Wisconsin PBIS External Coach Forum

Wisconsin PBIS External Coach Forum

On-line meetingJanuary 24, 2013

Coaching Calendar – Upcoming Events

• Tier I Teams– February: TIC– March: TIC data review– April: BoQ– http://www.wisconsinpbisnetwor

k.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

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!!!!

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.

Problem Solving Model Review

Review from TIPS – Lite

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

Collect and Use

Data

Develop Hypothesis

Discuss andSelect

Solutions

Develop andImplementAction Plan

Evaluate andRevise

Action Plan

Problem Solving Meeting Foundations

Team Initiated Problem Solving (TIPS) Model

Identify Problems

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 Educational and Community Supports, University of Oregon, unpublished training manual.

7

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 Precise Problem Statements

More Precision Is Required to Solve Identified Problems

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 assessments when 80% of students at a grade level should meet this target. It appears that weak vocabulary skills are lowering students’ comprehension skills.

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?

BASIC Social Academic Instructional Group

1. Re-teaching of school-wide expectations – Cool Tool format• Smaller group• In natural location• Increased acknowledgement• More frequent pre-corrects

2. Modified Cool Tool format• More concrete examples/role playing• Differentiated modality of presentation

3. Instruction in smaller skill set• More fully defined steps needed to be successful at

expectation

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.

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 staffTickets given for using new skills being taught in group (these skills would be listed on DPR also…)

Basic SAIG

1) Be Safe2) Be Respectful3) 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?

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

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/

Open Technical Assistance

Questions, concerns, thoughts, etc

Kent Smith

[email protected]