pbis tier i day 3 assess fidelity & enhance implementation tricia hagerty, m.ed bella bikowsky...
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PBIS Tier I Day 3 Assess Fidelity & Enhance Implementation
Tricia Hagerty, M.EdBella Bikowsky Ph.D.
Sue VandeVoorte, M.A.NorthWest PBIS Network
www.pbisnetwork.org
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NorthWest PBIS Events to Support Implementation
Nov. 9th & 10th NorthWest PBIS Network’s Fall Conference, SeaTac Hilton Conference CenterDiscount Code
Nov. 16th & 17th Check & Connect – McKinstry Innovation CtrDay 1 District/School Teams/Coaches - The SystemDay 2 Coaches and Mentors
Dec. 2nd & 3rd Kent McIntosh Enhancing Equity & Implicit Bias, Puget Sound ESD
Jan. 25th WA PBIS Coaches Institute, Puget Sound ESD
Feb. 24th-26th Spring PBIS Conference in Eugene, OR
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Agenda & Learning Targets Welcome & Warm Up – 1st Turn/Last Turn Team Activity
What’s Working MTSS/PBIS?
PBIS Booster – Myths & Misconceptions – Ours & Theirs
Assess Current Implementation – Across the Tiers Tiered Fidelity Checklist & Action Planning Culturally Responsive PBIS Classroom Preview - Homework
TIPS – Team Initiated Problem Solving Meeting Foundations Problem Solving Model Goal Setting & Team Planning
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First Turn Last Turn Activity Individually read from
p.2 What is PBIS? To p.4 Misperceptions
Highlight/underline 2-3 items that resonate with you
In turn, read one of your items, but do not comment on it --- “The First Turn”
Group members comment in round-robin order about the item with no cross talk
The initiating person then shares his or her thinking about the item and gets – “The Last Turn”
- Repeat pattern in a quick whip around the table
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Why SWPBIS?The fundamental purpose of SWPBIS is to make schools more effective learning environments for everyone.Predictabl
e Consistent
Positive
Safe
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RtI=PBIS and PBIS=RtIMTSS
Three Strands in Continuous School Improvement Plans
Culture of Collaboration
Response to Instruction
Family and Community Engagement
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Universal
Targeted
Intensive
MTSSContinuu
m of Support for ALL
Science
Soc Studies
Reading
Math
Soc skills
Basketball
Spanish
RACHEL
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Outcomes
Systems: To sustain the implementation
Data: For decision making
Practices: Evidenced-based and doable
SWPBS IMPLEMENTATION DRIVERS
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Essential Features at the School Level
Teams of educators within the school
Active administrator involvement
Data based decision making
Instructional FocusTeach and Practice
Acknowledge student mastery of social skillsPositive Feedback
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Universal School-wide Features
Clearly define expected behaviors (School-wide Rules) All Settings Classrooms
Procedures for teaching & practicing expected behaviors
Procedures for encouraging expected behaviors
Procedures for discouraging problem behaviors
Procedures for data-based decision making
Family Awareness and involvement
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Core Feature
PBIS Implementation Goal
I. Classroom Systems
42. Classroom rules are defined for each of the school-wide expectations and are posted in classrooms.
43. Classroom routines and procedures are explicitly indentified for activities where problems often occur (e.g. entering class, asking questions, sharpening pencil, using restroom, dismissal)
44. Expected Classroom routines are taught.
45. Classroom teacher uses immediate and specific praise.
46. Acknowledgement of students demonstrating adherence to classroom rules and routines occurs more frequently than acknowledgment of inappropriate behaviors.
47. Procedures exist for tracking classroom behavior problems 48. Classrooms have a range of consequences/interventions for problem behavior that are documented an consistently delivered.
Tier I Universal Classroom Features
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Tier II (small group) Targeted Group
Interventio Efficient and effective way to identify students at-risk
Screening Data decision rules Teacher Referral
Informal assessment process to match intervention to student need Structured Mentoring – Check, Connect, & Expect & Check &
Connect Small group social skills Self-management Academic Support
Part of a continuum – must link to universal SWPBIS – It is a secondary dose and preventative in nature
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Tier III (Individualized Support)
When small group is not sufficient
When problem intense and chronic
Driven by Functional Behavioral Assessment
Connections to Mental Health and Community Agencies
Wrap Around Support for Student & Family
Part of a continuum – must link to universal SWPBIS System
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Myth or Fact?
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Myth or Fact?We are always positive and no
longer correct student behavior?
