Welcome Schoolwide SMARTI Movement to Achieve Rt-I November 10, 2011

WelcomeSchoolwide SMARTI

Movement to Achieve Rt-INovember 10, 2011

Agenda

• Introductions • RtI/SMARTI• Leading Change• Coaching• SWIS/PBIS Assessment

Core Principles of RtI / SMARTI• We can teach all children• Intervene early• Use a multi-tier, problem solving model• Use research-based, scientifically validated

interventions and strategies• Monitor student progress• Use data to adjust instruction• Use continual assessment: universal

screening, progress monitoring and diagnostics

Goals of SMARTI

• Increase reading performance

• Reduce behavior problems

• Have accurate knowledge of behavior and reading performance

• Use student performance information to develop and implement interventions

Intensity of Supports

Universal

Targeted

Intensive

SMARTI/RtI Model

Students within Schools

Universal PreventionCore Instruction, all students,preventive, proactive

Targeted Intervention Supplemental, some students, reduce risk

Intensive Intervention Individualized, functional assessment, highly

specific for few

Why look at both

Behavior and Reading support?

• Models of integrated behavior and reading supports produce larger gains in literacy skills than the reading-only model

Stewart, Benner, Martella, & Marchand-Martella, 2007

• Improving social behavior of students results in more minutes spent in academic instruction

Putnam, Handler and O’Leary-Zonarich, 2003

• Quality instruction can reduce student engagement in problem behavior

Sanford, 2006; Preciado, Horner, Baker, 2009

• Children who fall behind academically will be more likely to find academic work aversive and engage in escape behaviors

McIntosh, 2008

Cost of Behavior Problems: One school example

1,792 office discipline referrals

@ 15 minutes per incident = 26,880 minutes =

448 hours/8 hour days=

56 days lost instructional time

Big Ideas to Improve Behavior

• Specify appropriate behavior

• Teach appropriate behavior

• Monitor behavior

• Encourage appropriate behavior

• Correct inappropriate behavior

• Use data for

decision making

Big Ideas to Improve Reading• Clear goals/objectives • Research-based instructional practices• Instructional time• Instructional leadership• Responsive intervention program• Assessment• Professional development

Percent K-8 Referred Percent K-8 Eligible0.0%

0.5%

1.0%

1.5%

2.0%

2.5%

3.0%

3.5%

4.0% 3.8%

2.7%3.0%

2.0%

2007-08 2008-09

Special Education Referral and Eligibility Rates for Cohort 1 - 4 Schools (2007-08 and 2008-09)

*n = 84 schools

Stages of Implementation

• Implementation of SMARTI is not an event

• A mission-oriented process involving multiple ongoing decisions, actions, and corrections

Stages of Implementation

Exploration/Adoption

InstallationInitial

Implementation Elaboration

Continuous Regeneration

Establish Leadership

Teams, Set Up Data Systems

Development Commitment

Provide Significant Support to

Implementers

Embedding within

Standard Practice

Improvements: Increase

Efficiency and Effectiveness

Exploration/Adoption

• Assess capacity, resources, “fit” and “buy-in”

• Awareness, garnering support (parents, teachers, stakeholders, leaders, champions central office personnel)

• Describe risk and help partners manage risk (What will be different for us as a school team?)

• Identify schools or staff comfortable with their ability to manage risk for leadership roles

• Assess the accessibility experts – trainers, coaches, colleagues who know SMARTI well

• Build consensus and commitment

What you have already accomplished:

• Commitment by…

– 80% of local building staff

– Administration at building and district levels

– Agreement to implement for at least three years

• Reading/Behavior one of top three building priorities

• Building leadership team and coaches identified

Balas & Boren, 2000; Fixsen, Blase, Timbers, & Wolf, 2001

Implementation of Effective Practices with and without an Implementation

Support Team

Implementation Team

No Implementation

Team

Percent of Implementation

80% 14%

Time 3 Years 17 years

Installation for SMARTI• In the next year, along with your team you

will:– Form a leadership team– Attend training to develop capacity and

knowledge for implementation– Establish systems to support implementation

(i.e. meetings, agendas, priorities, documentation)

– Put data collection systems in place for reading and behavior

– Collect self-assessment data in order to plan effectively

– Establish coaching relationship

Initial Implementation for SMARTI

• In the next year, along with your team you will:– Begin to implement universal supports for

PBIS. Three days to support this development

– Begin to strengthen core instruction in reading. One day this spring, two days to support this development in the fall

These stages are recursiveSetbacks at one stage move us back to the previous stage

Apply for

PBIS

New District Initiative

Today is a book study?

“We already do that.”

Violate Norms

Vote coach off

Be on time

Go to a PLC

Ignore e-mails

Go to Book Study

Dominate conversation

Snow Day!

Late for meeting

Attend District PD

Ignore

DataFile Grievance

Change Practice

Have a “AHA!”

Prep for Meeting

New State Initiative

Systems/Process Measures

• Tell us about our implementation fidelity: Are we doing what we said we would do, when and how we said we would do it?

• Having this information helps us to accurately interpret our student outcomes.

