Wisconsin PBIS External Coach Forum

1. Wisconsin PBIS External Coach Forum On-line meeting January 24, 2013

2. Coaching Calendar – Upcoming Events • Tier I Teams • February: TIC • March: TIC data review • April: BoQ • http://www.wisconsinpbisnetwork.org/assets/files/flash/PBIS_BOQ%20Webinar/player.html • May: BoQ review and planning • Tier II/III Teams • February: MATT • March: MATT data review and planning • April: BAT • https://www.pbisassessment.org/Evaluation/Surveys • May: BAT review and planning

3. Conferences • March: APBS in San Diego • August: Wisconsin State Leadership Conference – Kalahari • Keynote: Heather George • Presenters: Michelle Capio, Lucille, Jessica Swain-Bradway, Heather George, Matt Cregor(NAACP Legal Defense Fund) Wisconsin TACs & exemplars • Strands: Beginning, sustaining, coaching, all three tiers, all grade levels, family engagement, Culturally responsive practices, braiding. • FILM FESTIVAL!!!!

4. State Training Data To Date • 26 Early Education • 546 Elementary • 154 High (11 Alt. not included in the 156 but is included in the Alt count below) • 167 Mid (2 Alt. not included in the 167 but is included in the Alt count below) • 27 Other (3 Alt. not included in the 29 but is included in the Alt count below) • 9 PK-12 • 92 PK-8 • 16 Alternative • 1037 Grand total of Open schools trained.

5. Problem Solving Model Review Review from TIPS – Lite

6. Process reminders • Established roles – time keeper, minute taker, data analyst • Data and draft precision statements before meeting • Minutes and agenda on same form • Projected minutes • Monitoring accountability of team

7. Identify Problems Team Initiated Problem Solving (TIPS) Model Develop Hypothesis Evaluate and Revise Action Plan Collect and Use Data Discuss and Select Solutions Develop and Implement Action Plan Problem SolvingMeeting Foundations Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

8. More Precision Is Required to Solve Identified Problems Start with Primary Problem Statements Look at the Big Picture, then use data to refine the Big Picture, moving to development of Precise Problem Statement(s) Move to PreciseProblem Statements

9. Examples: Primary to Precise Gang-like behavior is increasing. Our fourth graders cannot comprehend when reading! • Bullying (verbal and physical aggression) on the playground is increasing during “first recess,” is being done mostly by four 4th grade boys, and seems to be maintained by social praise from the bystander peer group. • Forty-seven percent of 4th grade students did not meet reading comprehension targets on AIMSweb Maze benchmark assessmentswhen 80% of students at a grade level should meet this target. It appears that weak vocabulary skills are lowering students’ comprehension skills.

10. Using Precision Problem Statements to Build Solutions, Action & Evaluation plans • 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? • Action Plan: Who will do each task & when will it be completed? • Evaluation:How will we collect and what data will we use to evaluate • implementation fidelity, & • impact on student outcomes?

12. BASIC Social Academic Instructional Group • Re-teaching of school-wide expectations – Cool Tool format • Smaller group • In natural location • Increased acknowledgement • More frequent pre-corrects • Modified Cool Tool format • More concrete examples/role playing • Differentiated modality of presentation • Instruction in smaller skill set • More fully defined steps needed to be successful at expectation

13. Critical ConsiderationsSupporting Use of BASIC SAIG Continuously available for student participation Each student’s participation should be time-limited. Ex. After re-teaching and progress monitoring, either exit from intervention or progress to higher level intervention. *Implemented within 3 school days of determination that the student should receive the intervention Youth can enter intervention at point of identification. No waiting for the ‘beginning’ of a group. Each session is a stand-alone behavioral lesson.

14. Critical Considerations Con’t • *Can be modified based on assessment/outcome data • Limit modifying actual intervention for individual students unless youth is at ‘individualized’ level of support • Focus on simple modifications that can have large results • *All staff are informed of the details of the interventions • *Results in student receiving positive feedback from • staff • Tickets given for using new skills being taught in group • (these skills would be listed on DPR also…)

15. Basic SAIG 1) Be Safe 2) Be Respectful 3) Be Responsible Common areas (playground, hallway, cafeteria) Classroom procedures – based on classroom data Staff identified need – what are top 3 behaviors that interfere with student engagement and learning?

16. More intensive social skills instruction is linked to S400 and FBA/BIP

17. Collaborative Learning What do you use for SAIG and How do you do it? http://www5.milwaukee.k12.wi.us/dept/rti/saig-curriculum-intro/

18. Open Technical Assistance Questions, concerns, thoughts, etc

19. Kent Smith smithk@wisconsinpbisnetwork.org 715-301-0002