OK to say “Stop” – the challenge is to a. Continue to teach appropriate behavior
b. Put environmental supports in place to prevent the problem from occurring again
c. Learning Errors
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Procedures for Discouraging Problem Behaviors
CONSISTENCY
Clearly define problem behavior
Clear distinction between staff/classroom and office managed behavior
Establish a continuum of procedures for correcting problem behavior
Establish data decision strategies for repeat offenders
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“Appropriate” Responses to Problem Behavior
If a student removed from learning environment, create opportunity to teach/practice replacement behaviors
Natural consequences (is it “punishment” from the student’s perspective)
Changes within and across environments to promote appropriate behavior
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Myth or Fact?“Universals” means we implement
SWPBIS exactly like all other schools?
Essential FeaturesReflect unique challengesCulturally responsive to reflect local
communityIntensity of implementation should
match the intensity of challenges
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Myth or Fact?By the third quarter, it is typically okay to stop
teaching social expectations
Data Decision RulesStages of learning
AcquisitionFluencyMaintenance and Generalization
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Myth or Fact?Once we hit 80% or better on the SET for a
couple years, adding Tier II/III Systems will be a piece of cake!
Universal matched to intensity of needs?Phases of Implementation
Exploration & TrialAdoptionFull Implementation
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Myth or Fact? We have always done it that way, surely there is
a good reason to keep it going!
OUTCOMES!!!!!
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Myth or Fact? SW PBIS simply will not work if
you don’t use powerful “rewards”?
Key is sincere, positive instructional feedback to promote mastery and fluency
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Top Ten Reasons PBIS Fails1. Lack of continuous administrative support & involvement
2. Not tracking, reporting, & responding to data
3. Lack of understanding that staff set and change culture in schools
4. Lack of understanding commitment and buy-in from staff
5. Lack of understanding that academic success is driven by school culture
6. Not working through the PBIS processes as a team
7. Taking on too much too fast (generally with positive intentions)
8. Inconsistency of implementation by staff
9. Looking for the negative vs. looking for positives in student behavior
10. Focusing only on the high risk students
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The Big IdeaIt Ends Without Commitment
PBIS requires administrators, faculty, team members, and coaches to make a commitment to systems, practices, and data in order to effectively and efficiently implement and sustain SWPBIS within the context of an effective school community and district.
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Funding Visibility PolicyPoliticalSupport
Training CoachingBehavioral Expertise
Evaluation
LEADERSHIP TEAM(Coordination)
Local School/District Implementation Demonstrations
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Leadership Team Action Planning : Steps
Self-Assessment: Accomplishments & Priorities Leadership Team Action
Planning Worksheet
Team Initiated Problem Solving & Facilitation: High Priorities
Meeting Foundations, Data, Problem Solving
Action Planning: Enhancements & Improvements & Documentation
Leadership Team Action Planning Worksheet & PBIS Calendar
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Instructional Impact
Improving social development and behavior management
Creating a safe school environment
Increasing student instructional time
Increasing effective use of teacher and administrator time
Data always needs to be utilized in moving schools forward and making decisions
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Where are you in implementation process? Adapted from Fixsen & Blase, 2005
• We think we know what we need so we are planning to move forward (evidence-based)
1. Exploration & Adoption
• Let’s make sure we’re ready to implement (capacity infrastructure)
2. Installation
• Let’s give it a try & evaluate (demonstration)
3. Initial Implementation
• That worked, let’s do it for real (investment)
4. Full Implementation
• Let’s make it our way of doing business (institutionalized use)
5. Sustainability & Continuous Regeneration
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Maximizing Guided Team Time
Effective Team TimeWhere are we in our implementation?
– Complete a quick audit of Tiered Supports Using the Big Stickie &/or Workbook
– Show us your school spirit include your Expectations/Mascot
– List current systems, interventions & practices, supports across the tiers
– Share greatest success & Biggest Concern
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Working Smarter Summary
If we adopt “X” (PBIS) what two things will we stop doing?
Does “X” (PBIS) align with our most important goals for students?
Does “X” (PBIS) have high probability of delivering the expected outcomes (research?)
Do we have the capacity to implement “X” (PBIS) with high fidelity and sustainability?
Does “X” (PBIS) fit with what we already do well?
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Let’s Formally Assess Fidelity of Implementation
Use the Triangle or Multi-Tiered Graphic to list and organize your schools supports & interventions for behavior/social support & academic interventions
The Tiered Fidelity Inventory (TFI) can be used as an assessment action planning tool Walk Through & Interviews are important components to utilize this
tool the way it was intended. Ensure you use the data sources column to verify concrete
examples Use response cards to ensure equity in voice and develop a way to
assess consensus – When numbers differ, discuss items, add to action plan
Team first completes the entire (TFI) to get a baseline score (we will enter these for you) then you action plan just on the tier one section and re-assess later this year on it again.
