pbis within mtss. day 2. handouts

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1. Grab a piece of chart paper (should be at the front of your table) and put your school name and district

2. Create a display the products that you created which may include;

• Expectations• Matrix• Lesson plans• Acknowledgment system

3. Hang your chart paper around the room.

4. If you haven’t completed the TFI, please complete it and hand to back table with an email address.

Welcome! As you come in:

Positive Behavioral Interventions and Supports (PBIS) within a

Multi-Tiered System of Supports (MTSS) Framework

Day 2

March 6, 2017

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• PowerPoint & supplemental packet(https://www.cde.state.co.us/pbis/pbistraining)

• Working on feedback from homework

• Parking lot

• Charge stations

• Coffee/Tea/Water

• Restrooms

• Signal

Housekeeping

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• Understand how Positive Behavioral Interventions and Supports (PBIS) fits within the framework of MTSS

• Learn the essential components of PBIS

• Learn the tools to measure PBIS implementation (Tiered Fidelity Inventory) and effectiveness

• Apply Implementation Science when planning to launch

Objectives: Day 1 and 2

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• Welcome and Poster Creation

• Review Day 1 and Homework

• A closer look at PBIS components:• Discipline Systems• Data-based problem-solving and decision making

• Informing Next Steps• Implementation Science• Facilitators and Barriers

Agenda: Day 2

Breaks will be around 10:30 and 2:30 and lunch from 12:00-1:00

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One person will stand by your school’s chart and the rest visit other school displays (don’t

go to same as your teammates). We’ll signal you to switch.

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Gallery Walk

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Debrief

Share out as a group:What did you see that was interesting? What did you like?

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• PBIS is the redesign of environment• Utilize effective teaming practices as the

vehicle for implementation• Create a common language and expectations• Directly teach appropriate skills• Acknowledge appropriate/expected behavior

more often the correcting inappropriate/unexpected behavior

Big ideas from last time

Procedures for Dealingwith Misbehavior

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1.5 Problem Behavior Definitions: School has clear definitions for behaviors that interfere with academic and social success and a clear policy/procedure (e.g., flowchart) for addressing office‐managed versus staff‐managed problems.

Staff handbook Student handbook School policy Discipline Flowchart

0 = No clear definitions exist and procedures to manage problems are not clearly documented

1 = Definitions and procedures exist but are not clear and/or not organized by staff‐ versus office‐managed problems

2 = Definitions and procedures for managing problems are clearly defined, documented, trained, and shared with families

1.5 Problem Behavior Definitions

Feature Data Sources

Scoring Criteria0 = Not implemented1 = Partially implemented2 = Fully implemented

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A Colorado High School with a total attendance of 740 students has 8000+ tardies and absences

In one semester, a middle school gave out 277 three-day out of school suspensions, for a total of 831 days of missed instructional time by those students

Zero Tolerance policy leads to a drill team participant being expelled and an 8th grade student being arrested for writing on a desk

A 4th grade student was pepper-sprayed by police for significantly disrupting the learning environment

Does the Traditional Approach to Discipline Work?

Effective Proceduresfor

Dealing with Discipline

Proactive Response Strategies

Definitions

Referral ProcessReferral Form for Data Collection

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Activity

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• On your own, define “Disrespect”• Jot down a definition of disrespect.• Now share with your neighbor. • Did it match?

Visit https://www.cde.state.co.us/pbis/universalpbisfor additional examples and activities

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Benefits: Increases consistency among adults (including family members) Consistent definitions make data collection much more accurate and reliable Encourage shared understanding and responsibility between home and school Provides a common understanding and accounts for differing tolerance levels

Clear, Mutually Exclusive Definitions of Behavior

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Behavior Definitions

https://www.pbisapps.org/Resources/Pages/SWIS‐Publications.aspx

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Clear, Mutually Exclusive Definitions of Behavior

Minor InappropriateLanguage

Major InappropriateLanguage

Looks Like Sounds like

Gestures Racial slurs

https://www.pbisapps.org/Resources/Pages/SWIS‐Publications.aspx

Student delivers verbal messages that include swearing, name calling, or use of words in an inappropriate way.

Inappropriate/Abusive LanguageStart with a commonly used term to describe a misbehavior.

