S-RIP Coach Meeting September 26, 2013

1. S-RIPCoach MeetingSeptember 26, 2013 Char Ryan Linda Watson Bob Braun Katie Schmitt

2. A G E N D A • Welcome • Introduction to ITV • Introductions among coaches • Coach Role and Responsibilities • Reality testing coaching • Coach Resources – Calendar • Overview of PBIS Assessments • Effective Problem Solving

3. Outcomes • Coaches will increase their understanding of the PBIS Coach Role and Responsibility • Coaches will learn about Coach Resources • Coaches will learn a model of effective problem solving

4. ITV Etiquette

5. Group Agreements • Stay focused and engaged(e.g., discussions, activities, active listening, present for entire training) • Support others by reducing distractions (e.g., technology, side conversations) • Take care of your personal needs(e.g., restroom, breaks, emergency texts/calls) taken from SWIS

6. Coach to CoachIntroductions Please tell us your name and what school you are with and what Cohort you are in.

7. Coach Role& Responsibility PBIS coaches will: • describe and promote features, practices and systems of SW-PBIS among school, district and community audiences • promote the logic and application of the tiered model of prevention and support • describe the features of proactive school-wide discipline systems • teach the strategies for • classroom management (consistent with SW-PBIS) • systematic supervision (non-classroom settings) • promote a continuum of behavior support for individual students • promote implementation of team-led process • support strategic data-based action planning within the school and district • provide direction in assessing progress and fidelity • collection, analysis and use of data in decision-making • coordination with district, regional and state efforts

8. Coaches knowledge, Skill & Competencies Knowledge General school discipline practices, classroom and individual behavioral management SW-PBIS concepts and features Stages of implementation from exploration through sustainability SW-PBIS and other data tools, systems and decision-making SW-PBIS fidelity benchmarks SW-PBIS sustainability features, practices and measures Skills Able to communicate verbally, in writing and through technology (all of the above) Able to navigate the SW-PBIS PBISApps.org website, MNPBIS data website Able to retrieve, interpret, and analyze data as basis for team problem solving Able to lead team through problem solving process for action planning Able to facilitate small group meetings and conduct trainings Able to produce consistent, accurate and effective follow-though with commitments Competencies Able to seek, identify and create effective contacts Able to generate enthusiasm Able to develop rapport with entire school and district community Able to listen Has credibility with at least 80% of staff (how do we teach this?) Able to encourage others to find solutions Able to support and guide others to develop knowledge, experience and expertise Able to delegate Able to work well with administration and staff Able to handle ambiguity in role and function and in school implementation process

9. Coaching In general Coaches develop and use knowledge and skills in order to support and guide schools in their implementation and maintenance of School-wide Positive Behavioral Interventions and Supports (SW-PBIS). Coaches work within the context of the school SW-PBIS team

10. Reality Testing • You already have many of these skills • We have lots of supports for you • Team Training • Coach Training • SRIP Regional Coaching (phone, email) • Each other-networking • FaceBook PBIS MN, Twitter #pbis_mn • PBIS Summer Institute • State and national websites • www.pbis.orgwww.pbismn.org • pbisworld.com • Coaches’ calendar

11. S-RIP Coach Calendar2013-2014

12. Coach Reality Checkpoint Talk • Quick Think & Share—15 minutes: • What have you learned as a coach? • Why is it useful? • What recommendations would you give to a new colleague? • Share with a neighbor when finished.

13. Using Data for Problem Solving & Action-Planning

14. Are we implementing school-wide PBIS? • Implementation (all features) • Fidelity • If we are, is it making a difference for students? • Outcomes M-RIP Cohort 8 Coach Mtg Oct 23 2012

15. Tools & Relevance

16. Analysis • Know 3 types of reports – All tools • Total score - Are we improving? (evaluation question) • Subscale score What is working & where do we focus next? • Item report – Action plan M-RIP Cohort 8 Coach Mtg Oct 23 2012

17. The TIC & PBIS FeaturesHow the TIC correlates with planning steps 1-8 Planning Steps 1 – 8 Correlated with TIC Subscales Step 1 Establish Leadership team (TIC Subscales 1, items 1-2, Subscale 2, items 3-5) Step 2 Develop a purpose statement (TIC Subscale 2, item 3) Step 3 Identify 3-5 expectations (TIC Subscale 4, items 9-11) Step 4 Develop procedures for teaching (TIC Subscale 4, items 10-12; school-wide expectations Subscale 5, item 12) Step 5 Develop plans for teaching (TIC Subscale 8, items 15-16) classroom expectations Step 6 Develop procedures for encouraging behavior (TIC Subscale 6, item 13) Step 7 Develop procedures for discouraging violations (TIC Subscale 7, item 14) Step 8 Develop data-based procedures for (TIC Subscale 3, items 6-8;, monitoring implementation Subscale 9, items 18-19) TIC Subscale 9 Establish information systems TIC Subscale 10 Build capacity for function –based support tier 2-3 early thoughts

18. PBISApps • Demonstration Use your 6 digit School ID#

19. Lunch Break

20. Cutting Edge Researchon Sustaining SW-PBIS Research shows that schools who are successfully implementing SW-PBIS at fidelity more than three years after starting: • Use data regularly in making decisions • Have teams that work effectively • Administrator involvement & support

21. Improving Decision Making From To

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

23. Steps in Effective Problem solving • Identify if there is a problem • Primary to Precision • Build a Solution • Create an action Plan • Implement and Evaluate

24. Effective problem solving involves implementation & fidelity data as well as outcome data.2 examples • 1 example using implementation data • 1 example using ODR (outcome) data

25. Identifying Problems/Issues • What data to monitor • ODR per day per month • OSS, ISS, Attendance, Teacher report • Team Checklist/ (TIC) (Are we doing what we planned to do?) • What question to answer • Do we have a problem? • What questions to ask of Level, Trend, Peaks • How do our data compare with last year? • How do our data compare with national/regional norms? • How do our data compare with our preferred/expected status? • If a problem is identified, then ask • What are the data we need to make a good decision?

