S-RIP Coach Meeting

1. S-RIP Coach Meeting Rochester December 7, 2011

2. Agenda • Welcome • Check in • Coach Self-assessment Results • Decision-making tools/data • Resource sharing • Networking • Action plan • Next steps and close

3. Check in ✔ • Tell us your name/school/cohort year • Tell us one thing you have learned about being a coach since the last meeting • Tell us one challenge you face as a coach in the next 3 months • One thing you want to network on today

4. Facilitate Coaching Roles Communicate Content Knowledge Roles of a Coach • Team meetings • Activities at training events • Implementation • Local PBS expert (data, practices, systems) • Positive “nag” • Link to resources (e.g., www.pbis.org, www.pbismn.org • Share advanced content with team • Share information at faculty meetings

5. Marshall Coaches Data Practices Systems Data

6. Questions – Data – Practices -- Systems • Familiar with multiple data collections systems and their uses • Can assist schools develop other data systems • Can teach and support teams in using data for decision-making • Know/define/describe essential features of SWPBIS • Understand features of effective classroom mgmt • Can guide schools in adopting evidence based practice • Know strategies to increase and decrease behavior • Can provide schools with models • Understand the basic principles of applied behavior analysis • Can facilitate team meetings • Provide consultation and technical assistance • Able to communicate within/across schools • Can assist schools establish systems of support/sustainability

7. Possible goals for action plans • Data • Practices • Systems

8. Working with Data Marshall Coaches’ Meeting December 6, 2011

10. “Never ask for data that are not being used to make decisions.” Rob Horner, Co-Director National Center on SW-PBIS 2011

11. Overview • Why we use data? • What are the classes of data? • What are data-based procedures?

12. Using Data • Data take the emotion out of our experiences • Data let us know if our system and practices are effective • Data remind us to celebrate our successes • Graphs help people see the big picture • Concept & logic of problem solving • Defining the problem • Setting goals • Using data is fun!

13. “You have to do something about these tardies!!!!”“Everybody is tardy!!!”

14. Graphs help people see the big picture • It takes the emotion out of our experiences

15. PBIS in a Nutshell: Where Do Data Fit in? Outcomes Social Competence & Academic Achievement Data Practices Systems Supporting Student Behavior Supporting Staff Behavior Supporting Decision Making

16. Two simple questions • Did we do what we said we would do? • Did it make a difference?

17. In the beginning… There were….. stages of SW-PBIS implementation And measures of…. effort, fidelity, outcomes You have…. TIC, SAS, ODR, and SET…

18. Stages of Implementation Exploration/Adoption Installation Initial Implementation Development Commitment Elaboration Establish Leadership Teams, Set Up Data Systems Continuous Regeneration Provide Significant Support to Implementers Embedding within Standard Practice Improvements: Increase Efficiency and Effectiveness Where are you?

19. In the beginning • Establish evaluation infrastructure • (data tools that are readily accessible) • Build fluency • Establish routines • Learning how to ask the questions • How, when and what data to gather • Practice

20. Classes of Data • Effort data (Are we working the plan?) • Team Implementation Checklist (TIC) • Self-Assessment Survey (SAS) • Outcome data (Is it having an effect?) • “Big 5” Graphs • Triangle % • Fidelity data (Are we following the plan?) • School Evaluation Tool (SET) • Benchmarks of Quality (BoQ)

21. Now You have…. TIC, SAS, SET, and ODR..

22. Logic of problem solvingwithin decision-making systems

23. Improving Decision-Making From Problem Solution To Action Planning Solution Problem Problem Solving

24. 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

25. Main Ideas • 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 in the students.

26. Main Ideas • Build “decision systems” not “data systems” • Use data in “decision layers” • Is there a problem? (overall rate of ODR) • Localize the problem • (location, problem behavior, students, time of day) • Get specific • Don’t drown in the data • It’s “OK” to be doing well • Be efficient

27. Defining the problem

28. 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.”

29. 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

30. Examples: Primary to Precise • Gang-like behavior is increasing • Texting during school is becoming more negative • Bullying (verbal and physical aggression) on the playground is increasing during “first recess,” is being done mostly by four 4th grade boys, and seems to be maintained by social praise from the bystander peer group. • A large number of students in each grade level (6, 7, 8) are using texting to spread rumors, and harass peers. Texting occurs both during the school day, and after school, and appears to be maintained by attention from others.

31. 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

32. 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

33. 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. Primary Primary

34. Precise or Primary Statement? Our school isn’t doing SW-PBIS, but we have some good practices in place. Our school has some features of SW-PBIS in place including administrator support, more than 80% of total staff support, and an established team. We need to review these commitments, establish regular meeting times, review our current TIC and SAS, conduct a resource review and begin to identify our 3-5 expectations.

35. 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 5th grade boys are name calling and touching girls inappropriately during recess in an apparent attempt to obtain attention. Precise Primary Precise

36. 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

37. So….what… Are the questions?

38. Implementation Roadmap

39. Are we implementing SWPBIS?How will we know? • TIC • SAS

40. TIC 3.1 (effort)

41. Create a picture & story-TIC • Use data to create a story and give a picture

42. Item Scores-TIC

43. Story • Is this school implementing SWPBIS? • What progress did this school make with implementation of SWPBIS • What goals/tasks might be in their action plan? • How would you coach the team? • How would you share this story with the whole school?

44. Your story • Activity

45. Self-Assessment Survey (Effort)

46. Individual Summaries Self-assessment system • School-wide • Non-classroom • Classroom • Individual

47. Individual Summaries

48. Individual Summaries

49. Analysis of School-Wide System

50. Individual Item Scores