• To help schools answer the question: Are we doing what we said we would do?

• PBIS Measures:– Team Implementation Checklist– Schoolwide Evaluation Tool– Benchmarks of Quality– Benchmarks of Advanced Tiers

• Schoolwide Reading Measures:– Planning Evaluation Tool– Reading Implementation Checklist

Performance Assessments of Implementation for SMARTI

Activity

• What fidelity measures do you have currently in place

• What is the difference between fidelity and rigidly adhering to a standard “scripted” protocol?

Decision Support Data Systems

for SMARTI• We have regular reporting schedules for

the various fidelity measures to support your implementation

• They are embedded into the training sequence and drive the training content

• We have Data Review Training Days at the end of this year. Beginning in year 2 and continuing through year 3 data reviews will be built into the strategic and intensive reading and behavior training days.

Big Ideas about Data• All data should serve a purpose

• Collect data with fidelity

• Be prompt about looking at data and acting on it

• Use multiple sources of data to confirm what you see

• Use data to support, not to punish

Student Outcome Measures

• Tell us about changes in student performance:

– What are the skills of our students?

– How are different groups of students doing?

– Are we seeing improvement?

• Having this information helps us to determine if what we are doing is making a difference for our students.

We CAN “work smarter”…

• Prioritize activities based on our School Improvement Plan.

• Eliminate activities not geared toward goals and objectives.

• Combine committees and tasks that have same goal/objective.

• Communicate with all key stakeholders.• Use effective (evidence-based)

practices.

Improvement Cycles for

SMARTI• Leadership Team will take information

back to school team after each training• New practices will be implemented, staff

will provide feedback at regular staff meetings regarding challenges to problem solve, and accomplishments to celebrate

• Plan-Do-Study-Act

consistent with MI SIP

Activity

• At your table, take two minutes to write the big ideas of SMARTI/RtI. What do you want to be sure your school/district staff knows?

• After two minutes share with the other members at your table

Leading Change: Principals and Coaches Supporting the

Process

Order of Change• First order change are changes that are

perceived to be a continuation and refinement of existing beliefs and practices. They can be implemented with current knowledge

• Second order change are changes that are perceived to be a significant break from current practices and will require new knowledge, beliefs, and/or resources

McREL, 2006

Characteristics of First Order Change

• Extension of the past• Aligns with paradigms• Consistent with the values and norms of the

district/school• Implementation is possible with current knowledge

and skills• Resources that are currently available are used to

implement the change• Common agreement with the necessity of the

innovation

Characteristics of Second

Order Change• Departure from the normal way of doing

business• Challenges existing paradigms• Conflicts with prevailing values and norms• New knowledge and skills are needed• Resources that do not currently exist will be

necessary• Resistance by others who do not have a

broad perspective of the district/school

Leading Second Order Change

• Staff who perceive the practices associated with SMARTI as second order change will require you to focus on seven essential areas that will help move them through the change process

Based on the work of Marzano, Waters, McNulty (2005)

Seven Essential Areas• Knowledge of the practices associated

with SMARTI/RtI– Your knowledge will help you respond to

challenging comments/questions posed by staff

• Positive support for staff who engage in the practices they are expected to implement– Cheerleading is not just for sports teams! You

will play a major role in supporting their efforts since their implementation may feel awkward


Seven Essential Areas• Deepening the knowledge of staff in

SMARTI /RtI– Staff need to understand the rationale behind

SMARTI/RtI practices and their role in implementation

• Willingness to disrupt the status quo in the face of uncertain outcomes

• Monitoring and evaluating the implementation efforts and the impact it is having on student outcomes


Seven Essential Areas• Directive and non-directive leadership as

the situation warrants– As staff continue to resist implementation, the

line in the sand will need to be drawn• Absolute belief in what staff are being

asked to implement will positively impact the students– You cannot lead something you do not believe

in…it is like a vegetarian selling meat


Bottom Line

• Leading second order change cannot be entered into lightly

• Be cautious but deliberate• It is complex and calls for decisive,

quick action

Prestine, 1992

Bottom Line• As principals and coaches you will be

supported not only throughout the three years you work with the project, but you will also have access to supports beyond the three years

• Just like SMARTI/RtI is not a “one size fits all” approach, the technical assistance you receive is tailored to meet your district/building needs

Types of Support• Pre kick-off preparation and training• Continued support/training over the course

of three years and access to coaching • Additional resources and support through

the http://miblsi.cenmi.org/, pbis.org, • Regional external coaches

Characteristics of Superb

Leadership Team Members• Hard-working• Respected by staff• Willingness to assume a leadership role with

staff• Knowledgeable (or a quick study)• Willingness to assume responsibilities

outside of the normal work day• Understands the big picture of SMARTI/RtI• Agrees to implement possibly new practices

to demonstrate to staff the outcome

Cautionary Tale• Be careful about selection of team

members• Adding resistant team members to the

process so they can “come along” can and most likely will, slow the momentum and efforts of the other team members

• The staff should see these people as supportive of the work. Resistant staff will repeatedly have an audience to derail efforts

