1. The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this [product] and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material.

2. Objectives Share what you’ve used from Coaches Corner so far Upcoming training dates Readiness checklists Network around acknowledgement systems Gain tools for Action planning with impact data

3. Introduce Yourselves School and Role Share 1 thing you’ve used so far from – Coaches Corner – Meeting template – Best Use of Time – Classroom Management And/or 1 thing you want to get out of today’s session.

4. Upcoming Training Dates Universal Training Dates S3 High School Training Dates Tier 2 Training Dates

5. Coaching Tips District Readiness Checklist Recommended when you have 3+ PBIS schools in your district Tier 2 readiness checklists Action Planning using TIC and SAS results http://www.pbis.org/evaluation/evaluation_tools.aspx

6. PBIS Implementation Goal 22.A system of rewards has elements that are implemented consistently across school/campus. a.The acknowledgement system guidelines and procedures are implemented consistently across school/campus. Almost all member of the school are participating appropriately (90-100% staff participation) 23.A variety of methods are used to acknowledge students a.The school uses a variety of methods to acknowledge students (e.g. praise, cashing in tokens/points). There should be opportunities that include tangible items, praise/recognition and social activities/events. Students with few/many tokens have equal opportunities to cash them in for rewards. However, larger rewards are given to those earning more tokens/points. 24.Rewards are lined to expectations and rules a.Acknowledgement is provided for behaviors that are identified in the rules/expectations and staff members verbalize the appropriate behavior when giving acknowledgement.

7. PBIS Implementation Goal 25.Rewards are varied to maintain student interest a.The acknowledgement is varied throughout year and reflects students’ interests (e.g. consider the student age, culture, gender and ability level to maintain student interest) 26.Ratios of reinforcement to corrections are high a.Ratios of teacher acknowledgement of appropriate behavior to correction of inappropriate behavior are high (e.g., 5:1) 27.Students are involved in identifying/developing incentives a.Students are often involved in identifying/developing incentives 28.The system includes incentives for staff/faculty a.The system includes incentives for staff/faculty delivered consistently

8. http://www.learningearnings.com Lists of low or no cost rewards Acknowledgement examples Acknowledgement matrix Motivation and Rewards article

9. Problem Solving With Outcome Data

10. Using Data to Refine Problem Statement The statement of a problem is important for team-based problem solving.  Everyone must be working on the same problem with the same assumptions. Problems often are framed in a “Primary” form, that creates concern, but that is not useful for problem-solving.  Frame primary problems based on initial review of data  Use more detailed review of data to build “Solvable Problem Statements” AKA “Precision Statements” Taken from SWIS Training, Day 3

11. Primary Problem Statements  Our average Major ODRs per school day per month are higher than the national average for a school our enrollment size.  The problems occurring the most frequently are disrespect and aggression.  Most of our referrals occur in the cafeteria.  Most of our referrals occur between 9:45 and 10:45.

12. Precise Problem Statements (What are the data we need for a decision?) Precise problem statements include information about the Big Five 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 Taken from SWIS Training, Day 3

13. Table Talk We’ll show some problem solving statements. With your table-mates, determine if the statement is a primary or precise statement. Choose 1 person to hold up the index card on the cue. Wait for the cue, “SHOW ME!”

14. Primary or Precise? Our average ODRs per school day per month are higher this year than for corresponding months of previous year. Primary

15. Primary or Precise? 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. Precise

16. Primary or Precise? Children are using inappropriate language with a high frequency in the presence of both adults and other children. This is creating a sense of disrespect and incivility in the school. Primary

17. Primary or Precise? ODRs during December are higher than in any other month. Primary

18. Primary or Precise? Bullying (verbal and physical aggression) on the playground is increasing during “first recess,” is being done mostly by four 4 th grade boys, and seems to be maintained by social praise from the bystander peer group. Precise

19. Source: Steve Newton, Anne Todd, Rob Horner, UO Bob Algozzine, & Kate Algozzine, University of NC at Charlotte

20. Application Create an action plan from your problem statement. Prevention Teaching Reward Extinction Corrective Consequence Data Collection

21. Important Questions to Ask How sufficient is the core? ◦ More than 40% of students receive a referral?  Focus on SCHOOL-WIDE system ◦ More than 60% of referrals come from classroom?  Focus on CLASSROOM systems ◦ More than 35% of referral come from non-classroom setting?  Focus on NON-CLASSROOM systems Are there groups for whom the core is not sufficient?

22. What About Planning with Implementation Data? This, too requires a precise statement, and should follow all of the guidelines for problem solving. Item 9-14 on the Team Meeting Implementation Checklist

23. What About Planning with Implementation Data? This, too requires a precise statement, and should follow all of the guidelines for problem solving. Item 9-14 on the Team Meeting Implementation Checklist

24. Develop precise problem statements from the data. Application Precision Statement (Who, What, Where, When) The 12 staff members that completed the SAS mid November feel that none of the discipline features of the Universal system are fully in place. Problem behaviors are not clearly defined, and the distinction between class and office managed behavior is not clear. This is a moderate priority (less than 25% of staff finds it to be a low priority). Why do you think it is happening?

25. Resources http://www.pbis.org/evaluation/evaluation_tools.aspx http://www.wisconsinpbisnetwork.org/

26. Next Session: Implementation Surveys February 7 th, 2012 Bring the results of at least one implementation survey. Be prepared to action plan how you can move your schools to fidelity. We’ll also be discussing how to apply for: PBIS Network Schools of Merit

27. Objectives Share what you’ve used from Coaches Corner so far Upcoming training dates Readiness checklists Network around acknowledgement systems Gain tools for Action planning with impact data Complete Survey