Transcript www.eup.k12.mi.us

Welcome
Schoolwide SMARTI
Movement to Achieve Rt-I
November 10, 2011
Agenda
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Introductions
RtI/SMARTI
Leading Change
Coaching
SWIS/PBIS Assessment
Core Principles of RtI / SMARTI
•
•
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•
We can teach all children
Intervene early
Use a multi-tier, problem solving model
Use research-based, scientifically validated
interventions and strategies
• Monitor student progress
• Use data to adjust instruction
• Use continual assessment: universal
screening, progress monitoring and
diagnostics
Goals of SMARTI
• Increase reading performance
• Reduce behavior problems
• Have accurate knowledge of
behavior and reading
performance
• Use student performance
information to develop and
implement interventions
SMARTI/RtI Model
Intensive
Intensity of
Supports
Targeted
Universal Prevention
Core Instruction,
all students,
preventive, proactive
Intensive
Intervention
Individualized,
functional
assessment, highly
specific for few
Targeted Intervention
Supplemental, some
students, reduce risk
Universal
Students within Schools
Why look at both
Behavior and Reading support?
• Models of integrated behavior and reading supports
produce larger gains in literacy skills than the readingonly model
Stewart, Benner, Martella, & Marchand-Martella, 2007
• Improving social behavior of students results in more
minutes spent in academic instruction
Putnam, Handler and O’Leary-Zonarich, 2003
• Quality instruction can reduce student engagement in
problem behavior
Sanford, 2006; Preciado, Horner, Baker, 2009
• Children who fall behind academically will be more
likely to find academic work aversive and engage in
escape behaviors
McIntosh, 2008
Cost of Behavior Problems:
One school example
1,792 office discipline referrals
@ 15 minutes per incident =
26,880 minutes =
448 hours/8 hour days=
56 days
lost instructional time
Big Ideas to Improve Behavior
• Specify appropriate behavior
• Teach appropriate behavior
• Monitor behavior
• Encourage appropriate behavior
• Correct inappropriate behavior
• Use data for
decision making
Big Ideas to Improve Reading
• Clear goals/objectives
• Research-based instructional practices
• Instructional time
• Instructional leadership
• Responsive intervention program
• Assessment
• Professional development
Special Education Referral and Eligibility Rates for
Cohort 1 - 4 Schools (2007-08 and 2008-09)
3.8%
4.0%
3.5%
3.0%
3.0%
2.7%
2.5%
2.0%
2.0%
1.5%
1.0%
0.5%
0.0%
Percent K-8 Referred
2007-08
Percent K-8 Eligible
2008-09
*n = 84 schools
Stages of Implementation
• Implementation of SMARTI is not an
event
• A mission-oriented process involving
multiple ongoing decisions, actions, and
corrections
Stages of Implementation
Exploration/Ado
ption
Development
Commitment
Installation
Initial
Implementation
Establish
Leadership
Teams, Set Up
Data Systems
Provide
Significant
Support to
Implementers
Elaboration
Embedding
within
Standard
Practice
Continuous
Regeneration
Improvements:
Increase
Efficiency and
Effectiveness
Exploration/Adoption
•
Assess capacity, resources, “fit” and “buy-in”
•
Awareness, garnering support (parents,
teachers, stakeholders, leaders, champions
central office personnel)
•
Describe risk and help partners manage risk
(What will be different for us as a school
team?)
•
Identify schools or staff comfortable with their
ability to manage risk for leadership roles
•
Assess the accessibility experts – trainers,
coaches, colleagues who know SMARTI well
•
Build consensus and commitment
What you have already
accomplished:
• Commitment by…
– 80% of local building staff
– Administration at building and district levels
– Agreement to implement for at least three
years
• Reading/Behavior one of top three building
priorities
• Building leadership team and coaches
identified
Implementation of Effective Practices
with and without an Implementation
Support Team
Percent of
Implementation
Time
Implementation
Team
No
Implementation
Team
80%
14%
3 Years
17 years
Balas & Boren, 2000; Fixsen, Blase, Timbers, & Wolf, 2001
Installation for SMARTI
• In the next year, along with your team you
will:
– Form a leadership team
– Attend training to develop capacity and
knowledge for implementation
– Establish systems to support implementation
(i.e. meetings, agendas, priorities, documentation)
– Put data collection systems in place for reading
and behavior
– Collect self-assessment data in order to plan
effectively
– Establish coaching relationship
Initial Implementation for
SMARTI
• In the next year, along with your team
you will:
– Begin to implement universal supports for
PBIS. Three days to support this
development
– Begin to strengthen core instruction in
reading. One day this spring, two days to
support this development in the fall
These stages are recursive
Setbacks at one stage move us back to the previous stage
Ignore
File
Grievance
Snow
Day!