Operationally define

Look Like” and “Sounds Like”

Classroom Managed vs

Office

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Involve staff in developing operational definitions to increases accountability,

and ownership

Considerations

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Consider “parking violation” vs “moving violation” when deciding any multiple

infraction rules

Considerations

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- Attendance / Tardy- Profanity directed at student- Dishonesty- Non-compliance- Name calling- PDA- Minor disruption / off-task- Cheating / plagiarism- Running in hall- Excessive talking- Gum /food/candy/drinks- Missing homework- Not prepared for class- Passing notes

T-Chart of Behavior Secondary Example

- Repeated attendance/tardy- Vandalism- Substance abuse- Weapons- Repeated disruptions- Fighting- Profanity directed at adults- Verbal/physical intimidation- Theft- Repeated PDA- Gang-related activity- Dress code- Insubordination- Bullying/Harassment

Teacher‐Managed Office-Managed

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Disrespect:Student engages in refusalto follow directions, talks back and/or delivers socially rude interactions

Culturally Responsive Considerations

Involve families and students from different backgrounds to maintain cultural

responsiveness and eliminate cultural bias

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Considerations

“Refusal to follow directions” – might be due to culturally conditioned perceptions of what constitutes and does not constitute a command (Delpit, 1992)

“Do you think it might be time to clean up?”

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Disrespect: Student engages in refusal to follow directions, talks back and/or delivers socially rude interactions

Culturally Responsive Considerations

“talking back” – might be an expression of a culturally specific communication style (Cartledge & Milburn, 1996)

“socially rude” – varies from culture to culture

Activity: Considerations for Classify Behavior

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With the same partner, answer: 1. What is disrespectful behavior that would be

teacher-managed? 2. What is disrespectful behavior that would be

considered office-managed? 3. How will your systems ensure cultural

responsiveness?




Definitions


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Purpose:Makes the process of handling a discipline issue transparent: Graphic and Narrative

Enhances consistency when dealing with problem behavior• Minor/teacher-managed discipline

incidents• Major/office-managed discipline incidents• Emergency or crisis incidents Builds trust and communication Staff, students and families

Discipline Referral Process

Consistent and Effective Correctives

Observe Problem Behavior

Is behavior major?

No

No

Yes, but not critical

Verbal Redirection

Problem Solve, Handle in Classroom and

Determine Consequences

Record on behavior monitoring sheet

Administrative consequences determined.

Follow through with

consequences

If after second incident, call parents

If third offense and parents have been

contacted, complete an office referral form.

Yes and critical Escort to office

Complete an office referral form

Administrative consequences determined.

Follow through with

consequences

Following any office referral, parents must sign and return referral slip.

Minor: Tardy, talking, disruption Major: Defiance, minor behavior that has not improved with interventions, abusive language Immediate Response: Potentially unsafe environment, criminal behaviors

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What is the process? How do I refer?

How do I complete form?

What is the purpose of the form?

What should I expect to happen when I complete a minor or major incident report?

How does it get to office?

Do you want to know when to refer to school nurse? Or school counselor?

When should I expect to hear back from office?

Do we track minor offenses?

Is the form different for minors?

What is the process for referring minors?

At what point are families included in the process?

Discipline Process Checklist

Adapted from PBIS Maryland

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Activity: Referral Process

• Work with your school-based team to draft or revise your referral process.

• Use a poster sheet, markers, paper, etc• The Supplemental Handout has additional questions to consider

and a basic examples

• If you have a referral process in place, examine data you have or what data to gather in order to evaluate the benefit of your referral process.

• Is it working? Do the teachers find it clear and simple to use? Are we consistent in its delivery?

• If you are at the district level, look at the questions provided in the supplemental packet and craft what activity you might use to support some of the considerations for creating a referral process.

Visit https://www.cde.state.co.us/pbis/universalpbisfor additional examples and activities

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1.6 Discipline Policies: School policies and procedures describe and emphasize proactive, instructive, and/or restorative approaches to student behavior that are implemented consistently.

Discipline policy Student handbook Code of conduct Informal Administrator

interview

0 = Documents contain only reactive and punitive consequences

1 = Documentation includes and emphasizes proactive approaches

2 = Documentation includes and emphasizes proactive approaches AND administrator reports consistent use

1.6 Discipline Policies

Feature Data SourcesScoring Criteria

0 = Not implemented1 = Partially implemented2 = Fully implemented




Definitions


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What it IS:

• Kid - Staff Member -Administrator interaction

•Piece of information used to make decisions

•Data point

•Underestimation of actual behavior

What is an Office Discipline Referral (ODR)?

What it IS NOT:

Punishment

A reflection on teacher’s skills

A way to change or re‐teach behavior

A first attempt at correcting behavior

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•Student’s Name

•Date

•Time of Incident

•Student’s Grade Level

•Referring Staff

•Location of Incident

Characteristics of an Effective Referral Form

•Problem Behavior

•Possible Motivation

•Others Involved

•Administrative Decision

The following categories must be included on the form:

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• The scoreboard is essential to understanding• It provides a snapshot of the game at

any given time.