The Team

• Principal• Internal Coaches• Additional teachers• Intervention/Support staff• School Improvement Team members• External Coaches

Principal Strategies for Guiding

the Leadership Team(Colvin & Sprick, 1999; Scott & Hunter, 2001)

• Make a public statement of support• Obtain faculty/staff consensus • Establish a schoolwide leadership team

• Support the team members• Support the team meetings• Determine the simplest way to get data and use data• Help identify objectives and maintain standards• Guide the decision making/problem solving process• Monitor implementation activities and provide feedback• Provide recognition to faculty for their work

Purpose of the Leadership Team

To coordinate and manage the implementation of literacy and PBIS supports model by:

– Planning for implementation of a continuum of supports with fidelity (develop process/procedures and tools).

– Developing and supporting school-based implementation capacity (professional development, technical assistance, coaching).

– Using data for continuous improvement of student outcomes.

What a Schoolwide Leadership Does…

• Communicates common vision for schoolwide supports

• Works to integrate efforts with the school improvement process to ensure coordination

• Works collaboratively to establish building capacity to support all students

• Commits resources to establish procedures for support

• Develops methods for evaluating progress towards measureable outcomes

• Action planning based on data

Guiding Principles…

• Do not add another task/requirement/initiative without taking away two others

• Do not add another task/requirement/initiative with out braiding within existing initiatives

How do we successfully accomplish this work and not become completely stressed-out?

• If we continue to add more to our already overburdened work load. . . WE CANNOT.

• We need to find ways to be more efficient and effective.

Rewarding Staff Behavior

Beach staff recognition lunch

Beach staff recognition lunch

Oakland Schools certificate of training

Oakland Schools certificate of training

Franklin staff acknowledge each

other

Franklin staff acknowledge each

other

Parchment Central staff celebration

Parchment Central staff celebration

Share Data with Staff

Share Data with Staff

Your turn

Discuss with your coach a plan for addressing the following:

• Do you have the right people on your leadership team?

• How and when will you clearly define the roles and responsibilities for each team member?

• Would your district benefit from Meeting Mechanics Training?

Coaching for Fidelity for SMARTI/RtI Implementation

SMARTI Coaching • ISD/RESA/ESD Agreements:

– Coaches will attend all team trainings over the course of the next three years

– Create a sustainability plan

“I haven't got the slightest idea how to change people, but still I keep a long list of prospective candidates just in case I should ever figure it out.”

David Sedaris

Coaching (why?)• Team start-up support

• Team sustainability/accountability

– Technical assistance/problem solving

– Positive reinforcement

– Prompts (“positive nags”)

• Public relations/communications

• Support network across schools

• Link between trainers & teams

• Local facilitation

Coaching for SMARTI

• Attend and participate in team training• Meet with your team(s) at least monthly• Provide technical assistance as needed• Participate in the networking opportunities

to maximize your learning and skills • Assist district to build capacity for

sustained implementation (re-define your role over time)

• Acknowledge progress • Assist when re-focusing is required

Who should be a coach?Coaching Competencies

Necessary Preferred• Participate in team training• Able to attend team meetings

at least monthly• Effective working with adults• Knowledgeable about school

operating systems• Professional• Commitment• Rudimentary computer skills

• Knowledge of schoolwide positive behavioral interventions and supports principles

• Knowledge of schoolwide positive behavioral interventions and supports practices

• Skilled in collection and use of data for decision-making.

Specific Expectations

• Attend and participate in team training• Meet with your team(s) at least monthly• Provide technical assistance as needed• Monitor and report on team efforts when team

completes process measures • Present on SMARTI/RtI at district levels.• Assist district to build capacity for sustained

implementation (re-define your role over time)

Providing Conceptual Feedback

• Whenever possible, coaching should involve providing “Conceptual” feedback regarding the “Big Ideas” of the practice or intervention

• Make the general point first then illustrate it with examples from data sources (Practice Profile rubric data, permanent products, student data, observational data)

Benefits of Conceptual Feedback

• Helps staff to focus on the important principles of the practice

• Helps staff to generalize from specific behavior in a specific context to set of key behaviors across contexts

• Makes it easier to hear critical feedback (not perceived as nit-picking)

• Naturally moves away from compliance monitoring and away from focusing on exceptions

• To build a ‘culture’ around the new ways of work and new ideas

Implementation Guide(Practice Profiles)

Coaches will: • Identifies critical components• For each critical component:

– Identifies gold standard– Identifies acceptable variations in

practice– Identifies ineffective practices and

undesirable practices

Adapted from the work of W. David Tilly III, and Heartland Area Education Agency 11, Iowa

Practice Profiles

• Each critical component is a heading

• Each level of implementation becomes a dimension on the rubric associated with that critical component.

