A PBIS Quick Refresher: Team Initiated Problem Solving

1. A PBIS Quick Refresher:Team Initiated Problem Solving Jim Drown and Richard Boltax From the work of: Rob Horner, Steve Newton, & Anne Todd, University of Oregon Bob Algozzine & Kate Algozzine, University of North Carolina at Charlotte Coaches Conference Feb 3, 2010 Oregon State University www.swis.org robh@uoregon.edu awt@uoregon.edu

2. What isPBiS? Laying the foundation for School-wide PBiS

3. What it is all about! A framework that focuses on changing environmental factors instead of fixing the person. It’s about what we as adults will do differently!

4. When a student Doesn’t know how to read – what do we do? WE TEACH. Doesn’t know how to add – what do we do? WE TEACH. Doesn’t know how to swim – what do we do? WE TEACH. Doesn’t know how to drive – what do we do? WE TEACH. When a student doesn’t know how to behave – What do we do? what can we do?. . . . . . . . . . . . . . .

5. PBIS School Team Pop Quiz! Test your PBIS knowledge and skills

6. Question 1: What does a school need to do to be “ready” and why is it important?

7. Question 2: What is the relationship between behavior and academic success?

8. Question 3: Describe three things you would see or hear in a PBIS School.

9. Question 4: What would you say to people in your school who are reluctant to give tangible rewards/acknowledgements?

10. Question 5: Why is data important in a PBIS School? What information (data) is used to make decisions.

11. The Big Picture: Your Journey through PBS

12. Learn about PBS • Attend Prerequisite Trainings • Establish Readiness • Complete baseline SET & EBS • Develop PBS Implementation Plan • Purpose Statement • 3-5 Expectations • System for Teaching Expectations • System for Acknowledging Expectations • System for Discouraging Problem Behavior • Data-based Decision Making • Meet Monthly as a PBS Leadership Team • Complete Post Implementation SET Universal

13. Implement Universal with Fidelity • SET Evaluation at 80/80 • Establish Targeted Team and Identify Targeted Coordinator • Learn about PBS Targeted Level • Inventory Existing Targeted Practices • Develop Check-in/Check-out • Introduce Function-Based Practices • Develop Data System to Support Targeted Interventions Targeted

14. Establish Intensive Team and Indentify Intensive Coordinator • Learn about the Intensive Level of PBS • Develop Capacity to Complete FBA and BSP • Develop Capacity for Wraparound Supports Intensive

15. Integrated Continuum of Support for ALL

16. Responsiveness to Intervention

17. Problem-Solving Meeting Foundations Structure of meetings lays foundation for efficiency & effectiveness

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

19. Improving Decision-Making via Problem Solving Action Planning & Evaluation Problem Solving Problem Solution Information/ Data

20. Organizing for an effective problem solving conversation A key to collective problem solving is to provide a visual context that allows everyone to follow and contribute Problem Use Data Out of Time Solution

21. Define roles for effective meetings Typically NOT the administrator Can one person serve multiple roles? Are there other roles needed? • Core roles • Facilitator • Minute taker • Data analyst • Active team member • Administrator • Backup for each role 3/12/2014 21

22. Any tasks assigned get copied to the meeting minutes of the next meeting as a follow up item Meeting Agenda Item: Meeting Foundations Tasks: What, by whom, by when 3/12/2014 22

23. Activity • Complete the Foundations Checklist For your PBiS leadership team. Thank you

24. PBIS Team Meeting Minutes and Problem-Solving Action Plan Form Today’s Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst: Next Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst: Team Members (bold are present today) Administrative/General Information and Issues Problem-Solving Action Plan Evaluation of Team Meeting (Mark your ratings with an “X”)

25. Meeting Foundations 3/12/2014 25

27. Langley Elementary PBIS Team Meeting Minutes and Problem-Solving Action Plan Form Today’s Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst: • Where in the Form would you place: • Planning for next PTA meeting? • Too many students in the “intensive support” for literacy • Schedule for hallway monitoring for next month • There have been five fights on playground in last month. • Next meeting report on lunch-room status. Next Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst: Team Members (bold are present today) Administrative/General Information and Issues Problem-Solving Action Plan Evaluation of Team Meeting (Mark your ratings with an “X”) 3/12/2014 27

28. Before the Meeting… • Room reserved • “New” items solicited for agenda • Agenda produced • Team member roles determined • Data reviewed by Data Analyst before the meeting; Analyst ready to lead team through discussion of (a) possible new problems and (b) effects of in-process solutions on “old” problems • Computer reserved; access to SWIS online database assured • LCD projector reserved & set up to project data (or team has some other strategy for ensuring team members can review data at meeting) • Team members have individual TIPS Notebooks to bring to meeting(We’ll review the (a) before-meeting, (b) during-meeting, and (c) after-meetings responsibilities of individual team members later in this workshop)

31. At Close of and After Meeting… • Meeting Minutes and Problem-Solving Action Plan completed • Copy of Meeting Minutes & Problem-Solving Action Plan distributed to each member within 24 hrs.

32. 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

33. SWISTM(School-Wide Information System) • Defined • SWISTM is a web-based information system for gathering, entering, summarizing, reporting and using office discipline referral information • Purpose • A progress monitoring tool for improving the ability of school personnel to develop safe and effective learning environments

34. Features of SWISTM • Only reports discipline data • Major office referrals • Minor discipline offences • Highly efficient (30 sec per referral) • Local control • Formatted for decision-making (pictures) • Information is available continuously • Confidential, secure • Can be combined with district data base

35. How SWISTM works • Data Entry • School Address and Contact • Enrollment/Ethnicity/Days per month • Staff Information • Student Information • Referrals • Reporting • Average Referrals per Day per month • Referrals by Problem Behavior • Referrals by Location • Referrals by Time • Referrals by Student • Other Reports • Tools

37. Total Office Discipline Referrals as of January 10 Total Office Discipline Referrals

39. What behaviors are problematic?

40. What behaviors are problematic?

41. What behaviors are problematic?

42. Where are the problems occurring?

43. Where are the problems occurring?

44. When are the problems occurring?

45. When are the problems occurring?

46. Who is contributing to the problem?

47. Organizing SWIS Data for Decision-making • Universal Screening Tool • Proportion of students with • 0-1 Office Discipline Referrals (ODRs) • 2-5 ODRs • 6+ ODRs • Progress Monitoring Tool • Compare data across time • Prevent previous problem patterns • Define Problems with precision that lead to solvable problems

48. Using office discipline referrals as a metric for universal screening of student social behavior 6+ office discipline referrals 2-5 office discipline referrals ~5% ~15% 0-1 office discipline referral ~80% of Students

49. Identifying problems/issues What data to monitor ODR per day per month OSS, ISS, Attendance, Teacher report Team Checklist/ SET (are we doing what we planned to do?) What question to answer Do we have a problem? What questions to ask of Level, Trend, Peaks How do our data compare with last year? How do our data compare with national/regional norms? How do our data compare with our preferred/expected status? If a problem is identified, then ask What are the data we need to make a good decision?

50. Solvable Problem Statements(What are the data we need for a decision?) Solvable 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