Data
Vote
coach
off
Have a
“AHA!”
Change
Practice
Violate
Norms
Dominate
conversation
Late for
meeting
“We
already
do that.”
Ignore
e-mails
New State
Initiative
Prep for
Meeting
Go to a
PLC
Today is
a book
study?
Apply for
PBIS
Attend
District PD
New
District
Initiative
Be on
time
Go to
Book
Study
Systems/Process Measures
• Tell us about our implementation fidelity: Are
we doing what we said we would do, when and
how we said we would do it?
• Having this information helps us to accurately
interpret our student outcomes.
Performance Assessments of
Implementation for SMARTI
• To help schools answer the question: Are
we doing what we said we would do?
• PBIS Measures:
– Team Implementation Checklist
– Schoolwide Evaluation Tool
– Benchmarks of Quality
– Benchmarks of Advanced Tiers
• Schoolwide Reading Measures:
– Planning Evaluation Tool
– Reading Implementation Checklist
Activity
• What fidelity measures do you have
currently in place
• What is the difference between fidelity
and rigidly adhering to a standard
“scripted” protocol?
Decision Support Data Systems
for SMARTI
• We have regular reporting schedules for
the various fidelity measures to support
your implementation
• They are embedded into the training
sequence and drive the training content
• We have Data Review Training Days at the
end of this year. Beginning in year 2 and
continuing through year 3 data reviews will
be built into the strategic and intensive
reading and behavior training days.
Big Ideas about Data
• All data should serve a purpose
• Collect data with fidelity
• Be prompt about looking at data and
acting on it
• Use multiple sources of data to confirm
what you see
• Use data to support, not to punish
Student Outcome Measures
• Tell us about changes in student
performance:
– What are the skills of our students?
– How are different groups of students
doing?
– Are we seeing improvement?
• Having this information helps us to
determine if what we are doing is making a
difference for our students.
We CAN “work smarter”…
• Prioritize activities based on our School
Improvement Plan.
• Eliminate activities not geared toward
goals and objectives.
• Combine committees and tasks that
have same goal/objective.
• Communicate with all key stakeholders.
• Use effective (evidence-based)
practices.
Improvement Cycles for
SMARTI
• Leadership Team will take information
back to school team after each training
• New practices will be implemented, staff
will provide feedback at regular staff
meetings regarding challenges to problem
solve, and accomplishments to celebrate
• Plan-Do-Study-Act
consistent with MI SIP
Activity
• At your table, take two minutes to
write the big ideas of SMARTI/RtI.
What do you want to be sure your
school/district staff knows?
• After two minutes share with the
other members at your table
Leading Change:
Principals and Coaches Supporting
the Process
Order of Change
• First order change are changes that are
perceived to be a continuation and
refinement of existing beliefs and practices.
They can be implemented with current
knowledge
• Second order change are changes that are
perceived to be a significant break from
current practices and will require new
knowledge, beliefs, and/or resources
McREL, 2006
Characteristics of First
Order Change
• Extension of the past
• Aligns with paradigms
• Consistent with the values and norms of the
district/school
• Implementation is possible with current
knowledge and skills
• Resources that are currently available are used
to implement the change
• Common agreement with the necessity of the
innovation
Characteristics of Second
Order Change
• Departure from the normal way of doing
business
• Challenges existing paradigms
• Conflicts with prevailing values and norms
• New knowledge and skills are needed
• Resources that do not currently exist will be
necessary
• Resistance by others who do not have a
broad perspective of the district/school
Leading Second Order Change
• Staff who perceive the practices
associated with SMARTI as second
order change will require you to focus
on seven essential areas that will help
move them through the change process
Based on the work of Marzano, Waters,
McNulty (2005)
Seven Essential Areas
• Knowledge of the practices associated
with SMARTI/RtI
– Your knowledge will help you respond to
challenging comments/questions posed by
staff
• Positive support for staff who engage in
the practices they are expected to
implement
– Cheerleading is not just for sports teams!