• The conversations about the Profile serve as the fodder for Coaching

Critical Component Ideal Implementation

Acceptable Variation

Unacceptable Variation

Unacceptable Variation

Critical Component 1: Description

Description of implementer

behavior

Adapted from work of the Heartland Area Education Agency 11, Iowa

Drastic Mutation

Your turn

• Get out your calendars and schedule dates for building leadership team meetings

• Confirm the dates for the trainings

• Consider adding meeting times to a pre-existing meeting

During this section, think about your staff and the philosophies they might hold about dealing with

misbehavior. Think about how you might use this section to promote buy-in and minimize resistance

Goal• To create an environment where no

student falls through the crack• This is accomplished by creating a school

environment where student safety and demonstration of socially appropriate behaviors can lead to an increased emphasis on academic productivity– Academics vs. behavior is the ultimate

chicken and egg question

How do we accomplish the goal?

• Create systems to support students at multiple levels in both academics and behavior

• Collectively agree to adhere to a philosophy that “we have never failed unless we have ceased to try” (Eleanor Roosevelt)

– This requires the adults to be relentless in finding something that will work to make every child successful

Resiliency Literature• Research studied adults who had

disastrous childhoods but made it through and are normal functioning adults

• When asked why they were able to survive they cited two reasons:– Family member who never gave up on them– Teacher who never stopped believing in them

Research cited by Sprick (2007)

School Connectedness

• Body of research indicates students’ emotional connectedness to school is directly related to their choices about activities involving drugs and violence

• EVERY student has a need for recognition, acknowledgement, purpose, belonging, and competence

School Connectedness

• Schools are much more likely to create a school culture that includes every student if staff continually seek and use data/feedback to drive decision-making

Every student counts…• It is the job of the leadership team

(principal included) to communicate to staff that EVERY student counts and to observe and evaluate whether all students are getting their needs met

Historical Perspective

• Have your ever heard either of these statements before?– “Can’t we just go back to the way school

use to be?”– “If paddling was still acceptable, we

wouldn’t have the same problems we see today.”

Historical Perspective (cont’)• Reality:

– Graduation rates: never been higher; we are educating more students with higher needs

– Paddling: still legal in 23 states and same behavioral problems exist within those state as others with no paddling

– “Big Gun Mentality” doesn’t work– Creating a positive, proactive environment

is most beneficial to all students

Positive, Proactive vs. Punitive

• Over-reliance on punishment and punitive measures does the following:– Results in an increase in escapist/avoidance

behaviors in students– Causes students to be our enemies rather

than allies– Causes students to engage in the ultimate

form of escapism-drop-out– Severe punitive measures (i.e. suspension)

are more aversive to adults

• Think about you and your staff.– Identify staff whose approach to behavior tends to

be positive and proactive towards all students. Place these staff in the green zone & estimate the percentage.

– Identify staff whose approach tends to be positive and proactive for most students, except for those who “try my patience.” Place these staff in the yellow zone & estimate the percentage.

– Identify staff whose approach to behavior tends to follow the Big Gun Mentality of “I am the adult,

s/he is the child and should do what I say the first time because I said it.” Place these staff in the red zone & estimate the percentage.

Your turn

Tiered Leadership Intervention:

Approach to Behavior

Positive and proactive Towards all

Positive and proactive for most…except for those who “try my patience.”

“Big Gun” mentality

Question:Where do we begin?

Answer: We begin by altering the things we have control over

“If a child doesn’t know how to read, we teach.”

“If a child doesn’t know how to swim, we teach.”

“If a child doesn’t know how to multiply, we teach.”

“If a child doesn’t know how to drive, we teach.”

“If a child doesn’t know how to behave, we……..... ……….teach? ………punish?”

“Why can’t we finish the last sentence as automatically as we do the others?”

Tom Herner (NASDE President ), 1998

Variables We Can Control: PBIS Big Ideas

• Define expectations • Teach expectations in settings• Monitor students to see if expected behaviors

are followed• Acknowledge students for demonstrating

expectations with specific feedback• Correct misbehavior • Use Data to determine strengths and areas of

need

“Products” for Universal Behavior Supports

• 3-5 Broad behavioral expectations that serve as overarching expectations

• Broad expectations are more operationally defined in the context of each non-classroom setting in the behavioral matrix

• Completed behavioral matrix that clearly identifies (in positive terminology) what is expected in non-classroom settings.

Broad Expectations: Examples

Behavior Matrix: Example

Staff input in developing the matrix is critical. Do not overlook their active involvement for the sake of saving time.


• Define expectations • Teach and re-teach expectations in settings• Monitor students to see if expected behaviors



need

Teaching Plan: Example

• Think about you and your staff.– Does your building already have a logo or

theme that would be easily remembered by all students (Remember: K students should be able to remember the broad expectations too)

– Think about the non-classroom settings that will require the expectations to be defined. How will you and the leadership team engage staff in the identification and definition of behavioral expectations?

– Will an ad-hoc group of staff work to create the teaching plan? How will you recruit other staff besides the leadership team members?

Your turn





need

Why emphasize monitoring and active supervision?

• By monitoring and actively supervising we can see first hand what our students are doing.

• We need to be actively present in order to acknowledge appropriate behavior, document inappropriate behavior, and deliver a continuum of consequences.

