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WINTER WISCONSIN PBIS NETWORK/RTI CENTER Regional Technical Assistant Coordinators: Lori Cameron

Winter Wisconsin PBIS Network/ RtI Center

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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 Presentation

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Page 1: Winter Wisconsin PBIS Network/ RtI  Center

WINTERWISCONSIN PBIS NETWORK/RTI

CENTER

Regional Technical Assistant Coordinators:Lori Cameron

Page 2: Winter Wisconsin PBIS Network/ RtI  Center

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

Page 3: Winter Wisconsin PBIS Network/ RtI  Center

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…

Page 4: Winter Wisconsin PBIS Network/ RtI  Center

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

Page 5: Winter Wisconsin PBIS Network/ RtI  Center

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

Page 6: Winter Wisconsin PBIS Network/ RtI  Center

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%

Page 7: Winter Wisconsin PBIS Network/ RtI  Center

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

Page 8: Winter Wisconsin PBIS Network/ RtI  Center

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%

Page 9: Winter Wisconsin PBIS Network/ RtI  Center

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

Page 10: Winter Wisconsin PBIS Network/ RtI  Center

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

Page 11: Winter Wisconsin PBIS Network/ RtI  Center

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

Page 12: Winter Wisconsin PBIS Network/ RtI  Center

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

Page 13: Winter Wisconsin PBIS Network/ RtI  Center

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

Page 14: Winter Wisconsin PBIS Network/ RtI  Center

BOQBENCHMARKS

OF QUALITY

Page 15: Winter Wisconsin PBIS Network/ RtI  Center

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

Page 16: Winter Wisconsin PBIS Network/ RtI  Center

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.

Page 17: Winter Wisconsin PBIS Network/ RtI  Center

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.

Page 18: Winter Wisconsin PBIS Network/ RtI  Center

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

Page 19: Winter Wisconsin PBIS Network/ RtI  Center

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

Page 20: Winter Wisconsin PBIS Network/ RtI  Center

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

Page 21: Winter Wisconsin PBIS Network/ RtI  Center

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

Page 22: Winter Wisconsin PBIS Network/ RtI  Center

WINTERWISCONSIN PBIS NETWORK/RTI

CENTER

Regional Technical Assistant Coordinators:Lori Cameron

Page 23: Winter Wisconsin PBIS Network/ RtI  Center

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

Page 24: Winter Wisconsin PBIS Network/ RtI  Center

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…

Page 25: Winter Wisconsin PBIS Network/ RtI  Center

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?

Page 26: Winter Wisconsin PBIS Network/ RtI  Center

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

Page 27: Winter Wisconsin PBIS Network/ RtI  Center

WI PBIS NETWORK LEADERSHIP CONFERENCE August 20th and 21st

Pre-Conference Aug 19th (Must register for conference to attend pre-conference)

Recommend early registration

Page 28: Winter Wisconsin PBIS Network/ RtI  Center

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

Page 29: Winter Wisconsin PBIS Network/ RtI  Center

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

Page 30: Winter Wisconsin PBIS Network/ RtI  Center

Information for Team, or Issue for Team to

Address

Solution Actions Who? By When? Goal

 

Problem Solving Statement

Page 31: Winter Wisconsin PBIS Network/ RtI  Center

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?

Page 32: Winter Wisconsin PBIS Network/ RtI  Center

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

Page 33: Winter Wisconsin PBIS Network/ RtI  Center

School Team Time

Look over your outcome data.

Create a problem solving statement.

If necessary, add Administrative items, potential problems, etc.

25 min

Page 34: Winter Wisconsin PBIS Network/ RtI  Center

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

Page 35: Winter Wisconsin PBIS Network/ RtI  Center

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

Page 36: Winter Wisconsin PBIS Network/ RtI  Center

WI PBIS Network Triangle Tool

Page 37: Winter Wisconsin PBIS Network/ RtI  Center

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

Page 38: Winter Wisconsin PBIS Network/ RtI  Center

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

Page 39: Winter Wisconsin PBIS Network/ RtI  Center

Tracking MinorsStand up, Hand up, Pair up

Each person take 90 seconds to shareyour system for tracking minors

Pair up times 2

Page 40: Winter Wisconsin PBIS Network/ RtI  Center

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

Page 41: Winter Wisconsin PBIS Network/ RtI  Center

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?

Page 42: Winter Wisconsin PBIS Network/ RtI  Center

Time EnergyNegative Feeling

Tone

3. Does student need a copy of the minor referral?

The referral paper itself is not the consequence

Page 43: Winter Wisconsin PBIS Network/ RtI  Center

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

Page 44: Winter Wisconsin PBIS Network/ RtI  Center

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

Page 45: Winter Wisconsin PBIS Network/ RtI  Center

Network with your district