Capture an Action Item for any item where you had a 0 or 1.
60 Minutes
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15 Minute Break
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Most Important Perceived Factors for Sustainability
1. School administrators actively support PBIS
2. School administrators describes PBIS as a top priority for the school
3. A school administrator regularly attends and participates in PBIS team meetings
4. The PBIS school team is well organized and operates efficiently
5. The school administrators ensure that the PBIS team has regularly scheduled time to meet
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Which system best predicts sustained implementation (BoQ)
3 years later?School-wideNon-classroomClassroom Individual
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Which system best predicts student outcomes (ODRs) 3 years later?
School-wideNon-classroomClassroom Individual
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Which features best predict sustained implementation? Expected behaviors defined clearly
Problem behaviors defined clearly
Expected behaviors taught
Expected behaviors acknowledged regularly
Consistent consequences
CW procedures consistent with SW systems
Options exist for instruction
Instruction/materials match student ability
High rates of academic success
Access to assistance and coaching
Transitions are efficient
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Lessons learned for sustaining School-wide PBIS
Focus on bringing PBIS into the classroomConsistency with SW systemsHigh rates of acknowledgment for
prosocial behavior
Focus on quality differentiated instruction across academic domainsStudent instruction at their level
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Matrix
SETTING
All Settings
Hallways Playground CafeteriaLibrary/
Computer Lab
Assembly Classroom
Respect Ourselves
Be on task.Give your best effort.
Be prepared.
Walk. Have a plan.
Eat all your food.Select healthy foods.
Study, read, compute.
Sit in one spot.
Respect Others
Be kind.Hands/feet
to self.Help/share with others.
Use normal voice
volume.Walk to right.
Play safe.Include others.Share
equipment.
Practice good table manners
Whisper.Return books.
Listen/watch.Use
appropriate applause.
Respect Property
Recycle.Clean up after self.
Pick up litter.Maintain physical space.
Use equipment properly.
Put litter in garbage can.
Replace trays &
utensils.Clean up
eating area.
Push in chairs.
Treat books carefully.
Pick up.Treat chairs
appropriately.
Expe
ctati
ons
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EXPECTATIONS
Classroom Procedures/Routines
Class-Wide ArrivalCooperative
LearningGroups
IndependentSeat Work
Teacher Led Whole Group
Identify Attention Signal…….Teach, Practice, Reinforce
Be Respectful
Be Responsible
Be Safe
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EXPECTATIONS
Classroom Procedures/Routines
Class-Wide ArrivalCooperative
LearningGroups
IndependentSeat Work
Teacher Led Whole Group
Identify Attention Signal…….Teach, Practice, Reinforce
Be Respectful
• Listen to others• Use inside voice • Use kind words• Ask permission
• Enter/exit classroom prepared
• Use inside voice
• Listen to others• Acceptdifferences• Use kind words• Encourageothers
• Use quiet voice• Follow
directions
• Eyes/ears on speaker
• Raise hand to speak
• Contribute to learning
Be Responsible
• Be prepared• Follow directions• Be a problem
solver• Make choices
that support your goals
• Place materials in correct area
• Begin warm-up promptly
• Use Time Wisely• Contribute• Complete your
part
• Be a TASK master
• Use your neighbor
• Follow directions
• Take notes• Meet your
goals
Be Safe
• Keep hands, feet, and objects to self
• Organize your self
• Walk
• Walk • Use Materials Carefully
• Keep hands, feet, and objects to self
• Stay at seat• Keep hands,
feet, and objects to self
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Academic Engagement
Students Families School
Effective Schools
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Action: Rate your school culture1. Use a student perspective
2. Use a staff perspective
Low High
Predictable
Consistent
1 2 3 4 5 1 2 3 4 5
Positive 1 2 3 4 5
Safe 1 2 3 4 5
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Primary/Universal PBIS “Establish a positive social culture”
Create a school environment where:Student expectations are definedStudent expectations are taughtStudent expectations are
acknowledgedStudent behavioral errors have
immediate and consistent consequences
Faculty and staff behavior is positive, predictable and consistent
Data are gathered, summarized and used for decision-making on a regular cycle.
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Create a positive setting Establish multiple and on-going strategies for
acknowledging appropriate behavior.
A School Culture is POSITIVE when the STUDENTS perceive it as positive, NOT when we say it is positive.
A positive environment is characterized by at least 5 positive interactions for every correction.
Glenn Latham, Bud Fredericks
Link individual acknowledgement to overall benefit of others.