Basic Management Principles

• Active supervision–Movement–Scanning–Positive Interaction (more about this next)

• Positive contact• Reinforcement of expected behavior





need

Acknowledgement System: Understanding the Theory Behind the Practice

and Avoiding the Pitfalls

Rationale

• Research Literature: Over 30 years of research found most teachers (general ed. and special ed.) fall into patterns where we are giving more attention to misbehavior than positive behavior (3 to15:1 skewed to the negative side)


Research Review• Landmark studies: (Dr. Wesley Becker)

found children who are starved for attention, as the rate of criticism increases the rate of their misbehavior increases.

• Why?…because it is a vicious cycle

Vicious Cycle of Reinforcing

Misbehavior• Vicious Cycle:

– We get reinforced for paying attention to misbehavior and logically so because 99% of time a gentle reprimand stops the misbehavior

– We are reinforced because the behavior stops– Student who craves attention is reinforced and then

demonstrates behavior again shortly after– We issue a reprimand and student stops behavior – Student’s misbehavior is reinforced– We are reinforced again because the behavior stopped

Reprimand stops misbehavior

We are reinforced because behavior stops. Student is reinforced

because behavior gets attention

Student misbehaves

again

Positive or Negative?• Common Comment:

– “But, I am not a negative teacher I really am a positive person.”…..

• The concept of “Ratios of Interaction” is relevant even for warm, friendly, inviting, positive, and caring educators

• Majority of the negative interactions are gentle reminders– “You need to get back to work now.”– “No, put that away please.”– “I asked you to go back to your seat” – “No, you need to put that book away and work

on this assignment”

Rating Interactions

• To determine whether an interaction is considered positive or negative always ask yourself this question:– Did the child get attention while engaged in

positive behavior or negative behavior?– Was the child doing what I requested be

done when I gave him/her attention?

For students who repeatedly demonstrate minor or major misbehavior, they will require even more immediate and

specific feedback when they engage in the expected behavior

Common Concerns• Is it appropriate to give even more time

and attention to students who misbehave?– This student is already demanding a great

deal of your attention.– You are shifting the focus to the student

getting your attention for engaging in positive behaviors

Common Concerns

• Do problem students deserve extra positive attention?– As we start shifting the focus from negative

attention to positive, you will find the others in the room/school get a lot of positive attention but it is in more naturalistic ways. • 100% on a test• “Good Job”• Smile• Thumbs-up

Common Concerns

• Won’t the student think that the positive attention is phony?– Research conducted that explored this

very issue: found that it really did not matter even when the researcher/observer thought the teacher sounded very phony

– Issue is: what behaviors are you paying attention to?


“Products” for Acknowledgement System

• Formal plan for increasing the amount of positive interactions all adults have with students in the school (5:1 ratio)

“Products” for Acknowledgement System

• The systematic ways in which students are provided positive feedback for demonstrating the behavioral expectations will be the basis of an acknowledgment system– Note: until the ratio of positive/negative

interactions is 5:1, a visual prompt (i.e. slip, ticket) may need to be used by adults and given to students

Relationship of Acknowledgements to Office Discipline Referrals

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Parkwood Upjohn

Average Tickets/Day Average Referrals/Day

Acknowledgement System: Example

Common Concerns & Questions

• Isn’t this bribery?– Definition of “bribe”: the inducement

(usually monetary) to do something illegal, unethical, or immoral. A bribe is an incentive to do something wrong.

– Do you hear this comment: “We shouldn’t have to bribe kids”• Gentle correction: “I have never bribed a kid

because I have never created an extrinsic system to do something wrong.”

Bottom Line• An extrinsic acknowledgement system

provides the adults in the building with a visual prompt to provide all students in the school with specific, verbal feedback regarding their demonstration of the behaviors defined on the matrix

• Think about you and your staff.– Will they perceive an extrinsic

acknowledgement system as bribery? – How will you and your coach teach the staff

the true purpose of an extrinsic acknowledgement system?

– Should you and your coach consider collecting baseline data regarding the ratio of interactions? • Talking point: once all adults in the building have a

5:1 ratio on a consistent basis, the extrinsic acknowledgement system can be phased out.

Your turn





need

It is important to remember:

Before you consider punishing inappropriate behavior you should…

• Clearly identify the behavior you want to see• Teach students how to perform the behavior• Acknowledge students for engaging in the

identified behavior expectations

Do not expect negative consequences to change behavior patterns. Teaching changes behavior.

You will never punish a student into being motivated to behave.

Why not just punish problem behavior and not

worry about all this “PBIS stuff”?

• Punishment does not teach new behavior (only escape or avoidance of the punisher)

• Punishment may elicit aggression

• Emotional side effects have been linked to punishment (e.g., fear, anxiety)

• Situations and people associated with punishment may become conditioned punishers

• Students may model or imitate punishment

• Person applying punishment may be reinforced for doing so

General guidelines for handling problem behaviors

• Proactively teach expectations and rules• Ensure that there is a greater ratio of positive to

negative interactions (e.g., 5:1)• Provide hierarchy for rule violations • Consequences are preplanned and posted• Consequences for rule violation are explained and

regularly reviewed• Consequences are delivered consistently and in a

timely manner• Tie management of problem behavior back to the

schoolwide expectations

• You have gone through the big ideas for PBIS that staff will be introduced to during this school year– Discuss with your coach the current level of

understanding staff have regarding the rationale behind a positive, proactive approach and each of the big ideas.