26. Using Data to Refine Problem Statements • 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 form creates concern, but 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.” = Precise statements

27. Primary versus Precision Statements Primary Statements 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. • 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

28. Primary versus Precision Statements Precision Statement: 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. • What? More ODRs for aggression. • Where? On the playground. • When? First recess. • Who?A large number of students. • Why?To get access to the new playground equipment.

29. 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

30. Precise or Primary Statement? Precise • 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. Primary Precise

31. Transforming Data into Information • Look first at your patterns. What is the story the data tell? • Is it level? • Is there a trend? • Where are the peaks? Where are the valleys? • Match the data to current perceptions • Compare your data • With the national median. (or established criterion TIC ) • With data from last year. (last quarter-TIC) • With what your staff/students/families want.

32. “An undefined problem has an infinite number of solutions.” Robert A. Humphrey

33. Designing Goals • Define the problem with precision. • Define the measure of the problem(level, amount). • Define what would be considered “good.” • Use the goal to guide the solution. • How can we move from where we are to where we want to be?

34. S M A R T Goals • Specific • Measurable • Attainable • Relevant • Timely

35. Designing Goals

36. Group Activity 5 min Using the example that follows read the “Precise Problem Description” of the problem and the level. Discuss possible goals for Phil

37. Activity-Designing Goals

38. Using Data to Develop Solutions • Prevention—how can we avoid the problem context? • Who? When? Where? • Schedule change, curriculum change, etc. • Teaching—how can we define, teach, and monitor what we want? • Teach appropriate behavior • Use problem behavior as negative example • Recognition—how can we build in systematic rewards for positive behavior? • Extinction—how can we prevent problem behavior from being rewarded? • Consequences—what are efficient, consistent consequences for problem behavior? • How will we collect and use data to evaluate: • Implementation fidelity? • Impact on student outcomes?

39. Solution Development

40. Example 1 Working with Implementation and fidelity data TIC or SET Our goal is to implement and sustain all features of School-Wide PBIS with fidelity So that we achieve important student outcomes

41. Analysis • Know 3 types of reports – All tools • Total score - Are we improving? (evaluation question) • Subscale score What is working & where do we focus next? • Item report – Action plan M-RIP Cohort 8 Coach Mtg Oct 23 2012

42. TIC Total ScoreAre we improving?Criteria is 80%

43. TIC 3.1 SubscaleWhat is working and where do we focus next?Criteria is 80%

44. Item Score Build the action plan – look at scores of 0 or 1

45. Interpreting TIC Data 1. What subscale is highest, 2nd highest? --What are the content areas in that subscale? --What descriptive statement could you make? 2. What subscale is the lowest? -- What are the content areas in that subscale? --What descriptive statement could you make? 3. Consider the context. What year is this school? -What if this is year 1, year 2, year 5 data? 4. What data might you expect for a new school?

46. SWIS Demo School Year ITICdata summary: primary to precise Primary Statement • Overall we are making some progress implementing SWPBIS, strongcommitment and function based support. We havedeveloping areas including team, assessment, expectations defined, expectations taught and evaluation systems Precise Statement: • We have great administrator support and tot least 80% of faculty buy-in. We also have staff with behavior expertise as well as an existing team for providing individual student function based support. We have developed a team but do not have regularly scheduled meetings and have not integrated activities across committees. We have completed only one self-assessment and will need to complete another TIC, the SAS, and the SET. We have made some progress in defining expectations, creating a matrix. We have not started creating teaching plans for the expectations,, teaching expectations or a consequence system. We have a partial system for monitoring referrals from classrooms but have not done a classroom system analysis.

47. Activity-Designing Goals

48. Solution Development

49. Action Plan What are our next steps to achieve our goal to resolve the problem? • Goal • Problem statements • Solution Actions • People assigned for task completion • Timelines assigned to tasks • Evaluation Plan • Fidelity (academic & social behavior) • Student outcomes (academic & social behavior)

50. Using Precision Problem Statements to Build Solutions, Action & Evaluation Plans Solutions Prevention: How can we avoid the problem context? Teaching:How can we define, teach, and monitor what we want? Recognition: How can we build in systematic reward for desired behavior? Extinction: How can we prevent problem behavior from being rewarded? Consequences: What are efficient, consistent consequences for problem behavior? Action Plan Who will do each task & when will it be completed? • Evaluation • How will we collect and what data will we use to evaluate: • Implementation fidelity? • Impact on student outcomes? M-RIP Cohorts 2-8 Coaches' Mtg Oct 1 or 2, 2013