The Big Picture: “Getting it Going” and “Keeping it Going”

1. The Big Picture:“Getting it Going” and “Keeping it Going” Susan Barrett Implementer Partner, OSEP Center on PBIS

2. pbis.org

3. www.scalingup.org

4. Problem Statement “We give schools strategies & systems for developing positive, effective, achieving, & caring school & classroom environments, but implementation is not accurate, consistent, or durable. Schools need more than training.”

5. Sustainability + Scaling Organizational capacity for & documentation of accurate (90%) & expandable implementation of evidence-based practice across desired context(e.g., district, classroom, school-wide, nonclassroom) over time w/ local resources & systems for continuous regeneration.

6. Education 65 million kids 6 million teachers and staff 100,000 schools 3,143 counties 60 states & U.S. jurisdictions

7. Expansion 7,800 Schools !!!

8. Start with the end in mind… • What will it take to have 100,000 replications that produce increasingly effective outcomes for 100 years? • Fixsen

9. Creating Implementation Capacity Start with too many overqualified people “Generation 1” practitioners become: Generation 2 interviewers, trainers, coaches, evaluators Generation 3 administrators, directors, and leaders Generation 4 state and federal officials (Fixsen, 2008)

10. Educational Initiatives • Guiding Principles (Coyne, 2008) • Promoting evidence based practices • Supporting change at the systems level (feasible, consistent and relevant to local needs) • Developing local capacity to sustain effective practices over time

11. SWPBS Implementers’ Blueprint Elements Visibility Political Support Funding Leadership Team Evaluation Training Coaching Local School Teams/Demonstrations

12. MemoTo: School AdministratorsFrom: District Administrators In keeping with the new state initiative, this fall we will be implementing an exciting new district initiative of SNI in place of LYI. All in-service days previously scheduled for LYI will be rescheduled as staff development for SNI. The $500 for release time and materials for LYI will be discontinued and provided instead for SNI. By the way, you will need to create local SNI teams that meet weekly. The former members of your LYI team would be perfect for this new team. Your new SNI binders will be coming next week. Have a great year!!!

13. 14 Initiatives • School Counseling Services • Second Step • FBA/BIP’s • School Health • Social Skills • Bully proofing • Anger Management • Student Intervention Plans • Behavioral Contracting • Character Education • 504 Plans/IEP • CICO • Responsive Classroom • Expanded School Mental Health

14. Competing or Coordinated • Need for a framework, the anchor, for all school improvement efforts • Common language, Common logic

15. INTENSIVE TARGETED UNIVERSAL School counseling services Second Step FBAs/BIPs School health services Social skills, bully proofing, and/or anger management groups Student Intervention Plans School wide PBIS Behavioral contracting Health Education Voluntary State Curriculum Character Education Section 504 Plans and/or IEPs Alternative programs Check-in/Check-out Responsive counseling Bullying Prevention School mental health services Expanded School Mental Health Initiatives and Interagency Partnerships

16. INTENSIVE Wrap Team Student Services Team TARGETED ESMH UNIVERSAL Family Leadership Team School counseling services Second Step FBAs/BIPs School health services Social skills, bully proofing, and/or anger management groups Student Intervention Plans School wide PBIS Behavioral contracting Health Education Voluntary State Curriculum Character Education Section 504 Plans and/or IEPs Alternative programs Check-in/Check-out Responsive counseling Bullying Prevention School mental health services Expanded School Mental Health Initiatives and Interagency Partnerships

17. Empower Educators • We need to be better consumers! • Say “No”, unless . . . Show evidence of need

18. Office referrals are increasing every day!!! “Minor disrespect and disruption are increasing over time and are most likely during the last 15 minutes of our block periods when students are engaged in independent seatwork. This pattern is most common in 7th and 8th grades, involves many students, and appears to be maintained by peer attention.”

19. The playground is out of control !!!!The students won’t listen to anyone and are fighting all of the time!!! “Major & minor referrals have increased by 50% during lunch time on the playground. The referrals are mostly 4th and 5th graders, and disrespect and aggressive behavior are the highest problem behaviors. Peer attention is the motivation.”

20. DATA is your friend • 3 Parts • Coherent office referral procedures • Computer Application • Decision Making

21. Using Data - Does your Data give you an accurate picture? Reliable? What is your confidence level? Do you share with all staff? General Data Decision Rules Are you able to make precision statements? Do you present to faculty to get buy in? How do you know when to move “up the triangle”?

22. Improving Decision-Making Solution Problem From Problem Solving Solution Problem To Information

23. Key features of data systems that work. • The data are accurate and valid • The data are very easy to collect (1% of staff time) • Data are presented in picture (graph) format • Data are used for decision-making • The data must be available when decisions need to be made (weekly?) • Difference between data needs at a school building versus data needs for a district • The people who collect the data must see the information used for decision-making.