You will play a major role in supporting their
efforts since their implementation may feel
awkward
Based on the work of Marzano, Waters,
McNulty (2005)
Seven Essential Areas
• Deepening the knowledge of staff in
SMARTI /RtI
– Staff need to understand the rationale behind
SMARTI/RtI practices and their role in
implementation
• Willingness to disrupt the status quo in the
face of uncertain outcomes
• Monitoring and evaluating the
implementation efforts and the impact it is
having on student outcomes
Based on the work of Marzano, Waters,
McNulty (2005)
Seven Essential Areas
• Directive and non-directive leadership as
the situation warrants
– As staff continue to resist implementation, the
line in the sand will need to be drawn
• Absolute belief in what staff are being
asked to implement will positively impact
the students
– You cannot lead something you do not
believe in…it is like a vegetarian selling meat
Based on the work of Marzano, Waters,
McNulty (2005)
Bottom Line
• Leading second order change cannot
be entered into lightly
• Be cautious but deliberate
• It is complex and calls for decisive,
quick action
Prestine, 1992
Bottom Line
• As principals and coaches you will be
supported not only throughout the three
years you work with the project, but you
will also have access to supports beyond
the three years
• Just like SMARTI/RtI is not a “one size fits
all” approach, the technical assistance you
receive is tailored to meet your
district/building needs
Types of Support
• Pre kick-off preparation and training
• Continued support/training over the course
of three years and access to coaching
• Additional resources and support through
the http://miblsi.cenmi.org/, pbis.org,
• Regional external coaches
Characteristics of Superb
Leadership Team Members
• Hard-working
• Respected by staff
• Willingness to assume a leadership role with
staff
• Knowledgeable (or a quick study)
• Willingness to assume responsibilities
outside of the normal work day
• Understands the big picture of SMARTI/RtI
• Agrees to implement possibly new practices
to demonstrate to staff the outcome
Cautionary Tale
• Be careful about selection of team
members
• Adding resistant team members to the
process so they can “come along” can and
most likely will, slow the momentum and
efforts of the other team members
• The staff should see these people as
supportive of the work. Resistant staff will
repeatedly have an audience to derail
efforts
The Team
•
•
•
•
•
•
Principal
Internal Coaches
Additional teachers
Intervention/Support staff
School Improvement Team members
External Coaches
Principal Strategies for Guiding
the Leadership Team
(Colvin & Sprick, 1999; Scott & Hunter, 2001)
• Make a public statement of support
• Obtain faculty/staff consensus
• Establish a schoolwide leadership team
• Support the team members
• Support the team meetings
• Determine the simplest way to get data and use data
• Help identify objectives and maintain standards
• Guide the decision making/problem solving process
• Monitor implementation activities and provide feedback
• Provide recognition to faculty for their work
Purpose of the Leadership Team
To coordinate and manage the implementation of
literacy and PBIS supports model by:
– Planning for implementation of a continuum
of supports with fidelity (develop
process/procedures and tools).
– Developing and supporting school-based
implementation capacity (professional
development, technical assistance,
coaching).
– Using data for continuous improvement of
student outcomes.
What a Schoolwide Leadership Does…
• Communicates common vision for schoolwide
supports
• Works to integrate efforts with the school
improvement process to ensure coordination
• Works collaboratively to establish building
capacity to support all students
• Commits resources to establish procedures for
support
• Develops methods for evaluating progress
towards measureable outcomes
• Action planning based on data
Guiding Principles…
• Do not add another
task/requirement/initiative without
taking away two others
• Do not add another
task/requirement/initiative with out
braiding within existing initiatives
How do we successfully accomplish
this work and not become completely
stressed-out?
• If we continue to
add more to our
already
overburdened work
load. . . WE
CANNOT.
• We need to find
ways to be more
efficient and
effective.
Rewarding Staff Behavior
Share Data
with Staff
Beach staff
recognition lunch
Franklin staff
acknowledge each
other
Oakland Schools
certificate of training
Parchment Central
staff celebration
Your turn
Discuss with your coach a plan for
addressing the following:
•Do you have the right people on your
leadership team?
•How and when will you clearly define
the roles and responsibilities for each
team member?
•Would your district benefit from Meeting
Mechanics Training?
Coaching for Fidelity for SMARTI/RtI
Implementation
SMARTI Coaching
• ISD/RESA/ESD Agreements:
– Coaches will attend all team trainings over the
course of the next three years
– Create a sustainability plan
“I haven't got the slightest idea how to
change people, but still I keep a long list
of prospective candidates just in case I
should ever figure it out.”
David Sedaris
Coaching (why?)
