Winter Wisconsin PBIS Network/ RtI Center

1. WinterWisconsin PBIS Network/RtI Center Regional Technical Assistant Coordinators: Lori Cameron

2. In Partnership with OSEP’s TA Center on Positive Behavior Support Co-Director’s: Rob Horner, University of Oregon, and George Sugai, University of Connecticut www.pbis.org www.swis.org

3. Agenda • Opening activity “Box of Chocolates” • State of CESA 1 • General PBIS Assessment Review • BoQ Overview/Review • Preparing for Tier 2 • Structured networking: Share the LOVE…

4. CESA 1 Implementation data 9/1/12 to 2/1/13

5. CESA 1 Implementation data Info Syst

6. Lowest Scores Score > 80% • TIC • Information Systems (50) • Classroom (55) • Violation Systems (59) • BOQ • Faculty Commitment (64) • SAS • Individual Student (58) • All other scores were in the 70’s

7. CESA 1 Implementation data Expectations Defined

8. Highest Scores Score > 80% • TIC • Expectations Defined (84) • Commitment (83) • BOQ • Team (82) • Discipline Procedures (86) • Expectations Developed (90) • SAS • Expectations Defined (92) • Expectations Taught (81) • District Support (80)

9. State comparison: Averages

10. CESA 1 vs State: Weakest Areas Info Syst & Class Man

11. CESA 1 vs State: Strongest Areas Expectations Defined

12. Coaching Calendar • Access the coaching calendar at www.wisconsinpbisnetwork.org • Action plan agenda items for your team based on calendar recommendations • Schedule SAS, TIC, BoQ if they are not yet completed or on your calendar for this year. • Tier 2 teams – schedule a time to do the MATT

13. PBIS Assessment Review • Local Assessment Coordinator: Who? What do they do? How to become one? • General Assessment Schedule; Opening windows for assessments • Viewing Reports, Action Planning What action steps have you taken since last meeting • New Assessments (EC BoQ, MATT) • Resources

14. BoQBenchmarks of Quality

15. Methods of Administration • Have Local Coordinator Open a window for BoQ in March or April • Individual team member / coach scoring comparison • Link to webinarwww.wisconsinpbisnetwork.org click on Coaches Tab then on Resources scroll to BoQ Webinar • One team meeting for completion • Independent work outside of team meeting for scoring • May be additional Coach responsibilities • Full team consensus using Scoring Guide • Done at team meeting, may take more than 1 meeting to complete depending upon discussion time needed

16. Full Team Discussion/Scoring Process • Scoring Guide – all team members & coach rate each statement using the scoring guide. Can be done individually or as group response • Scoring Form – coach records consensus score on each item on Scoring Form • Team and Coach discuss and compare item scores and come to consensus on items where there is discrepancy. • If no consensus meet again with External coach on specific items you do not agree on.

17. Data Entry • Coach enters final consensus scores into PBIS assessment site, using your school code. www.pbisassessment.org • Window must be opened for BoQ scores to be entered. • Enter date of survey completion (not date of entry if different). BoQ can be post dated.

18. Activity 20 min • With a partner: • Read through the Scoring Guide and the Scoring Form. • Record • One “Ah Ha” (something cool or that is more defined for you now) • One “Oh No” ( something that you may not understand or something that you may have to clarify for your team) • One “Mmmm Hmmm” ( something that you already knew, and the survey confirms) • Share out with group • ***There is an EC BoQ on the PBIS assessment website! Check it out if you are an EC site

19. Preparing for Tier 2 • How many schools do you anticipate moving to Tier 3 next year? • Why do you think they are ready? PBIS in the Classroom

20. Consider: • What is your relationship with district leadership? • Prep at the district level includes: • Attending Tier 2/3 overview • Expanding coaching capacity • Flexibility in how staff is used and scheduling

21. Share the love networking • A resource you love • A lovely data story • Something you’d love some help on • How you will acknowledge your Internal Coach/team members this month Next Coaches Corner: May 22nd at CESA 1

22. WinterWisconsin PBIS Network/RtI Center Regional Technical Assistant Coordinators: Lori Cameron

23. In Partnership with OSEP’s TA Center on Positive Behavior Support Co-Director’s: Rob Horner, University of Oregon, and George Sugai, University of Connecticut www.pbis.org www.swis.org

24. Agenda • Opening activity “CandyHearts” • General information: Recognized School Applications • PBIS Network Leadership Conference • Using the TIPs like agenda with Outcome data • Tracking Minors • Preparing for Tier 2 • Structured networking: Share the LOVE…

25. Networking • Count off into groups Within your group • Share a resource you LOVE • Share a LOVELY data success story • Something you would LOVE some help on • How will you acknowledge your staff this month? Your Team members?