Dispel myth that rewards are ineffective or detrimental to student “intrinsic motivation.”
Make rewards age and context appropriate
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Are Rewards Dangerous?“…our research team has
conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.”
Judy Cameron, 2002
Cameron, 2002 Cameron & Pierce, 1994, 2002 Cameron, Banko & Pierce, 2001
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Activity for Next Faculty Meeting
How do we acknowledge the positive social behavior of students? 1. Individual students 2. Groups/Classrooms 3. Whole school
Stop 10-15 students in the hallway and ask: Do you know the expectations in the
school? What do they mean for what you do
here? Has anyone acknowledged you for doing
things well during the past two weeks?
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Avoid the trap of rewarding problem behavior
Negative reinforcement is alive and well.Escaping something unpleasant is a reward.
Unpleasant Events
ProblemBehavior
Escape from Unpleasant
Events
Reprimand/Failure Skip School No Reprimand/Failure
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Invest in Intensive Supports (Tier II, III)
Establish the organizational capacity to support students with more severe problem behavior.
The three areas of “knowledge” needed by a team. Bennazi et al., (2006)
Knowledge about student Knowledge about context Knowledge about behavioral theory
The importance of understanding “function” of behavior. Sheldon Loman and Kathleen Strickland-Cohen (2013)
Typical school personnel can assess and manage “Basic” individual behavior challenges.
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School-wide PBSEstablishing additional supports for students
with more intense needs
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CR School-wide Positive Behavioral Interventions and Supports (SWPBIS)
The social culture of a school matters.
A continuum of supports that begins with the whole school and extends to intensive, wraparound support for individual students and their families.
Effective practices with the systems needed for high fidelity and sustainability
Multiple tiers of intensity
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Experimental Research on SWPBIS
Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115
Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473.
Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148.
Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26.
Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics.
Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145.
Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14.
Ross, S. W., Endrulat, N. R., & Horner, R. H. (2012). Adult outcomes of school-wide positive behavior support.
Journal of Positive Behavioral Interventions. 14(2) 118-128.Waasdorp, T., Bradshaw, C., & Leaf , P., (2012) The Impact of Schoolwide Positive Behavioral
Interventions and Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial. Archive
of Pediatric Adolescent Medicine. 2012;166(2):149-156
SWPBIS Experimentally Related to:
1. Reduction in problem behavior2. Increased academic performance3. Improved perception of safety4. Reduction in bullying behaviors5. Improved organizational efficiency6. Reduction in staff turnover7. Increased perception of teacher efficacy8. Improved Social Emotional competence
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Summary of Research School-wide PBIS is an evidence-based practice
Implementation is related to improved academic and social behavior.
Tier I SWPBIS can be implemented with fidelity by any school in the U.S. without new resources or dramatic reorganization. Successful Schools:
Define a clear commitment to school-wide social culture Add data systems (fidelity and Student Outcomes) Provide the leadership to allow effective team-based decision-making.
Tier II and Tier III supports will require more adaptation
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Culturally Responsive PBIS
A – In Place
B – Partially In Place
C – Not In Place
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Where Are The Gaps?
What Additional Information Does Our Outcome Data Tell Us About How We Are Doing and Needed Areas of Focus?
Lets Discuss Some Short Term and Long Term Action Items To Address These.
Pick One Area to Delve Into
15 Mi1utes
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DATA for Decision Making
Assessment and Evaluation
in PBIS
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Basic Evaluation Questionsby School or Program
1. What does “it” look like now?
2. How would we know if are successful?
3. Are we satisfied with how “it” looks? YES:
Celebrate NO:
What do we want “it” to look like? What do we need to do to make “it” look like that?
4. What can we do to keep “it” like that?
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Collect and use Data for Active Decision-Making
Concrete measures to determine if they are successful.
Measure use of practices: www.pbisapps.org Are we doing what we want to be doing?
Team Checklist Benchmark of Quality SAS Survey SET
Measure impact on valued outcomes Office discipline referrals Attendance Suspension/Expulsion rates Student academic achievement Student Individual Intensive Supports
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Assessment in PBISMeasures of “Systems” Outcomes (fidelity)
pbis.org/tools.htmTFI – Tiered Fidelity Inventory SET – School-wide Evaluation ToolSAS - Self-Assessment Survey
Measures of “Practice” OutcomesOffice Referral DataAbsentee & Truancy DataAcademic DataSchool Climate MeasuresStaff, Parent and Student Perceptions (Anecdotal
Data)
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PBIS Assessment & PBIS Eval
www.pbisapps.org
FREE DATABASE!