– How will you allocate time to deepen the knowledge of your staff?

– Review your staff meeting schedule with your coach and the dates of the three PBIS trainings. Schedule time for this learning to occur.

Your turn

Introduction to School Wide Information System (SWIS)

Why Collect Discipline Information

• Decision making

• Professional Accountability

• Decisions made with data (information) are more likely to…

• be implemented

• be effective

The School-Wide Information System (SWIS)

• Web-based information system designed to help school personnel to use office referral data to design school-wide and individual student interventions.

• Provides school personnel with accurate, timely and practical information for making decisions about discipline systems

Three Key Elements of SWIS1. Data Collection System

• Coherent system for assigning referrals• Prob. behavior definitions, referral form, rules for referral

• Allocation of FTE to enter data, build reports

2. Computer Application• Web-based, continuously available, secure

3. Decision-making• Use of data

• School-wide• Individual Student

Features of SWIS

• Only reports discipline data• Major office referrals• Minor discipline offenses• Suspensions and expulsions

• Highly efficient (30 sec per referral)• Local control (Building Level)• Formatted for decision-making (pictures)• Information is available continuously• Confidential, secure• Can be combined with district data base

Improving Decision-Making

Problem SolutionFrom

We have data but don’t know what to do with it

Improving Decision-Making

To

ProblemProblem

Solving Solution

Information/ Data

Action Planning & Evaluation

www.swis.org

[email protected]…….

www.swis.org

SWIS Data Entry: Add/Revise Referral

New SWIS Report Average Referrals Per Day Per Month (National data lines)

SWIS summary 2009-10 (Majors Only)4,019 schools; 2,063,408 students; 1,622,229 ODRs

Grade Range Number of Schools

Mean Enrollment per school

Median ODRs per 100 per school day

K-6 2565 452 .22

6-9 713 648 .50

9-12 266 897 .68

K-(8-12) 474 423 .42

SWIS Reports: Referrals by Problem Behavior

SWIS Reports: Referrals by Location

SWIS Reports: Referrals by Student

SWIS Reports: Referrals by Time

Current Options

• Double Entry – Recommended• Enter all office discipline referral information into both systems, OR• Enter all ODR information into SWIS; only state reportable offenses into

School Information System

• Download into Excel Spreadsheet from SWIS Custom Reports

• S-Dex: (DISTRICT IT ASSISTANCE NEEDED)• Download data from SWIS and upload into District’s system

• ASIST: (DISTRICT IT ASSISTANCE NEEDED)• Download data from School Information System and upload into SWIS

• ECS Distributor: (DISTRICT IT ASSISTANCE NEEDED)• A web service providing read-only access to SWIS data in a format most

useful to software and database developers at the district level and above.

With your coach discuss the following items:

• What features of SWIS are already covered through an existing system that you are using?

• What features of SWIS are unique?

• What conversations do you need to have with others that will help them understand the similarities and differences between SWIS and your current system, i.e. District Reporting System vs. Progress Monitoring Tool.

• Would double entry be the most efficient use of FTE time knowing the complexities of data integration?

Your Turn

Why talk about SWIS now

• There are many pieces to learn, train, schedule and organize before you can begin entering data.

• Coaches and principals play a key role in the management of SWIS and building level support for using SWIS.

• The earlier we can start, the earlier you can begin entering data and reviewing your reports for decision making.

Discipline Data: A Cautionary Tale

School A began collecting SWIS data as part of implementation of SMARTI.

Here’s their data:

Discipline Data: A Cautionary TaleHere’s what you don’t see in their data:

Teachers report they don’t have time to write referrals and just send kids to the office.

Teachers feel nothing happens in the office to address students’ behavior, so why should they bother?

Teachers feel that since their data shows “no problems” when there are problems, no action is being taken.

Discipline Data: A Cautionary Tale

Moral of the Story:

• Accurate Data Leads to Accurate Problem Solving, Prevention and Intervention.

How will you ensure that:– Your data is accurate– Staff understands why it is important to

collect the data– Your staff is in agreement about what data

is collected.– Your staff is in agreement about how the

data will be used.

WARNING!

• You are about to engage in a process that will help you to establish the data system for collecting discipline referral data. You will still need to be aware of and planning for the practices around ensuring your school is collecting and acting upon accurate data.

SWIS Readiness Checklist

1. School-wide discipline is one of the top goals for the school.

You confirmed this when you applied to work with SMARTI. Make sure your staff understand this clearly as well.

✔

2. Administrative support for the implementation and use of SWIS™ is available.

• Did the information we presented earlier help you understand the benefits of using SWIS and are you now feeling “on board?”

• Do you need to share what you know with other district administrators and data coordinators?