26. Information Applications for Recognition Schools http://www.wisconsinpbisnetwork.org/ 1. Must be completed on-line 2. Easier Process 3. Schools of Distinction must upload data and artifacts 4. Better description of needs 5. Will use a 5 point rubric to score

27. WI PBIS Network leadership conference • August 20th and 21st • Pre-Conference Aug 19th (Must register for conference to attend pre-conference) • Recommend early registration

28. What is a precision problem solving statement • 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 Give an Example of a Precise Statement

29. Outcome Data • Look at your outcome data • In small groups, ask more questions: • What time of day? • A sub group of students or all? • Location? • Create a Precision Problem Solving Statement • Generate several action plans

30. Problem Solving Statement

31. Solution Development • Focus on prevention first. How could we reduce the situations that lead to these behaviors? • How do we ensure that students know what they SHOULD be doing when these situations arise? • How do we ensure that appropriate behavior is recognized? • How do we work to ensure that problem behavior is NOT being rewarded. • Are corrective consequences needed? • How will we know (a) if we are doing what we plan, and (b) if what we plan is working to benefit students? Source: Steve Newton, Anne Todd, Rob Horner, UO Bob Algozzine, & Kate Algozzine, University of NC at Charlotte CESA 7 Handout

32. Source: Steve Newton, Anne Todd, Rob Horner, UO Bob Algozzine, & Kate Algozzine, University of NC at Charlotte

33. School Team Time Look over your outcome data. Create a problem solving statement. If necessary, add Administrative items, potential problems, etc. 25 min

34. Criteria for Moving to Tier 2 Solid Tier 1 Implementation • 80% on TIC or SAS • 70% on BOQ Strongly recommend: • Sound implementation at classroom level • Solid staff buy in • Regular use of data reports at meetings

35. Criteria for Moving to Tier 2 Outcome data • No more than 20% of your students receive 2 or more Office Discipline referrals. • Data base should be able to create graphs: • Monthly ave. number of ODR’s per day per 100 students • Location • Type of behavior • Time of day • Students

36. WI PBIS Network Triangle Tool

37. Criteria for Registering for Tier 2 • School completes U300 / TA day • Key district administration attend the Tier 2/3 Overview • School principal and coach attend Tier 2/3 overview • School completes the Tier 2 Readiness checklist Strongly Recommended • District has coaching capacity for Tier 2 • District policy supports restructuring the school day, if needed, to provide Tier 2 supports

38. Why Track Minor Behavior Problems? More sensitive to measuring needs and change in students. Provides data at the classroom level that can indicate trends In schools with low office referral rates, data from the classroom level is especially important for problem solving

39. Tracking Minors Stand up, Hand up, Pair up Pair up times 2 Each person take 90 seconds to share your system for tracking minors

40. Keep system easy and efficient to use Examples of tracking systems What data do you need to record? How will you record the data? How will data be analyzed in your class? school wide?

41. No Yes 2. What criteria is used to determine when a problem behavior must be documented? Requires more than minimum break in lesson Disrupts learning of self or others more than minimal degree Consequence needs to be delivered Redirection only Requires minimum break in lesson delivery Results in minimum disruption to learning Student needs to be taught the routine Student needs more practice with a routine

42. Does student need a copy of the minor referral? The referral paper itself is notthe consequence Time Energy Negative Feeling Tone

43. At what point are parents notified? Why Wait When to Notify • 5:1 ratio • Punishment at home • Cultural responsiveness • Patterns emerge • Behavior causes serious disruptions

44. Networking Write a challenge on a note card Grab 3 – 4 hearts Hand up, stand up, pair up * Share your challenge, and get ideas Give a heart Hand up and find a new partner Go back to home group and share the wealth * High Schools Network together

45. Network with your district