meeting observations • Data presentation, but not data use

38. A Solution: Team Initiated Problem Solving (TIPS) • Goal: Develop a “problem-solving model” for school teams that results in active use of data to • (a) define problems, • (b) build solutions, and • (c) transform solutions into practical action plans. • Developed by: Steve Newton, Anne Todd, Bob Algozzine, Kate Algozzine, Rob Horner

39. Review Status and Identify Problems Team Initiated Problem Solving (TIPS) Model Develop and Refine Hypotheses Evaluate and Revise Action Plan Collect and Use Data Discuss and Select Solutions Develop and Implement Action Plan Problem Solving Foundations

40. TIPS Main Idea • The process a team uses to problem solve is important: • Establish Roles: • Facilitator; Recorder; Data analyst; Active member • Focus on Organization: • Agenda; Old business (did we do what we said we would do); New business; Action plan for decisions. • What happens BEFORE a meeting • What happens DURING a meeting • What happen AFTER a meeting

41. Before the meeting: • Roles are defined • Big 5 SWIS reports are available • Agenda prepared • Help data analyst prepare data summary Review Status and Identify Problems Team Initiated Problem Solving (TIPS) Model Develop and Refine Hypotheses Evaluate and Revise Action Plan Collect and Use Data • After meeting: • Make sure meeting minutes are disseminated Discuss and Select Solutions Develop and Implement Action Plan • During the meeting: • Reinforce organization • Help data analyst use SWIS decision-rules • Prevent drowning in data Problem Solving Foundations

42. Responsibilities of a PBIS Team

43. Using Data to Refine Problem Statement • 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 creates concern, but that 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” or “Precise Problem Statements”

44. 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 the problem is most likely • Why the problem is sustaining

45. 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. Primary versus Precision Statements

46. 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 aggressionon 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. Primary versus Precision Statements

47. Think-Pair-Share • With an elbow partner, discuss which of the following examples are precision problem statements • Then discuss how you might make the non-examples better, more precise statements

48. 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 • James D. is hitting others in the cafeteria during lunch, and his hitting is maintained by peer attention.

49. Precise or Primary Statement? • Three 5th grade boys are name calling and touching girls inappropriately during recess in an apparent attempt to obtain attention. • Boys are engaging in sexual harassment

50. Developing Precise Problem Statements • Look at the next slide to determine if this school has a problem.