• The scoreboard is essential to evaluating

• The scoreboard is essential to decision making

• The scoreboard is essential to adjusting

• The scoreboard is essential to winning

”The Law of the Scoreboard” John Maxwell

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Definitions


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• Alter the environment

• Create a common language and expectations

• Directly teach appropriate skills

• Acknowledge appropriate behavior

• Correct misbehavior fluently

• Replace undesirable behavior with a new behavior or skill

• Maintain emotional control at all times

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Proactive Response Strategies Starts With Prevention

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Active Supervision

Moving

ScanningInteracting

Common Areas

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Positive Interactions• Specific acknowledgement for following rules

• Given by all staff

Neutral/Non‐Contingent Interactions• Greeting • Saying “Hi”• Brief chat• Brief – talking with a student(s)

about a topic of interest

5:1 Positive to negative interactions

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Error Corrections • Must sweat to the small stuff • State what you want the

student to do and not what you want them to stop doing.

• Create consistent responses to minor misbehavior

• Avoid Sarcasm

Frequent movement

“Mountain View High Students use respectful language” OR “Please follow the Con Ball Rule of using respectful

language.”

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• Hit and Run reprimands• Response should be

consistent, immediate, brief, calm, and if all possible, private

Responding to Misbehavior

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1.8 Classroom Procedures: Tier I features (school‐wide expectations, routines, acknowledgements, in‐class continuum of consequences) are implemented within classrooms and consistent with school‐wide systems.

Staff handbook Informal walkthroughs Progress monitoring Individual classroom

data

0 = Classrooms are not implementing Tier I

1 = Classrooms are informally implementing Tier I but no formal system exists

2 = Classrooms are formally implementing all core Tier I features, consistent with school‐wide expectations

1.8 Classroom Procedures



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Alter the Classroom Environment

Classroom interventions are more powerful than office

interventions

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Environmental Management

1. Maximize structure

Instructional Management

2. Actively engage students in observable ways

3. Post, teach, review, monitor and reinforce expectations

Behavioral Management4. Use a continuum of strategies to acknowledge appropriate behavior

5. Use a continuum of strategies to respond to inappropriate behavior

Five Steps to a More Positive and Productive Classroom Environment

(Newcomer, 2010, Simonsen et al., 2008)

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Miss Mutner Liked to Go Over a Few of her rules...

No talking

No running

No sneezing

No betting

No looking out the window

No dorky hairstyles

No coughing

No laughing

No fighting

No swearing

No sleeping

No being a dork

No making fun of teacher

No flipping of fingers

No drugs

No weapons

Routines

RulesTransitions

IndependentSeat Work

Small Group Activity

Teacher- Led Instruction

Respect

Responsibility

Safety

Expectation/Rule MatrixDefining Expected Behavior across Classroom Routines (observable and measurable—What’s it look like? What’s is sound like?)

Routines

RulesTransitions

IndependentSeat Work

Small Group Activity

Teacher- Led Instruction

Respect•Hands to self•Worry about self•Stay in your space

•Raise hand before talking•Turn in work you are proud of•Make noises in your head

•Listen to each other•Accept each other’s answers•Give eye contact

•Give eye contact to teacher•Raise hand before talking

Responsibility

•Put materials away•Throw things away that are old

•Stay on-task•Do your own work•Keep your supplies in your desk

Help with the group work•Use time wisely

•Follow along/be in the right place•Listen to teacher instructions•Take notes

Remain in Control

•Follow adult directions•Remain quiet

•Sit with 5-6 legs on the floor•Stay in your space

•Keep objects out of hands•Use materials carefully

•Keep objects out of hands•Sit with 5-6 legs on the floor

Expectation/Rule MatrixDefining Expected Behavior across ClassroomRoutines

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Procedures “the how”

• Decide what you want students to accomplish

• Determine behaviors needed in various routines and locations

• Identify steps

• Post when necessary and near the area students will need the procedure

• Teach and review

47(Simonsen, Fairbanks, Briesch, & Sugai, 2006; www.pbis.org)

Classroom Management Self-Assessment Tool

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Classroom Management Practice Rating

1. I have arranged my classroom to minimize crowding and distraction Yes No

2. I have maximized structure and predictability in my classroom (e.g., explicit classroom routines, specific directions, etc.).