3. A behavior support team exists, and they review referral data at least once a month.

• Do you have monthly meetings on your schedule?

• Will you commit to using time during each meeting to review your SWIS data and go over any clarifications of problem behaviors and what is a major/minor?

4. The school uses an office discipline referral form that is compatible with SWIS™ referral entry.

• How compatible is your office discipline referral form with SWIS data entry? (more about this in a minute)

5. The school has a coherent office discipline

referral procedure that includes:

• Definitions for behaviors resulting in office-managed vs. staff-managed referrals (Major v. Minor)

• A predictable system for managing disruptive behavior

Getting the procedures to be systematic and consistent is a process that will take time, training, and follow-up. How will you facilitate this process?

See SWIS Referral Form Definitions Document to assist you in this process located behind the tab, “Referral Form Definitions”

6. Data entry time is allocated and

scheduled to ensure that office referral data will be current to within a week at all times.

• How will you set up your data entry schedule to ensure that referrals are always entered weekly if not daily?

• How will you share this expectation with the person or people who are responsible for entering referral information into SWIS?

7. Three people within the school are identified to receive one, 2½ -3 hour training on the use of SWIS™

Principal and two data entry persons – can include but not limited to secretaries, paraprofessionals, internal behavior coach

• Who will you send to the Swift at SWIS training?

8. The school has computer access to the

Internet, and one of the following web browsers (Internet Explorer 7.0 or higher for PC [IE not compatible on Macs], Safari 2.0 or higher, Firefox 2.0 or higher).

• When will you check your computers to make sure your internet browsers are compatible with SWIS? (Idea: go to http://www.swis.org and try out the demo site.)

http://swis.org/

9. The school district agrees to

provide a facilitator who will work with school personnel on data collection and decision-making procedures.

SMARTI will set you up with a SWIS facilitator. This person will run your Swift at SWIS training and be an on-going resource to your school.

✔

10. The school agrees to on-going training

for the team receiving SWIS™ data on uses of SWIS™ information for discipline decision-making.

This on-going training will happen as part of your core SMARTI trainings. Sessions will also be available at the annual SMARTI Coaches Conference and the State Conference.

✔

Your Turn

• With your coach, review the Tasks on the SWIS Readiness Checklist.

• Identify which steps still need to be completed.– Think about which steps will need staff input.– Plan with your coach how to engage in staff in

discussion around the readiness tasks #4 and 5.

• Make sure you have your SWIFT at SWIS training scheduled through your TAP.

Discipline Referral Processes

Coherent system in place to collect major (office) discipline referral data

• Faculty and staff agree on categories

• Faculty and staff agree on process

• Office Discipline Referral Form includes specific information• Name, date, time, grade level• Referring Staff• Problem Behavior• Location• Motivation• Administrative Decision

SWIS Office Discipline

FormCompatibility

Checklist

Sample Office

Discipline Referral

Form

SWIS

Office Discipline Referral (ODR) Form

Problem Behavior

SWIS Referral Form

Compatibility Checklist

Tracking problem behavior

• In order to evaluate our effectiveness in reducing problem behavior, we need a way to track behavior problems

• We use SWIS for this purpose

• Each major discipline problem should be documented on the school’s referral form

• This information is then entered into SWIS

• SWIS is not a punisher/consequence for problem behavior, but a data system for tracking behavior problems to help determine which interventions and resources are needed

Categorize Problem Behavior

• Minor school infractions

Typically managed immediately by staff in the context in which in which they occur (Minor)

• Serious school violations

• Typically referred to office and are usually managed by the school administration (Major)

• Illegal behavior

• Almost always are managed by school administration in conjunction with local law enforcement agents (Major)

Categorizing Problem Behavior

• Inappropriate Language• Arson• Bomb Threat/False Alarm• Defiance/Disrespect• Disruption• Dress Code Violation• Fighting/Physical Aggression• Forgery/Theft• Gang Affiliation Display• Harassment/Bullying• Inappropriate Display of Affection• Inappropriate Location• Lying/Cheating

• Other Behavior• Property Damage• Skip Class• Tardy• Truancy• Technology Violation• Unknown• Use/Possession of Alcohol• Use/Possession of

Combustibles• Use/Possession of Drugs• Use/Possession of Tobacco• Use/Possession of Weapons

Minor Discipline Offenses: Defined

"Minor" discipline events are behaviors that can be redirected quickly without disrupting the flow of instruction or school activity, do not require the direct contact with the office, and if performed infrequently would not be considered a problem.

Major Discipline Offenses: Defined

Problem behavior that is considered "major" require the student referred to another location/staff person for addressing the problem

Major problem behavior may:

• Place self-or others at physical risk

• Prevent the on-going delivery of instruction

• Cause significant property damage

• Be illegal

How to determine consensus on "major"

versus "minor" offenses.

• Remember that different schools adopt different standards for major versus minor

• Factors such as school culture, student needs and available resources are considered

• In general the faculty must define a) those behaviors handled within class

(or school setting) and b) those that require being sent to another

location/staff member for processing

Major vs. Minor

• Travis always calls Amanda "Amanda Panda" and he has a crush on her. Amanda hates this name and complains about it.