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Assessment Schedule
Measure/Time Full TFI/SET TFI Indicated Section
Outcomes Data
Fall (6 Weeks In)
X
Sept, Feb, May X
Monthly X
Schedule TFI Today and Monthly Meetings If Needed Too
Enter TFI and SET on PBIS Assessments
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Lunch
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Team-Initiated Problem Solving II(TIPS II)
Team Time – Goals and Evaluation Planning
APA Citation:Todd, A. W., Newton, J. S., Algozzine, K., Horner, R. H., Algozzine, B., & Cusumano, D. L. (2013). The Team Initiated Problem Solving (TIPS II) Training Manual. Eugene, OR: University of Oregon, Educational and Community Supports. Online at www.uoecs.org
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Critical Features of TIPS IIProblem Solving
TIPS Meeting Minutes (or equivalent) are used
Previous “old” problems are discussed with status reviewed
Quantitative data in the right format to answer the right questions are used and projected for all to see
Problems are defined with precision (what, where, when, who, why)
All active problems have solutions documented in meeting and CAN be implemented (Doable)
Problems with solutions defined have goals for success
Data examining the fidelity of implementation of solutions are gathered and shared with team
Outcome data examining the impact of solutions are gathered and shared with team
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PREDICTABILITYPARTICIPATION
ACCOUNTABILITYCOMMUNICATION
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PREDICTABILITY
Roles & Responsibilities
Start and end times
Agenda is used
Meeting schedule
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PARTICIPATION
Engaged in Topic
Decision Makers
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COMMUNICATIONNorms for the
meeting
Access to Meeting Minutes
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ACCOUNTABILITY
Prepared for meetings
Are solutions working?
Documentation of decisions
Differences in lives of students
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Implement Solution with High Integrity
Identify Goal for Change
Identify Problemwith
Precision
Monitor Impactof Solution and
Compare against Goal
Make SummativeEvaluationDecision
MeetingFoundations
Team-Initiated Problem Solving (TIPS II) Model
IdentifySolution and
CreateImplementation
Plan with Contextual Fit
Collect and Use
Data
What, Who, When, Where, and Why?
How do we want the problem to
change?
What are we going to do to bring about desired
change?Did we implement
with fidelity?
Has the problem been solved?
What next?
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Implement Solution with High Integrity
Identify Goal for Change
Identify Problemwith
Precision
Monitor Impactof Solution and
Compare against Goal
Make SummativeEvaluationDecision
MeetingFoundations
Critical Features of Team-Initiated
Problem Solving (TIPS II)
IdentifySolution and
CreateImplementation
Plan with Contextual Fit
Collect and Use
Data
Meeting Foundations
Problem Solving
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What makes a successful meeting?
1. Start & end on time
2. 75% of team members present & engaged in topic(s)
3. Agenda is used to guide meeting topics
4. System is used for monitoring progress of implemented solutions (review previous meeting minutes)
5. System is used for documenting decisions
6. Facilitator, Minute Taker & Data Analyst come prepared for meeting & complete during the meeting responsibilities
7. Next meeting is scheduled
8. All regular team members (absent or present) get access to the meeting minutes w/n 24 hours of the meeting
9. Decision makers are present when needed
10. Efforts are making a difference in the lives of children/students.
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TIP
S I
I T
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People aren’t tired from solving problems – they are tired from solving the same problem over and over.
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Having Productive Meetings.:TIPS Fidelity of Implementation
ChecklistA progress-monitoring tool for planning, implementing, and
sustaining best practice meeting foundations and data based problem solving
Measures the functioning and health of the team and guides the team toward improvements in the level of implementation for both meeting foundations and problem solving
5 minutes at the end of the meeting to complete the TIPS-FC
Complete with coach every three to four meetings
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TIPS Fidelity of Implementation Checklist
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TIPS II Training Manual (2014) www.uoecs.org 80
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Meeting Foundations• Predictability:
• Roles and responsibilities• Facilitator-Backup
• Minute Taker-Backup
• Data Analyst-Backup
• Member
• Timekeeper
• Administrator
• Agreement about process• Start time/stop time
• Schedule for the entire year
• Respect and commitment
• Clear Purpose/ Authority• What is the purpose of our team?
• What is the impact we are to have on students/ families/ School?
• What authority do we have to implement solutions?
• Electronic Meeting Minutes/Agenda
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Meeting FoundationsAccountability
All Team Members come preparedTeam agrees to use the problem decision modelDocumentation of all decisionsTeam agrees that the goal is to make a difference for students
TIPS II Training Manual (2014) www.uoecs.org 82
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Effective MeetingsOrganize tasks around phases of the meeting to build a predictable routine
Before Meeting Clear Agenda Clear Process, and Operating Agreements
During Meeting Clear roles and responsibilities Stay Focused with the use of projected meeting minutes Problem solve… not just problem admire Action plan
After Meeting Minutes documenting issue/decisions/ tasks to accomplish between
meetings.