24. Why Collect Discipline Information? • Decision making • Professional Accountability • Decisions made with data (information) are more likely to be (a) implemented and (b) effective

25. What data to collect for decision-making? • USE WHAT YOU HAVE • Office Discipline Referrals/Detentions • Measure of overall environment. Referrals are affected by (a) student behavior, (b) staff behavior, (c) administrative context • An under-estimate of what is really happening • Office Referrals per Day per Month • Attendance • Suspensions/Expulsions • Vandalism

26. Office Discipline Referral Processes/Form 29 • Coherent system in place to collect office discipline referral data • Faculty and staff agree on categories • Faculty and staff agree on process • Office Discipline Referral Form includes needed information • Name, date, time • Staff • Problem Behavior, maintaining function • Location

27. When Should Data be Collected? • Continuously • Data collection should be an embedded part of the school cycle not something “extra” • Data should be summarized prior to meetings of decision-makers (e.g., weekly) • Data will be inaccurate and irrelevant unless the people who collect and summarize it see the data used for decision-making.

28. Organizing Data for “active decision-making” • Counts are good, but not always useful • To compare across months use “average office discipline referrals per day per month”

29. January 10

31. Using Data for On-Going Problem Solving • Start with the decisions not the data • Use data in “decision layers” (Gilbert, 1978) • Is there a problem? (overall rate of ODR) • Localize the problem • (location, problem behavior, students, time of day) • Get specific • Don’t drown in the data • It’s “OK” to be doing well • Be efficient

32. Is there a problem? • Office Referrals per Day per Month • Attendance • Faculty Reports

33. SWIS Data Summary 06-07

34. SWIS summary 06-07 (Majors Only)1974 schools; 1,025,422 students; 948,874 ODRs

35. Interpreting Office Referral Data:Is there a problem? • Absolute level (depending on size of school) • Middle, High Schools (> 1 per day per 100) • Elementary Schools (> 1 per day per 300) • Trends • Peaks before breaks? • Gradual increasing trend across year? • Compare levels to last year • Improvement?

36. Middle School N= 495

37. What systems are problematic? • Referrals by problem behavior? • What problem behaviors are most common? • Referrals by location? • Are there specific problem locations? • Referrals by student? • Are there many students receiving referrals or only a small number of students with many referrals? • Referrals by time of day? • Are there specific times when problems occur?

38. Defining the ProblemWhat Problem Behaviors Are Occurring? Referrals: 52

39. Clarifying the ProblemWhen Are Problem Behaviors Occurring? Referrals: 138

40. Clarifying the ProblemWhere Are Problem Behaviors Occurring? Referrals: 166

41. Clarifying the ProblemWho Is Engaging in Problem Behaviors? Students: 60 Referrals: 96

42. Data-Based Decision Making • Is there a problem? • What areas/systems are involved? • Are there many students or a few involved? • What types of problem behaviors are occurring? • When are the behaviors most likely to occur? • What is the most effective use of our resources to solve this problem?

43. Review Status and Identify Problems Team Initiated Problem Solving (TIPS) Model Develop and Refine Hypotheses Evaluate and Revise Action Plan Collect and Use Data Discuss and Select Solutions Develop and Implement Action Plan Problem Solving Foundations

44. Precision Problem Statements(What are the data we need for a decision?) • Precise problem statements include information about the five core “W” questions. • What is problem, and how often is it happening • Where is it happening • Who is engaged in the behavior • When the problem is most likely • Why the problem is sustaining

45. Primary Statements Too many referrals September has more suspensions than last year Gang behavior is increasing The cafeteria is out of control Student disrespect is out of control Precision Statements There are more ODRs for aggression on the playground than last year, and these are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment. Primary versus Precision Statements

46. What are the data you are most likely to need to move from a Primary to a Precise statement? • What problem behaviors are most common? • ODR per Problem Behavior • Where are problem behaviors most likely? • ODR per Location • When are problem behaviors most likely? • ODR per time of day • Who is engaged in problem behavior? • ODR per student • Why are problem behaviors sustaining? • No graph

47. What other data may you want? • ODR by staff • ODR by IEP • ODR by grade • ODR by gender by grade • Faculty subjective impressions • Academic performance • Attendance • Information about home status

48. Decision Making • Is there a problem? • What areas/systems are involved? • Are there many students or a few involved? • What kinds of problem behaviors are occurring? • When, where and with whom are these behaviors most likely? • What is the most effective use of our resources to address this problem?

49. Primary to precise • Primary • Kids are noisy in the hallway going to reading • Precise • Many second graders coming from reading are too loud from room 13 to room 22 and their noise is maintained by peer attention. We also have very little adult supervision available

50. Using Data to Build Solutions • Prevention: How can we avoid the problem context? • Who, When, Where • Schedule change, curriculum change, etc • Teaching: How can we define, teach, and monitor what we want? • Teach appropriate behavior • Use problem behavior as negative example • Recognition: How can we build in systematic reward for desired behavior? • Extinction: How can we prevent problem behavior from being rewarded? • Consequences: What are efficient, consistent consequences for problem behavior? • How will we collect and use data to evaluate (a) implementation fidelity, and (b) impact on student outcomes?