• Team start-up support
• Team sustainability/accountability
– Technical assistance/problem solving
– Positive reinforcement
– Prompts (“positive nags”)
• Public relations/communications
• Support network across schools
• Link between trainers & teams
• Local facilitation
Coaching for SMARTI
• Attend and participate in team training
• Meet with your team(s) at least monthly
• Provide technical assistance as needed
• Participate in the networking opportunities
to maximize your learning and skills
• Assist district to build capacity for
sustained implementation (re-define your
role over time)
• Acknowledge progress
• Assist when re-focusing is required
Who should be a coach?
Coaching Competencies
Necessary
Preferred
• Participate in team training
• Knowledge of schoolwide
• Able to attend team meetings positive behavioral
interventions and supports
at least monthly
principles
• Effective working with adults
• Knowledgeable about school • Knowledge of schoolwide
positive behavioral
operating systems
interventions and supports
• Professional
practices
• Commitment
• Skilled in collection and use
• Rudimentary computer skills
of data for decision-making.
Specific Expectations
• Attend and participate in team training
• Meet with your team(s) at least monthly
• Provide technical assistance as needed
• Monitor and report on team efforts when team
completes process measures
• Present on SMARTI/RtI at district levels.
• Assist district to build capacity for sustained
implementation (re-define your role over time)
Providing Conceptual Feedback
• Whenever possible, coaching should
involve providing “Conceptual” feedback
regarding the “Big Ideas” of the practice or
intervention
• Make the general point first then illustrate
it with examples from data sources
(Practice Profile rubric data, permanent
products, student data, observational
data)
Benefits of Conceptual Feedback
• Helps staff to focus on the important principles of
the practice
• Helps staff to generalize from specific behavior in a
specific context to set of key behaviors across
contexts
• Makes it easier to hear critical feedback (not
perceived as nit-picking)
• Naturally moves away from compliance monitoring
and away from focusing on exceptions
• To build a ‘culture’ around the new ways of work
and new ideas
Implementation Guide
(Practice Profiles)
Coaches will:
• Identifies critical components
• For each critical component:
– Identifies gold standard
– Identifies acceptable variations in
practice
– Identifies ineffective practices and
undesirable practices
Adapted from the work of W. David Tilly III, and
Heartland Area Education Agency 11, Iowa
Practice Profiles
• Each critical component is a heading
• Each level of implementation becomes a
dimension on the rubric associated with
that critical component.
• The conversations about the Profile serve
as the fodder for Coaching
Critical Component
Ideal
Implementation
Critical Component 1:
Description
Description of
implementer
behavior
Acceptable
Variation
Unacceptabl
e Variation
Drastic
Mutation
Unacceptabl
e Variation
Adapted from work of the
Heartland Area Education Agency 11, Iowa
Your turn
•Get out your calendars and schedule dates
for building leadership team meetings
•Confirm the dates for the trainings
•Consider adding meeting times to a preexisting meeting
During this section, think about your
staff and the philosophies they might
hold about dealing with misbehavior.
Think about how you might use this
section to promote buy-in and
minimize resistance
Goal
• To create an environment where no
student falls through the crack
• This is accomplished by creating a school
environment where student safety and
demonstration of socially appropriate
behaviors can lead to an increased
emphasis on academic productivity
– Academics vs. behavior is the ultimate
chicken and egg question
How do we accomplish the goal?
• Create systems to support students at
multiple levels in both academics and
behavior
• Collectively agree to adhere to a
philosophy that “we have never failed
unless we have ceased to try” (Eleanor
Roosevelt)
– This requires the adults to be relentless in
finding something that will work to make
every child successful
Resiliency Literature
• Research studied adults who had
disastrous childhoods but made it through
and are normal functioning adults
• When asked why they were able to survive
they cited two reasons:
– Family member who never gave up on them
– Teacher who never stopped believing in them
Research cited by Sprick
(2007)
School Connectedness
• Body of research indicates students’
emotional connectedness to school is
directly related to their choices about
activities involving drugs and violence
• EVERY student has a need for
recognition, acknowledgement,
purpose, belonging, and competence
School Connectedness
• Schools are much more likely to create
a school culture that includes every
student if staff continually seek and use
data/feedback to drive decision-making
Every student counts…
• It is the job of the leadership team
(principal included) to communicate to
staff that EVERY student counts and to
observe and evaluate whether all
students are getting their needs met
Historical Perspective
• Have your ever heard either of these
statements before?
– “Can’t we just go back to the way school
use to be?”
– “If paddling was still acceptable, we
wouldn’t have the same problems we see
today.”