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Team Meeting Videos
Team Meeting Non-Exemplar
What Might Seem Familiar
Vs.
Team Meeting Exemplar
The PBIS Team Using TIPS
TIPS II Training Manual (2014) www.uoecs.org 84
TIP
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Big Ideas for Effective Problem Solving Teams use a predictable routine
Practicing effective meeting foundations Interacting with their data Scheduled reporting cycle(s)
Problem Solving model is generalize-able across Contexts/teams
School wide, grade level/groups, individual students Content areas
Academic and social behaviorFidelity of implementation
Data sets
Problems are defined with precision before ‘solving’ them Active use of data
Fidelity of implementation and student outcomes are measured regularly to determine when goals are met
TIP
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Implement Solution with High Integrity
Identify Goal for Change
Identify Problemwith
Precision
Monitor Impactof Solution and
Compare against Goal
Make SummativeEvaluationDecision
MeetingFoundations
Team-Initiated Problem Solving (TIPS II) Model
IdentifySolution and
CreateImplementation
Plan with Contextual Fit
Collect and Use
Data
Implement Solutions
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Define roles for effective meetingsCore roles
FacilitatorMinute takerData analystActive team memberAdministrator
Backup for each role
TIPS II Training Manual (2014) www.uoecs.org 87
Can one person serve multiple roles?
Are there other roles needed?
Typically NOT the administrator
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Roles & Responsibilities on TIPS Teams
Facilitator
Minute Taker
Data Analyst
Team Member
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Data Analyst Responsibilities
Data Analyst
Before Meeting:
• Review data and define potential new problems with precision (What, Who, Where, When, Why)
• Gather/organize data on previously-defined and/or potential new problems
• Review data on previously-defined problems (i.e., frequency/rate for most recently-completed calendar month, direction of change in rate since last report, and relationship of change to goal)
• Prepares graphs for sharing at meeting
• Asks Facilitator to add potential new problems to agenda for meetingDuring Meeting:
• Leads discussion of potential new problems
• Responds to questions about data; produces additional data on request (e.g., additional Drill Down Reports)
• Is active participant in meeting
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Needed Skills for Data Analyst
Data Analyst
Data Analyst should:
• Like and feel comfortable with data
• Be fluent in navigating dataset to generate custom reports
• Be able interpret and summarize data/graphs about old and new problems:
• Retrieve data about previously defined problems
• Identify potential new problems
• Prior to meetings generate data summaries for potential student problems and for previously defined student problems
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Team Member Responsibilities
Team Member
Before Meeting:
• Recommends agenda items to Facilitator
During Meeting:
• Analyzes/interprets data; determines whether a new problem exists
• Ensures new problems are defined with precision (What, Who, Where, When,
Why) and accompanied by a Goal and Timeline
• Discusses/selects solutions and evaluation data (fidelity and outcome) for new problems
• For problems with existing solution actions
• Reports on implementation status (Not Started? Partially implemented? Implemented with fidelity? Stopped?)