Yes No

3. I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules). Yes No

4. I provided more frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page).

Yes No

5. I provided each student with multiple opportunities to respond and participate during instruction.

Yes No

6. My instruction actively engaged students in observable ways (e.g., writing, verbalizing) Yes No

7. I actively supervised my classroom (e.g., moving, scanning) during instruction. Yes No

8. I ignored or provided quick, direct, explicit reprimands/redirections in response to inappropriate behavior.

Yes No

9. I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., class point systems, praise, etc.).

Yes No

10. In general, I have provided specific feedback in response to social and academic behavior errors and correct responses.

Yes No

Overall classroom management score:

10-8 “yes” = “Super” 7-5 “yes” = “So-So” <5 “yes” = “Improvement Needed”

# Yes___

Classroom Management Self-Assessment Tool

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Activity: Self-Assessment Guides

• Choose to focus on either common settings (Active Supervision Self-Assessment) or classroom practices (Classroom Self-Assessment).

• Examine the tool that corresponds to your selection.

• Discuss as a team how you can use these tools to ensure effective practices in either your school or your district.

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• Alter the environment• Create a common language and expectations• Directly teach appropriate skills• Acknowledge appropriate behavior• Correct misbehavior fluently• Replace undesirable behavior with a new

behavior or skill• Maintain emotional control at all times

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Remember…………………………………. If a child is pushing your buttons

…………….You are delivering goods.

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They can’t get your goat if they don’t know where you keep it tied.


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1.Remain calm2. Isolate the individual3.Keep it Simple4.Watch your body language5.Use Silence6.Use Reflective Listening7.Be mindful of your non verbal cues

Seven Principles for Effective Verbal Intervention

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Preventive Prompts and Pre-corrections

Brief Verbal or Nonverbal reminder to students

• before the skill you want students demonstrate

• before the rule you want students to follow

• before using a procedure

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Giving a directive or command

Considerations:

“It is time to clean up. The expectation is to put all your blocks away.”

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A correction is about the behavior focuses on skill development and new learning.

• “ “What would have been a better way to handle that situation?”

• “What skill could you have used?”

• “Show me what it would look like if you were doing it right.”

Contrasting Correction vs. Criticism

Correction Criticism

Criticism is about the person and focuses on shame and blame. It evokes judgment and can harm the relationship.

• “You know that wasn’t the right thing to do…”

• “No wonder you don’t have many friends…”

• “How many times do I have to tell you…”

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Corrective Teaching

•“Thanks for staying in your seat, Devon.”Use praise or empathy

•“When you wanted my attention, you called out my name and yelled something like, ‘I need some help!’”

Describe inappropriate behavior

•“A better way to get my attention is to raise your hand, wait for me to call on you or come over, and then ask your question or make your comment.”

Describe appropriate behavior

•“When you get my attention by raising your hand, it lets me know you need some help.”Give a reason

• “I am going to go answer another question. Show me you can get my attention by raising your hand and waiting quietly until I can get back to you.”

Practice

•“Because you didn’t get my attention appropriately, you’ve had to wait a little longer to get your question answered.”

Negative consequence (optional)

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Precipitating factors

Struggle with self‐regulation

Not having the snack/lunch that was anticipated

Or

Change in schedule

Or

A Substitute

Feelings of worthlessness

Not feeling safe

HomelessFoster care

Violence in the homeDeath of a loved one

Divorce

“Billy”Can’t predict

change

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Activity: Scripting Responses to Common Misbehavior

• Consider the following scenario. You have given assignment in class. You go over to a student and ask them to get to work. They respond with, “You can’t make me!” What is your next move? What do you do? Say?

• Come up with more student responses that may warrant scripts.

Data-Based Problem Solvingand Decision-Making

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1.13 Data‐based Decision Making: Tier I team reviews and uses discipline data and academic outcome data (e.g., Curriculum‐Based Measures, state tests) at least monthly for decision making.

Data decision rules

Staff professional development calendar

Staff handbook Team meeting

minutes

0 = No process/protocol exists or data are reviewed but not used

1 = Data reviewed and used for decision making, but less than monthly

2 = Team reviews discipline data and uses data for decision making at least monthly. If data indicate an academic or behavior problem, an action plan is developed to enhance or modify Tier I supports

1.13 Data-Based Decision Making



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SolutionProblem

Improving Decision-Making

Adapted from TIPS/Rob Horner

Out of Time

Data‐BasedProblem Solving & Decision Making

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• Single most important factor related to sustainability is the frequency that data is shown to staff.

