winter wisconsin pbis network/ rti center
DESCRIPTION
Winter Wisconsin PBIS Network/ RtI Center. Regional Technical Assistant Coordinators: Lori Cameron. 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 - PowerPoint PPT PresentationTRANSCRIPT
WINTERWISCONSIN PBIS NETWORK/RTI
CENTER
Regional Technical Assistant Coordinators:Lori Cameron
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.orgwww.swis.org
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…
CESA 1 IMPLEMENTATION DATA
TIC Av
erage
BOQ Ave
rage
SAS A
verag
e
0
20
40
60
80
100
AverageLowest
Highest
66.64 75 73.3
AverageLowestHighest
9/1/12 to 2/1/13
CESA 1 IMPLEMENTATION DATA
TIC Av
erage
BOQ Ave
rage
SAS A
verag
e
0
20
40
60
80
100
AverageLowest
Highest
AverageLowestHighest
Faculty Commitment
Individual StudentInfo Syst
LOWEST SCORES TIC
Information Systems (50)Classroom (55)Violation Systems (59)
BOQFaculty Commitment (64)
SAS Individual Student (58)All other scores were in the 70’s
Score > 80%
CESA 1 IMPLEMENTATION DATA
TIC Av
erage
BOQ Ave
rage
SAS A
verag
e
0
20
40
60
80
100
AverageLowest
Highest
AverageLowestHighest
Expectations Developed
Expectations Defined
ExpectationsDefined
HIGHEST SCORES TIC
Expectations Defined (84)Commitment (83)
BOQTeam (82)Discipline Procedures (86)Expectations Developed (90)
SASExpectations Defined (92)Expectations Taught (81)District Support (80)
Score > 80%
STATE COMPARISON: AVERAGES
TIC Av
erage
BOQ Av
erage
SAS A
verag
e
0
20
40
60
80
100
CESA 1State
66 75 7370 73 74
CESA 1State
CESA 1 VS STATE: WEAKEST AREAS
TIC BOQ SAS
0102030405060708090
100
CESA 1State
5164
58
58 6358
CESA 1State
Faculty Commitment
Individual Student
Info Syst &Class Man
CESA 1 VS STATE: STRONGEST AREAS
TIC BOQ SAS
0102030405060708090
100
CESA 1State
84 90 9186 85 91
CESA 1State
Expectations Developed
Expectations Defined
ExpectationsDefined
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
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 PlanningWhat action steps have you taken since last meeting
New Assessments (EC BoQ, MATT)
Resources
BOQBENCHMARKS
OF QUALITY
METHODS OF ADMINISTRATION Have Local Coordinator Open a window for BoQ in
March or April Individual team member / coach scoring
comparison Link to webinar www.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
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 FormTeam 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.
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.
ACTIVITY 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
20 min
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
CONSIDER: What is your relationship with district
leadership? Prep at the district level includes:
Attending Tier 2/3 overviewExpanding coaching capacityFlexibility in how staff is used and
scheduling
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
WINTERWISCONSIN PBIS NETWORK/RTI
CENTER
Regional Technical Assistant Coordinators:Lori Cameron
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.orgwww.swis.org
AGENDA Opening activity “Candy Hearts” 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…
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?
INFORMATIONApplications for Recognition Schools
http://www.wisconsinpbisnetwork.org/1. Must be completed on-line2. Easier Process3. Schools of Distinction must upload data
and artifacts4. Better description of needs5. Will use a 5 point rubric to score
WI PBIS NETWORK LEADERSHIP CONFERENCE August 20th and 21st
Pre-Conference Aug 19th (Must register for conference to attend pre-conference)
Recommend early registration
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
happeningWhere is it happeningWho is engaged in the behaviorWhen the problem is most likelyWhy the problem is sustaining
Give an Example of a Precise Statement
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
Information for Team, or Issue for Team to
Address
Solution Actions Who? By When? Goal
Problem Solving Statement
CESA 7
SOLUTION DEVELOPMENTPrevention
Teaching
Reward
Extinction
Corrective Consequence
Data Collection
HandoutSource: Steve Newton, Anne Todd, Rob Horner, UO Bob Algozzine, & Kate Algozzine, University of NC at Charlotte
1. Focus on prevention first. How could we reduce the situations that lead to these behaviors?
2. How do we ensure that students know what they SHOULD be doing when these situations arise?
3. How do we ensure that appropriate behavior is recognized?
4. How do we work to ensure that problem behavior is NOT being rewarded.
5. Are corrective consequences needed?
6. How will we know (a) if we are doing what we plan, and (b) if what we plan is working to benefit students?
Final Word: Using Data to Build Solutions
Prevention How can we avoid the problem context?
Teaching How can we define, teach & 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?
Source: Steve Newton, Anne Todd, Rob Horner, UO Bob Algozzine, & Kate Algozzine, University of NC at Charlotte
School Team Time
Look over your outcome data.
Create a problem solving statement.
If necessary, add Administrative items, potential problems, etc.
25 min
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
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
WI PBIS Network Triangle Tool
CRITERIA FOR REGISTERING FOR TIER 21. School completes U300 / TA day2. Key district administration attend the Tier 2/3
Overview3. School principal and coach attend Tier 2/3
overview4. School completes the Tier 2 Readiness
checklist
Strongly Recommended5. District has coaching capacity for Tier 26. District policy supports restructuring the
school day, if needed, to provide Tier 2 supports
WHY TRACK MINOR BEHAVIOR PROBLEMS?
1. More sensitive to measuring needs and change in students.
2. Provides data at the classroom level that can indicate trends
3. In schools with low office referral rates, data from the classroom level is especially important for problem solving
Tracking MinorsStand up, Hand up, Pair up
Each person take 90 seconds to shareyour system for tracking minors
Pair up times 2
What data do you need to record?How will you record the data?How will data be analyzed in your class? school wide?
1. Keep system easy and efficient to use
Examples of tracking systems
No 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
Yes Requires more than
minimum break in lesson
Disrupts learning of self or others more than minimal degree
Consequence needs to be delivered
2. What criteria is used to determine when a problem behavior must be documented?
Time EnergyNegative Feeling
Tone
3. Does student need a copy of the minor referral?
The referral paper itself is not the consequence
4. 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
Networking1. Write a challenge on a note card2. Grab 3 – 4 hearts3. Hand up, stand up, pair up *4. Share your challenge, and get ideas5. Give a heart6. Hand up and find a new partner
7. Go back to home group and share the wealth
* High Schools Network together
Network with your district