• Suggests how implementation of solution actions could be improved
• Analyzes/interprets data to determine whether implemented solution actions are
•Is an active team member
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Skills Team Members Need
Team Member
Team Members should:
• Be willing to listen and consider all perspectives
• Use a sense of humor
• Demonstrate mutual respect
• Be able to honor group norms or guidelines
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On Last Section of TIPS Meeting Minutes Forms
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Who is Responsible?Action Person Responsible
Reserve Room
Recruit items for Agenda
Review data prior to the meeting
Reserve & set up projector and computer for meetingKeep discussion focused
Record Topics and Decisions on agenda/minutes
Ensure that problems are defined with precision
Ensure that solutions have action plans
Provide “drill down” data during discussion
End on time
Prepare minutes and send to all members
Facilitator
Facilitator
Data Analyst
Minute Taker
Facilitator
Minute Taker
Facilitator
Facilitator
Data Analyst
Facilitator
Minute Taker
All
All
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Building your TIPS Team Meeting Foundations Activity 1
1. Complete the Team Information Forma. Primary and Back up people identified for
• Facilitator
• Minute Taker• Data Analyst
b. Define the 2015-2016 meeting schedulec. Purpose of the team defined
• Example: Build & implement plans to establish and maintain a positive school environment and appropriate student behavior by using data for problem solving and decision making
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Using Meeting Minutes as a Tool
Types of Agenda ItemsInitial Set-Up
Taking MinutesDistributing Meeting Minutes/Information
Using Previous Meeting Minutes to Guide Coaching Actions
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Organizing for an effective problem solving conversation
TIPS II Training Manual (2014) www.uoecs.org 97
Problem
SolutionOut of
Time
Use Data
A key to collective problem solving is to provide a visual
context that allows everyone to follow and contribute
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Meeting Minutes Most Common Challenges
Treating all agenda items equal Discrimination of type of agenda item needed for using TIPS with
fidelity. What and how much to write
Keeping personal notes in meeting minutes Accuracy
Listening to a discussion and recording accurate information
Preventative Strategies Prepare meeting minutes before the meeting
Review agenda and put items as placeholders Have a personal notepad close by to use for personal notes Save the file with current meeting date Get clarification on decisions and action plans by the end of
the meeting
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Purpose of Meeting Minutes
Before Meeting Define agenda Clarify start/stop time Guide data analyst (updates on old problems)
During Meeting Organize agenda item time allocation/ prioritization Ensure that data are used for problem review Ensure that new problems are defined with precision Ensure that solutions are comprehensive have an action plan and
are linked to the problem Record “Topic” “Decisions”… NOT discussion dialogue Assess meeting process and effectiveness
After Meeting Record for review and accountability Guide and reminder for tasks between meetings
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Types of agenda itemsMeeting Demographics
Meeting Logistics, Roles, Agenda & Announcements
Overall Status UpdatesFidelity of implementation & progress toward overall goal
Student ProblemsA problem resulting from student problem behavior &/or
insufficient progress toward goal(s)
Organizational and Housekeeping itemsReadiness, Sustainability, & day to day operationsSomething that is done regularly, as part of the ongoing cycle
of implementing systems and procedures with fidelity
Meeting Assessment
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What type of Agenda Item?
Monthly website update Organizational- Housekeeping Item
Students are shouting, pushing in line, and leaving trash on tables in the cafeteria Student Problem
We need to conduct a MUSAC booster for cafeteria monitors: Move, Use student names, Scan, Acknowledge and Correct errors Organizational- Housekeeping Item OR a Solution
Action for the Student Problem listed above
Reading Buddy Schedule Organizational-Housekeeping Item
Students are not returning library books. There are more than 86 books overdue. We are not sure why. Student Problem
Hall monitors are not moving through the halls as planned Organizational-Housekeeping Item
How did we do today? Meeting Assessment
Meeting Demographics Logistics, Roles, Agenda &
Announcements
Student Problems A problem resulting from
student problem behavior &/or insufficient progress toward the goal
Organizational & Housekeeping Items
Readiness, Sustainability, & day to day operations
Something that is done regularly, as part of the ongoing cycle of implementing systems and procedures with fidelity
Meeting Assessment
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General Flow of MeetingCall meeting to order – Who is present?
Review agenda for today
Update progress/Problem Solve on previously defined Student Problems– Were solutions implemented? Discuss current data and relation to goal.
Better? Worse? Was goal reached? What next?
Problem Solve New Student Problems-Identify precise problems, develop solution plans (what, who, when), identify goals, determine fidelity and outcome data
needed
Discuss Organizational-Housekeeping items
Wrap up meeting – Review date/time for next meeting and compete meeting assessment
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Taking Meeting MinutesWHERE to document the information
Demographics of current and next meetingDate, Time, Location, Roles, Attendance, Agenda
Student ProblemsProblem precision elements with current levelSolutions and action plans (who does what by when)Goal for resolving the problemEvaluation plans for measuring fidelity of implementation
and effectiveness of solutionsUpdated progress toward goal
Organizational-Housekeeping ItemsDocument topic, critical discussion points, decisions and
action plans (who does what by when) Meeting Assessment
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Where does an item go on the Meeting Minutes Form?
Update Progress & Problem Solve
Student Problems
Organizational-
Housekeeping Items
Meeting Assessment
Demographics of meetings
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10 Minute Break
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Problem SolvingStep 1
Identifying Problems has two parts:a. Identification of a primary statement/problem
• Indicates a difference between what is happening and what is desired
• Need to know what to expect as typical
• Use benchmark, aim line, median score, etc.
b. Identify the problem with precision• Indicates a difference between what is happening and
what is desired as precision elements are defined
• Need to know precision elements including what, where, when, who, why and how often (frequency or rate) the problem occurs
Identify Problemwith
Precision
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Identification of the problem (is there a primary problem?)
