Office of Equity for Scholar and Family Success

1. Office of Equity for Scholar and Family Success Lisa Hoyt, Ph.D. 4 + 1 Training Days August 22, 26, & 27

2. Learning Target & Success Criteria • PBIS Teams will implement the meeting protocol of Team innitiated Problem Solving (TIPS) to increase efficiency of team time to support scholar success and focus discussions on proactive interventions.

5. Agenda Participants will: • Review the core components of tiered interventions and where the TIPS protocol is imbedded within the framework • Be introduce the TIPS Protocol • Practice several meetings in groups– providing feedback on the process to be able to implement meeting structure this year

6. FOUR AGREEMENTS Stay Engaged Experience Discomfort Speak Your Truth Expect/Accept Non-Closure

7. Courageous Conversations is utilizing the four agreements, six conditions, and compass in order to engage, sustain, and deepen INTRA-RACIAL, AND INTER-RACIAL DIALOGE ABOUT RACE, and is an essential foundation for examining and addressing institutionalized culture and structures that promote racial disparities. FOUR AGREEMENTS Stay Engaged Experience Discomfort Speak Your Truth Expect/Accept Non-Closure SIX CONDITIONS Focus on Personal, Local and Immediate Isolate Race Normalize Social Construction and Multiple Perspectives Monitor Agreements and Conditions and Establish Parameters Use a “Working Definition” for Race Examine the Presence and Role of “Whiteness” CREATED BY: GLENN E. SINGLETON | PRESIDENT & FOUNDER PACIFIC EDUCATION GROUP, INC.

8. Positive Behavior Interventions and Supports (PBIS)A Reminder First

9. MULTI-TIERED SYSTEMS OF SUPPORT (MTSS) Systems, Data, Practices, Outcomes

10. Outcomes Big Ideas Across Tiers Systems – Support adult behavior • Handbooks • Policy • Lesson plans • Calendar of events • Data collection and summary system Data – Support decision making • Identification • Fidelity • Outcomes • Monitor data Practices – Support Student behavior • Effective environments • Clear expectations • Teaching rules and expectations • Acknowledge desired behaviors • Respond consistently to problem behaviors

11. PBIS Tier I Universal Interventions School-wide discipline system for all students, staff, & settings that is effective for 80% of students • Clearly & positively stated expectations • Continuum of procedures for teaching expectations • Continuum of procedures for encouraging expectations • Continuum of procedures for discouraging rule violations • Process for monitoring & modifying procedures • Present in classroom and non-classroom settings

13. Where are you… 15 minutes of team work and 10-minute share out As a team discuss your current implementation of Tier I strategies thinking of all the components and requirements and the data that measures this. • What are some success? How do you know? • What are some barriers? How do you know? • What are the priorities for this year? How did you decide this? How will you measure this? How will you plan for this?

14. PBIS Tier II Targeted Interventions Specialized, group administered system for students who display high-risk problem behavior & are unresponsive to universal interventions • School-wide Screening or other systematic plan for identifying students with both internalizing and externalizing behaviors • Basic functional assessment-based intervention decisions matching students to existing supports • Daily behavioral monitoring • Regular & frequent opportunities for positive reinforcement • Home-school connection • Individualized academic accommodations for academic success • Planned social skills instruction and support (in class, group, or individual) • Behaviorally based interventions

16. PBIS Tier III – Intensive Interventions Specialized individually administered system for students who display most challenging problem behavior & are unresponsive to targeted group interventions • Simple request for assistance • Immediate response (24-48 hours) • Functional behavioral assessment-based behavior support planning • Team-based problem-solving process • Data-based decision making • Comprehensive service delivery derived from a wraparound process

18. Team Initiated Problem Solving (Todd, A. W., Newton, J. S., Algozzine, K., Horner, R. H., & Algozzine, B. ; 2013)

19. What it is all about! • A framework that focuses on changing environmental factors instead of fixing the person. • It’s about what we as adults will do differently!

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

21. What is TIPS? Team Initiated Problem Solving (TIPS) is a framework to use during meetings (PBIS, RTI, MTSS) that are focused on data-based decision making to improve student outcomes. It is applicable to varied data sources and content areas, both academic and behavioral, as well as levels of application (student, grade, school, district.

22. Why build team protocols to support problem solving with data? TIPS was funded by the Institute on Educational Sciences (IES). Research results show that PBIS Teams using the TIPS model with SWIS data improve in (a) the overall meeting foundation practices (b) the thoroughness of problem identification and problem solving with SWIS data. (Todd, A., Horner, R., Newton, J.S. Algozzine, B., & Algozzine, K. , 2011).

23. Organizing for an effective problem-solving conversation Problem A key to collective problem solving is to provide a visual context that allows everyone to follow and contribute Use Data Solution Out of Time

24. Adult Burn Out • Significant correlations between educator burnout at ALL grade levels and student misbehavior (Borg& Riding,1991;Lamude, Scudder & Furon-Lamude, 1992) • Educators interpret student behaviors as being more negative as burnout becomes more severe (Magg, 2008)

25. When educators are tired, they tend to do two things.. Become More Demanding: • Must… • Need to… • Have to… • Got to… • Ought to.. • Should or Shouldn’t… Awfulize Situations: • Catastrophic • Blew out of control • Never Can learn • This will never work Magg, 2008

26. Teams that meet to support the development of plans to change student behavior: Support multiple perspectives and builds on the collective knowledge of the teams Provides a systemic approach to problem solving Increases fidelity of implementation of interventions Why should we have team protocols?

27. Research indicates that “teams trained to improve problem solving skills and more importantly, improved problem solving has a positive impact on student outcomes” (Horner, Newton, Todd, Algozzine, Algozzine, Cusumano, & Preston, 2015) It Works!