• Audrena slams her locker door after going to retrieve her pencil.

• Andrew carries a container of Skoal in his pocket to school.

• After being told to stop, a child running down the hall keeps on going and bumps into another child.

Minor

Minor

Major

Minor

Your Turn

• Review the Discipline Categories Exercise handout.

• Do Exercise 1 (the first column) individually or with your coach.

• As a table, discuss how you might use this activity or something else to teach your whole staff about the categories of problem behavior.

SWIS

Office Discipline Referral (ODR) Form

Possible Motivation

SWIS Office Discipline Referral

FormCompatibility

Checklist

SWIS…• Requires that you enter the possible motivation

for the problem behavior incident

• This information can then be used…

• As a component of a comprehensive functional behavior assessment

• To develop more meaningful interventions for students within your school (matching student need to intervention)

At other times it may be difficult to understand why people act as they do.

We do know that our behaviors are learned and continue because they serve some purpose or motivation. That is, we engage in behavior because we have learned that certain desirable outcomes are likely.

Learned Behavior

Desirable Outcome

Behavior Continues

Behaviors serve one of two motivation functions

They help us to get something we like.• Tangibles (food, toys,

money, etc.)• Attention (smiles,

conversation, etc.)• Internal states (rest,

self-stimulation, success, etc.)

They help us to escape or avoid something we do not like.

• Tangibles (disliked food, scary items, etc.)

• Attention (scolding, conversation, lectures, etc.)

• Internal states (failure, fatigue, pain, etc.)

Motivation GuidelinesObtaining• Adult Attention

• Staff often redirecting the student• Problem behavior often occurs when

staff working with others• Staff needs to provide one-on-one

assistance to get student back on-task• Problem behavior occurs when staff

stops interacting with student• Student stops behavior but than repeats

it• Peer Attention

• Class verbally responds/laugh at behavior

• Peers are around to witness it• Problem behavior stops when peers are

not paying attention• Items/Activities

• Student gets access to preferred activity/situation

• Behavior occurs when student is denied something or disciplined

• Behavior stops when student gets what they wanted

Avoiding• Adults

• Problem behavior occurs more with one adult and not another

• Student attempts to put physical space between himself and staff person

• Peers• Peers leave student alone when

(s)he engages in behavior• Problem behavior stops when peers

leave student alone• Tasks/Activities

• Problem behavior occurs and persist when a request is made

• Problem behavior happens only in certain academic activities

• Problem behavior subsides when staff stops making request

• Problem behavior stops at the end of an academic activity

Referrals by Motivation

Referrals by Motivation for Individual Students

When the lunch bell rings, Billy runs and sits at the table. Once seated he can open his lunch box and begin to eat.

What is the motivation for Billy’s running to the lunch table?

A. Obtain items/activitiesB. Avoid adultC. Obtain peer attention

Mr. Feeble asks Ralph to take out his math book. Ralph responds, “Your mother wears combat boots.” Mr. Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralph’s rude comment to Mr. Feeble?

A. Avoid task or activityB. Avoid Peer(s)C. Obtain adult attention

SWIS Data-Decision Making

• All data should serve a purpose

• Collect data with fidelity

• Be prompt about looking at data and acting on it

• Use multiple sources of data to confirm what you see

• Use data to support, not to punish

• Take another look at the SWIS Readiness Checklist.

• Where are you along the path to being ready?

• Develop a plan for how you will work with your staff on:

– Creating a SWIS compatible discipline referral form

– Categorizing problem behaviors

– Defining major vs. minor problem behaviors

– Understanding motivation

Team Time

Future SWIS Activities

• Swift at SWIS training needs to be completed in February. With a trained SWIS facilitator.

• Begin SWIS Data input daily/weekly within 2 weeks after Swift at SWIS training

• Share SWIS data with team and staff monthly

• Review problem behaviors, major vs. minor, and motivation with staff as needed

• Complete the items on the SWIS Readiness Checklist (Due before Swift at SWIS training in February. Your SWIS Facilitator will contact you to assist you with this process.)

• With your coach, read through the items on the Team Implementation Checklist which is located in your Assessment Booklet

Assignment

Using the Self Assessment Survey

Obtaining Consensus• We will focus on the results of the Self

Assessment Survey in January to help you think about consensus and planning for implementing PBIS in your building.

Assignment

• Self-Assessment is Due by November 23rd.

• Finalize membership for the leadership team

• Finalize dates with coach for monthly leadership team meetings

• pbisassessment.org

Your turn

https://www.pbisassessment.org/

RTI Needs Assessment and Beliefs Survey

• Two forms to be completed:– Response to Intervention Building

Needs Assessment– Beliefs Survey

• Due back to Stacey Miller on 11/23/11– Scan/email([email protected]) – Fax (632-1125)– Mail (PO Box 883/315 Armory Place, Sault

Ste Marie, MI 49783)

mailto:[email protected]

Documents

Welcome Schoolwide SMARTI Movement to Achieve Rt-I November 10, 2011