• More use of data = More sustainable system

Importance of Data

Durable implementation of a practice at a level of fidelity that continues to produce valued outcomes (Han & Weiss, 2005)

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Data-Based Problem Solving and Decision-Making

• A consistent process is used by stakeholder teams and applied at multiple levels to analyze and evaluate relevant information to plan and implement strategies that support sustainable improved student and system outcomes.

Definition

System Students

Implementation:Are we implementingas intended?

Are we implementing Tier 1, 2, 3 PBIS as intended?Are we following our action plan(s)?

Is (individual student) receiving Tier 1, 2, 3 as intended?

Impact:Are we getting the outcomes we want?

What trends, peaks, level do we have? How do we compare to the national database for referral rates?

Is (individual student) benefiting from Tier 1, 2, 3?Match our perceptions?Meeting needs of our community? Staff?

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Lucky Sustaining

Positive outcomes, low understanding of how they were achieved

Replication of success is unlikely

Positive outcomes, high understanding of how they were achieved

Replication of success likely

Losing Ground Learning

Undesired outcomes, low understanding of how they were achieved

Replication of failure likely

Undesired outcomes, high understanding of how they were achieved

Replication of mistakes unlikely

Impact

Implementation

Connecting Impact & Implementation

High

High

Low

Low

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Data-BasedProblem SolvingandDecision-Making

Problem Solving Process

Problem Solving for Implementation

Activity

Problem Solving for Impact

Activity

Step 1:Problem Identification

Step 2: Problem Analysis

Step 3:Plan Implementation

Step 4: Plan

Evaluation

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• Determining an initial problem that is large enough of an issue to solve.

• Verify it’s a valid flag

Step 1: Problem IdentificationWhat is the problem?

Office Referral Data

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• Use additional information to determine the context of the problem.

• Identify specifics and gather additional information to identify the “why”

Step 2: Problem Analysis Why is it occurring?

• Office Referral Data• Self‐Assessment Survey• Tiered Fidelity Inventory

(subscales, items)

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• Need a goal and a plan

Step 3: Plan Implementation What can wedo to fix it?

Goal Plan

PreventionTeachingRecognitionExtinctionCorrective ConsequenceEvaluation (Implementation, Impact)

Impact

Implementation

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• Reviewing the implementation (fidelity)and impact (outcome) of the plan

Step 4: Plan Evaluation Did itwork?

Step 1:Problem Identification


Step 3:Plan Implementation

Step 4: Plan

EvaluationDid it work?

What is the problem?

Why is it occurring?

What can we do to fix it?

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Activity


Activity

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1. What do our patterns look like?

2. How do we compare to national referral rates?

3. Do we match the triangle? (e.g., at least 80% with 0-1 referrals, etc)

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Step 1: Questions for Evaluating Tier 1

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1. What do our patterns look like?• Level: are we above or below SWIS rates? • Trend: are we going up, down, or

stagnant? • Peaks: do we have any jumps in rates?

Create a narrative: what story are your data saying?

• Compare data to current perception

Step 1: Problem Identification

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0.7

2.3

1.21.34

1.7

1.1

0.7

0.91

2.1

0.6

Aug Sep Oct Nov Dec Jan Feb March April May June

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What do our patterns look like? (level, trend, peak)

Major Office Discipline Referrals (Middle School)

National median

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5.67

4.63

3.13

1.59


82Major Office Discipline Referrals (High School)

What do our patterns look like? (level, trend, peak)

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2. How do we look compared to national office referral rates (i.e., the School-Wide Information System (SWIS)) national database)?

• With national median• With last year (improvement?)• With what your staff/students/families want

(match?)


Grade Range

Number of Schools

Mean Enrollment per school

MeanODRs per 100 stud/ school day

Median ODRs per 100 per

school day

25th

PercentileODR/100/ school day

75th


K‐6 3405 456 .32 (.46) .20 .09 .39

6‐9 979 624 .48 (.59) .31 .16 .60

9‐12 488 879 .52 (.78) .33 .17 .62

PreK‐8 347 425 .45 (.69) .28 .12 .51

PreK‐12 86 307.60

(1.25).29 .15 .50

SWIS Summary 2015‐16 (Majors Only)5424 schools; 2,827,892 students; 1,715,388 ODRs

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Grade Range

Number of Schools

Mean Enrollment per school

MeanODRs per 100 stud/ school day

Median ODRs per 100 per

school day

25th


75th


K‐6 2788 448 .46 (.63) .26 .10 .57

6‐9 773 597 .57 (.68) .36 .14 .73

9‐12 375 834 .50 (.93) .22 .05 .50

PreK‐8 294 436.70

(1.71).27 .08 .67

PreK‐12 83 302 .74 (.96) .42 .20 .88

SWIS Summary 2015‐16 (Minors Only)5424 schools; 2,827,892 students; 1,715,388 ODRs

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• Using the school enrollment number and grade levels in school, figure out the absolute value of major or minor ODRs per day from national median.