28. Changes Decision-Making Solution Problem From Problem Solution Action Planning Problem Solving To Information

29. Rids the Process of Common Barriers to Success Limited time scheduled for meetings Gaps in foundations for efficient meetings Unfocused or unidentified purpose for meeting Inadequate Training Lack of support to implement effective efficient problem solving

30. Meeting Foundations Elements • Four features of effective meetings • Predictability • Participation • Accountability • Communication • Define roles & responsibilities • Facilitator, Minute Taker, Data Analyst • Use electronic meeting minutes format

31. What makes a successful meeting? Predictability Participation Accountability Communication Predictability • Defined roles, responsibilities and expectations for the meeting • Start & end on time, if meeting needs to be extended, get agreement from all members • Agenda is used to guide meeting topics • Data are reviewed in first 5 minutes of the meeting • Next meeting is scheduled Participation • 75% of team members present & engaged in topic(s) • Decision makers are present when needed

32. What makes a successful meeting? Accountability Predictability Participation Communication Accountability • Facilitator, Minute Taker & Data Analyst come prepared for meeting & complete their responsibilities during the meeting • System is used for monitoring progress of implemented solutions (review previous meeting minutes, goal setting) • System is used for documenting decisions • Efforts are making a difference in the lives of children/students. Communication • All regular team members (absent or present) get access to the meeting minutes within 24 hours of the meeting • Team member support to practice team meeting norms/agreements

33. Accountability Predictability Participation Communication Looking at the requirements for all four components, review your current team membership and meeting structures. What are some action items around Predictability, Participation, Accountability, and Communication that you need to ensure to support the implementation of TIPs? 15 minutes

34. Who, What, Where, When, How Much, and Why? Identify Problem with Precision Compare data to goal. What next? Make Summative Evaluation Decision Identify Goal for Change Team-Initiated Problem Solving II (TIPS II) Model How do we want the problem to change? Collect and Use Data Monitor Impact of Solution and Compare Against Goal Identify Solution and Create Implementation Plan with Contextual Fit Implement Solution with High Integrity What are we going to do to bring bout desired change? Has the problem been solved? Did we implement with fidelity? Meeting Foundations

36. Using developed forms for Team Meetings are critical in ensuring that the key information is at the meeting and the time is used wisely.

37. Call meeting to order Review Agenda Overall Framework Review - TFI Discuss Previously Defined Problems

38. Discuss New Problems Review agenda and logistics for next meeting Fidelity Rating of the TIPS Meeting

39. At end of each meeting, conduct a BRIEF assessment of the meeting by asking 4 questions:

40. General Flow of a TIPS Meeting • Call meeting to order – Who is present? (Facilitator) • Review agenda for the day (Facilitator and Timekeeper) • Discuss Previously defined problem(s) – Were solution implemented? Discuss current data and relation to goal. Better? Worse? Was goal reached? What next? (Data Analyst) • Discuss administrative tasks and any general issues (Team) • Discuss any new problems – Identify precise problems, develop solution plans (what, who, when) identify goals, determine fidelity and outcome data needed (Facilitator and Team) • Wrap up meeting – Review data/time for next meeting and evaluate present team meeting (Facilitator, Note Taker and Team)

41. Identify Problem with Precision Make Summative Evaluation Decision Identify Goal for Change Team-Initiated Problem Solving II (TIPS II) Model Collect and Use Data Monitor Impact of Solution and Compare Against Goal Identify Solution and Create Implementation Plan with Contextual Fit Implement Solution with High Integrity Meeting Foundations

42. Defining “problems”The first step to effective problem solving A Problem • Any significant difference between what is expected/desired and what is observed (academic, behavior). Define Problems is “Precision” • What is the behavior (and discrepancy)? • Where is it most likely? • When does it occur? • Who performs the behavior? • Why does the behavior keep happening in this situation? THIS CAN BE USED FOR YOUR SCHOOLWIDE DATA, FOR GROUPS OF STUDENTS AND FOR A SPECIFIC STUDENT

43. Is Behavior Functional? • https://www.youtube.com/watch?v=lXP5rFAJQek

44. Knowing Function of Behavior to Determine Best Intervention

45. What is Function Anyway? • Humans repeat behavior because in some way it meets a need. • Usually: • To OBTAIN or GET something we want: Attention (positive or negative) from peers and/or adults, or things like money, toys, stuff • To AVOID something we don’t want: Attention (positive or negative) from peers and/or adults, Tasks or other activities that we don’t like. • Research has shown that the more often a behavior meets its function, the more often it will occur.

46. Only Two Basic Behavior Functions from Horner & Sugai at www.pbis.org

47. We Also Have To Think Functionally When Choosing Interventions • “Problem Behaviors” for us are functional skills for scholars (even survival skills) • Interventions must consider the purpose of behavior (from student’s perspective) and address the same need as efficiently and effectively • Seek a match from school’s intervention menu for the needs of each individual student at the initial Least Intensive Intervention. Increase/Decrease level of supports based on data.

48. When interventions are not matched to function, we may increase the behavior that we wish to eliminate.

49. Precise Problem Statements(What are the data we need for a decision?) • Precise problem statements include information about the following questions: • What is the problem behavior? • How often is the problem happening? • Where is the problem happening? • Who is engaged in the behavior? • When is the problem most likely to occur? • Why is the problem sustaining?

50. Precision Statement • There is and increase (12 to 45) in ODRs for aggression on the playground than last year during first recess. Most of the aggression is due to students fighting over the new playground equipment. What function is this one? Primary Statements • Too many referrals • September has more suspensions then last year • Bullying is increasing • The Cafeteria is out of control • Students are more disrespectful