A. Develop a school wide/primary summary statement
Begin at general, all-inclusive level, with year-to-date data
Review SWIS Average Referrals Per Day Per Month (All Referrals &
Minors)
Compare against National Data
Goal is to be at or below the national median
Examine trends, peaks, patterns and comparisons over the year &
previous years
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Trend
Our average Major and Minor ODRs per school day per month are higher than national median for a school of our enrollment size for all months except June. We have peaks in frequency of problems in Nov, Dec, Jan, and March with an increasing trend from September to March.
Is there a problem?Practice with Data
Primary
Let’s make this more precise
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Elementary School with 150 Students
Compare with National Median150 / 100 = 1.50 1.50 X .20 = .30
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SW Summary Statement:
Our rate of problem behavior has been above the national median for schools our size the last 7 month this year.
With an increasing trend all year &
peaks in Nov, Feb, & April
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SW Summary Statement:
Last year we had an increasing trend
during first 3 months. (.5-2.2/day above national median)
.5-1.0 per day above national median for remainder of school
year.
Develop a SW Summary Statement
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Develop a SW Summary Statement
Year One Year Two
Median Line based on 2010-11 Data
SW Summary Statement:Last year we were ~at or below the national median except for one month. This year, we had an increasing trend the first 4 months of the year followed by a 50% drop from Dec to Jan
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Start with Primary Problem Statements
Look at the Big Picture. Then use data to refine the problem to a Precise Problem Statement.
Move to Precise Problem Statements
Office discipline referrals for 3rd graders are above national median for schools our size.
Referrals for physical aggression among third grade students from 11:30-12:30 in the cafeteria are increasing over time. It is
believed that this is happening due to lack of consistent teaching of cafeteria procedures. This occurs at a rate of .73/day
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Examples: Primary to Precise Gang-like behavior is increasing
Texting during school is becoming more negative
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.
A large number of students in each grade level (6, 7, 8) are using texting to spread rumors, and harass peers. Texting occurs both during the school day, and after school, and appears to be maintained by attention from others.
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Primary StatementCan you build a primary statement about one
thing that is happening at your school?
Complete the top portion of the TIPS Worksheet.
10 Minutes
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Building Problem Statements
Primary Statements:Indicate a discrepancy between what we have and what we
want.
Precise Problem Statements:Indicate the problem with sufficient precision to allow
problem solvingWhat is happening (and how does it differ from
what we want)How often is it happeningWhen is it happeningWhere is it happeningWho is involvedWhy does it keep happening
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SWIS Big 4 for October 1, 2011 through December 31, 2011
Defiance
What?
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SWIS Big 4 for October 1, 2011 through December 31, 2011
ClassroomPlaygroun
d
Where?
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11:45-12:00
When?
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Who?
3rd and 4th Grade
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Avoid Work
Why?
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Precision Statement
Many 3rd and 4th graders (who) are engaging in Defiance (what) between 11:45 and 12:00, near the end of their 30-minute recess period (when), with most of these instances occurring on the playground, in class, or in the hall (where), because the students want to avoid the upcoming classroom instructional period (why ) at rate of 4.0 students per day (how often).
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The Problem-Solving “Mantra”Do we have a problem?
(identify)What is the precise nature of our problem?
(define, clarify, confirm/disconfirm inferences)Why does the problem exist, & what can we do
about it?(hypothesis & solution)
What are the actual elements of our plan?(Action Plan)
Is our plan being implemented, & is it working?(evaluate & revise plan)
What is the goal?
(What will it look like when there is not a problem?)
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.
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Designing Good Solutions• Positive Behavior Interventions and Supports (PBIS) basics
• Define
• Prevent
• Teach
• Acknowledge
• Correct
• Extinguish
• Safety
• Function-based support
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TIPS Action Plan Using the TIPS Meeting Minute Template and your
school’s discipline data, define a problem with precision
Identify your current level & a goal for change
Use the TIPS Problem Solving Worksheet to brainstorm solutions and create a plan that is feasible & doable
How will you assess fidelity of implementation?
Set up for your next meeting
What data is needed?
60 Minutes
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Pair & SharePartner up with another team and share your
TIPS process
Using the TIPS Fidelity Checklist – Give each other feedback on the Problem Solving Process, items 10-18.
Switch Groups
Return to your tables & capture final action items
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Final Check InQuestions?
Next steps - 2 items per team
Evaluation Link
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Final Thoughts. . .The staff member who says,
“I just don’t have the time and effort to implement all of these positive behavioral strategies!”
Is like the farmer who says,
“I just don’t have time to build a fence ~
I am way too busy chasing the cows!!”
There is no such thing as resistance to change, it is actually inadequate preparation!
Let’s prepare for success! All students All staff All means all!