• Use the absolute value to compare your school’s rates with the national SWIS summary data on your Average Referrals Per Day Per Month graph

• “Do we have a problem?”

Criterion

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1. Divide total enrollment by 1002. Using that number, multiply that by the median

ODRs per 100 per day from the SWIS Summary data to get the absolute value

- An elementary school of:

500 students 5 X .20 = 1.00 ODR per day - A middle school of:

500 students 5 X .31 = 1.53 ODRs per day- A high school of:

1200 students 12 X .33 = 3.96 ODRs per day

3. This number represents the 50th percentile. Use this number throughout the year for problem solving with your Average Referrals Per Day Per Month graph

Calculating the absolute value: Major ODRs

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0.7

2.3

1.21.34

1.7

1.1

0.7

0.91

2.1

0.6


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How do we compare tonational database?

Calculate Absolute Value507 students; 507÷ 100 = 5.075.07 × .31 = 1.57


5.67

4.63

3.13

1.59


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Major Office Discipline Referrals (High School)

0.7

2.3

1.21.34

1.7

1.1

0.7

0.91

2.1

0.6


90


Calculate Absolute Value507 students; 507÷ 100 = 5.075.07 × .31 = 1.57


25th

25th (5.07 x .16) = 0.81 75th (5.07 x .60) = 3.04

75th

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3. Do we have at least 80% of students with 0-1 major ODRs?


0‐1 Referrals> 80%

2‐5 Referrals10‐15%

6+ Referrals3‐5%

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0% 20% 40% 60% 80% 100%

PreK‐K

K‐6

6‐9

9‐12

PreK‐8

PreK‐12

Others

0‐1

2‐5

6+

SWIS Summary 2015‐16 (Percentage of Major Referrals)

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• Once an initial problem is identified, define it precisely

• Move from a primary statement to a precise statement

• Primary statements are vague and briefly describe a problem.

• Precise statements include specification information on:


‐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?

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• Too many referrals

• April has more suspensions than last year

• The cafeteria is out of control

• Student disruption is at an all-time high

• It’s Armageddon in the cafeteria

• Kids these days…

Primary vs. Precise Statements

Primary Statements Precise Statement

• A large group of ninth graders are receiving ODRs for physical aggression (throwing food) during lunch compared than last year, and it appears driven by peer attention.

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Precise Statement

• A large group of ninth graders are receiving more ODRs for physical aggression (throwing food) during lunch in the cafeteria compared to last year, and it appears driven by peer attention.

Who: Ninth gradersWhat: Physical aggression (throwing food)When: During lunchWhere: Cafeteria How Often: More…compared to last yearWhy: Peer attention

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• The seniors are getting the most referrals in the afternoon.

• The playground is frickin’ chaos. The students won’t listen to anyone and are fighting all the time.

• The 6th and 8th grade students have received a 40% increase in ODRs for disruptive behaviors during transition time between classes. Peer attention is the likely motivation.

• Three students are late (tardy) for their 1pm class every day for the past week because they are smoking cigarettes prior.

Primary or Precise Statement?

Who What When Where How Often Why

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• What is perceived as maintaining the problem behavior?

• Always assess motivation after you have defined:• Who? • What?• Where?• When? • How often?

• Ask why students misbehave in the context.

Look for the “main” motivation if there are multiple possibilities.

Why? — The Hardest Question

Get or Get Away,Tangible, Attention, Sensory

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• Motivation for many elementary students engaging in disruption in the classroom

Referrals by Motivation

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• Motivation for middle school students’ engaging in disruption in the classroom

Referrals by Motivation

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Why are precise problem statements so critical?

Precision and Efficiency!

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Step 3: Plan Implementation

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Precise, efficient intervention

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When is the problem?

Transition Times

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• Problems that seem large and hard to deal with can be more efficiently solved once there is a clear picture of the problem

• What?• How often?• Where?• Who? • When? • Why (in the context)

Use the Data

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All students are engaging in disruptive behavior during transition times, which has increased by 60% over the last month. The motivation appears to be peer attention.

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• Prevention• How can we avoid the problem context?

• Teaching• How can we define, teach, and monitor the behaviors we want?

• Recognition• How can we build in systematic rewards for desired behavior?

• Extinction• How can we prevent problem behavior from being rewarded?

• Corrective Consequences • What are efficient, consistent consequences for problem

behavior? • Evaluation

• How will we collect and use data to evaluate (a) implementation fidelity, and (b) impact on student outcomes?


Antecedent Behavior Consequence

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Prevent “Trigger” ‐Remind students of expectations prior to end of class‐Active supervision

Define/Teach Embed reteaching of expectations during an English lesson

Reward/Reinforce ‐Whenever students demonstrate expectations‐Set up “End 5” (extra 5 mins of transition at end of day if less than 5 referrals during transition times earlier)

Extinction(Withhold reward of problem behavior)

‐Ensure staff do not argue back and forth with students‐Have one student wait while other moves on to reduce peer attention

CorrectiveConsequence

Quick reminder and corrective consequence if no compliance

Evaluation ‐Produce Custom Report for ODRs in hallway to check effectiveness of plan‐Ask teachers to report if they stood in hallway and did active supervision and if they retaught

Plan ImplementationAll students are engaging in disruptive behavior during transition times, which has increased by 60% over the last month. The motivation appears to be peer attention. Goal: Decrease number of referrals for disruptive behavior during transition by 50%

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• Check implementation and impact of plan

Step 4: Evaluate

• Ask faculty to self‐report:•Did faculty reteach?•Are they using active supervision?

• Create Custom ReportODRs in hallway

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Activity


Activity

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Activity

• If you have access to your school-level student office discipline referral data and can generate an “average referral per day per month” graph, complete the activity in the updated handout (page 2)

• If you do not have access to your student discipline data or if you’re a district-level team, complete the optional activity. (page 6 in the updated handout)

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We will be using Kahoot! for some fun, competitive games

Please go to kahoot.itnow and enter the pin we provide.

Activity

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Activity


Activity

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Data-Based Problem Solvingand Decision-Making:

Implementation

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1.14 Fidelity Data: Tier I team reviews and uses SWPBIS fidelity (e.g., SET, BoQ, TIC, SAS, Tiered Fidelity Inventory) data at least annually.

School policy Staff handbook School newsletters School website

0 = No Tier I PBIS fidelity data collected

1 = Tier I PBIS fidelity collected informally and/or less often than annually

2 = Tier I PBIS fidelity data collected and used for decision making annually

1.14 Fidelity Data



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1.15 Annual Evaluation: Tier I team documents fidelity and effectiveness (including on academic outcomes) of Tier I practices at least annually (including year‐by‐year comparisons) that are shared with stakeholders (staff, families, community, district) in a usable format.

Staff, student, and family surveys

Tier I handbook Fidelity tools School policy Student outcomes District reports School newsletters

0 = No evaluation takes place or evaluation occurs without data

1 = Evaluation conducted, but not annually, or outcomes are not used to shape the Tier I process and/or not shared with stakeholders

2 = Evaluation conducted at least annually, and outcomes (including academic) shared with stakeholders, with clear alterations in process based on evaluation

1.15 Annual Evaluation



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• Using the TFI, ask if there is a problem or any red flags• 80% generally indicates

on-track/fidelity


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• Examine subscales and items

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Primary: We are lacking classroom systems and procedures.

This image is on page 8 in the updated handout

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• Develop a precise problem statement


Precise statements include specification information on:‐What is the problem?‐How often is the problem happening?‐Where is the problem happening?‐Who is engaged in the problem?‐When is the problem most likely to occur?

We are lacking classroom systems and procedures.

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Primary vs. Precise Problem Statements

Primary Precise

What, How Often, Where, Who, When

We are lacking classroom systems and procedures.

As of Feb 2017, 75% of all classroom teachers are not implementing Tier 1 features in their respective classrooms, as measured by the Classroom Self‐Assessment.

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• Seeking a clear, agreed-upon picture: why is the problem occurring?

• Considerations:• Additional data (e.g., different

sources, different stakeholders, qualitative and quantitative data)

• Five Whys

Step 2: Problem Analysis (Root Cause)

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Drill Down

Alterable Variables

Identify alterable variables so that we’re able to change it.

Root Cause AnalysisAs of Feb 2017, 75% of all classroom teachers are not implementing Tier 1 features in their respective classrooms, as measured by the Classroom Self‐Assessment.

They didn’t benefit from our trainings.

They’re didn’t pay attention.They need ongoing coaching and support to align the schoolwide and classroom systems.

Many have said they weren’t sure how to align or use the schoolwidesystem with their current classroom system.

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Precise Problem Statement

• As of Feb 2017, 75% of all classroom teachers are not implementing Tier 1 features in their respective classrooms, as measured by the Classroom Self-Assessment. This is because the one-time training did not meet the needs of our staff and a training with additional coaching and support would be more beneficial/preferred.

What should be a solution for this?

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• Goal: Provide coaching to improve classroom practices• 80% of staff with scores of 10 on Classroom Management

Self-Checklist (page 7 in handout/packet)

• Plan: What? Who? By when? • Provide ongoing coaching/support

• Grade-level reps to do weekly visits/sessions with teachers• Beginning next week


Goal should target the root cause

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• Evaluate

• Implementation: Did we provide the ongoing coaching? Was it well-received?

• Impact: What are the results of the Classroom Self-Assessment?

Step 4: Plan Evaluation

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Activity


Activity

Activity

• Look at your TFI results.

• Complete the Activity in the updated handout (page 9)

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Using Implementation Science to Inform Next Steps

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"All organizations [and systems] are designed, intentionally or unwittingly, to achieve precisely the results they get."

‐R. Spencer DarlingBusiness Expert

Design matters…

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• "A specified set of activities designed to put into practice an activity or program of known dimensions" -NIRN

• The purpose of implementation is to establish an effective practice with the fidelity and organizational support systems needed for large-scale, efficient, sustained, impact on outcomes that benefit students/families.

-Signetwork Presentation on Stages of Implementation

Implementation Defined

SCIENCE

(theory)

CLASSROOM

(practice)GAP

IMPLEMENTATION

(stages/drivers)

Formula for Success

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Why Focus on Implementation?

http://www.healingtoolbox.org/hol‐psy‐blog/551‐managing‐complex‐change‐infographic‐for‐successful‐change‐making

Activity

• Which of those pieces are missing? • How can your team fix that piece?

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Active Implementation Frameworks

Usable Innovations

Implementation Stages

Implementation Drivers

Improvement Cycles

Implementation Teams

Enabling Change

CDE MTSS Implementation Science page: http://www.cde.state.co.us/mtss/implementationscience

Focus Stage Description

Exploration/Adoption Decision regarding commitment to adopting the program/practices and supporting successful implementation.

Installation Set up infrastructure so that successful implementation can take place and be supported. Establish team and data systems, conduct audit, develop plan.

Initial Implementation Try out the practices, work out details, learn and improve before expanding to other contexts.

Elaboration Expand the program/practices to other locations, individuals, times‐ adjust from learning in initial implementation.

Continuous Improvement/ Regeneration

Make it easier, more efficient. Embed within current practices.

Work to do it right!

Work to do it better!

Should we do it!

Goodman‐ Adapted from Fixsen

Administrator Support

Buy-In Among Staff

Coaching/Ongoing Support for Staff

Communication

Consistency Among Staff

Data Collection and Use of Data

Fidelity of Implementation

Integrating PBIS with Other Initiatives

Knowledge of Behavior Principles

Philosophical Differences

Examples of Barriers

Resources: Time

Resources: Money

Resources: Staff

School Culture

Skepticism

Staff Motivation/Morale

Stakeholder Involvement

Training for PBIS Team

Turnover of Staff

#1#2

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Administrator Support

Buy-In Among Staff

Coaching/Ongoing Support for Staff

Communication

Consistency Among Staff

Continuous Teaching

Data Collection and Use of Data

District Support

Fidelity of Implementation

Integrating PBIS with Other Initiatives

Knowledge of Behavior Principles

Examples of Facilitators

Positive Student Outcomes

Priority in School

Resources: Time

Resources: Money

Resources: Staff

Reward System

School Culture

Staff Motivation/Morale

Stakeholder Involvement

Training for PBIS Team #1

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Research Says…

Top 3 Barriers: Buy-InLack of Resources (Funding)Philosophical Differences (e.g., Reward System)

Top 3 Facilitators: Buy-InAdministrative SupportConsistency (which includes Fidelity)

Activity

• Complete the activity on Implementation Stages in the handout

• What stage is your school within? • How will you move to the next stage?

• Be mindful of facilitators and barriers

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Questions?

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We will be using Kahoot!for some fun, competitive games

Please go to kahoot.it now and enter the pin we provide.

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• Please pick up your area• Email us any artifacts you may want featured

on our website.• We’re available for technical assistance and

support.• You will be emailed a survey asking for your

feedback about the day.• Certificates will be emailed out.

• Jason Harlacher ([email protected])

• Lynne DeSousa ([email protected])

Wrap-Up

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