Historical Perspective (cont’)
• Reality:
– Graduation rates: never been higher; we
are educating more students with higher
needs
– Paddling: still legal in 23 states and same
behavioral problems exist within those
state as others with no paddling
– “Big Gun Mentality” doesn’t work
– Creating a positive, proactive environment
is most beneficial to all students
Positive, Proactive vs. Punitive
• Over-reliance on punishment and punitive
measures does the following:
– Results in an increase in escapist/avoidance
behaviors in students
– Causes students to be our enemies rather
than allies
– Causes students to engage in the ultimate
form of escapism-drop-out
– Severe punitive measures (i.e. suspension)
are more aversive to adults
Your turn
• Think about you and your staff.
– Identify staff whose approach to behavior tends to
be positive and proactive towards all students.
Place these staff in the green zone & estimate the
percentage.
– Identify staff whose approach tends to be positive
and proactive for most students, except for those
who “try my patience.” Place these staff in the
yellow zone & estimate the percentage.
– Identify staff whose approach to behavior tends to
follow the Big Gun Mentality of “I am the adult,
s/he is the child and should do what I say the first
time because I said it.” Place these staff in the
red zone & estimate the percentage.
Tiered Leadership Intervention:
Approach to Behavior
“Big Gun” mentality
Positive and proactive
Towards all
Positive and proactive for
most…except for those who
“try my patience.”
Question:
Where do we begin?
Answer: We begin by altering the
things we have control over
“If a child doesn’t know how to read, we teach.”
“If a child doesn’t know how to swim, we teach.”
“If a child doesn’t know how to multiply, we teach.”
“If a child doesn’t know how to drive, we teach.”
“If a child doesn’t know how to behave, we…….....
………punish?”
……….teach?
“Why can’t we finish the last sentence as
automatically as we do the others?”
Tom Herner (NASDE President ), 1998
• Define expectations
• Teach expectations in settings
• Monitor students to see if expected behaviors
are followed
• Acknowledge students for demonstrating
expectations with specific feedback
• Correct misbehavior
• Use Data to determine strengths and areas of
need
“Products” for Universal
Behavior Supports
• 3-5 Broad behavioral expectations that
serve as overarching expectations
• Broad expectations are more operationally
defined in the context of each nonclassroom setting in the behavioral matrix
• Completed behavioral matrix that clearly
identifies (in positive terminology) what is
expected in non-classroom settings.
Broad Expectations:
Examples
Behavior Matrix: Example
Staff input in
developing the matrix
is critical. Do not
overlook their active
involvement for the
sake of saving time.
• Define expectations
• Teach and re-teach expectations in settings
• Monitor students to see if expected behaviors
are followed
• Acknowledge students for demonstrating
expectations with specific feedback
• Correct misbehavior
• Use Data to determine strengths and areas of
need
Teaching Plan: Example
Your turn
• Think about you and your staff.
– Does your building already have a logo or
theme that would be easily remembered by all
students (Remember: K students should be
able to remember the broad expectations too)
– Think about the non-classroom settings that
will require the expectations to be defined.
How will you and the leadership team engage
staff in the identification and definition of
behavioral expectations?
– Will an ad-hoc group of staff work to create
the teaching plan? How will you recruit other
staff besides the leadership team members?
• Define expectations
• Teach expectations in settings
• Monitor students to see if expected behaviors
are followed
• Acknowledge students for demonstrating
expectations with specific feedback
• Correct misbehavior
• Use Data to determine strengths and areas of
need
Why emphasize monitoring and
active supervision?
• By monitoring and actively supervising we
can see first hand what our students are
doing.
• We need to be actively present in order to
acknowledge appropriate behavior,
document inappropriate behavior, and
deliver a continuum of consequences.
Basic Management Principles
• Active supervision
– Movement
– Scanning
– Positive Interaction (more about this next)
• Positive contact
• Reinforcement of expected behavior
• Define expectations
• Teach expectations in settings
• Monitor students to see if expected behaviors
are followed
• Acknowledge students for demonstrating
expectations with specific feedback
• Correct misbehavior
• Use Data to determine strengths and areas of
need
Acknowledgement System:
Understanding the Theory Behind the Practice
and Avoiding the Pitfalls
Rationale
• Research Literature: Over 30 years of
research found most teachers (general
ed. and special ed.) fall into patterns
where we are giving more attention to
misbehavior than positive behavior (3
to15:1 skewed to the negative side)
Research cited by Sprick (2007)
Research Review
• Landmark studies: (Dr. Wesley Becker)
found children who are starved for
attention, as the rate of criticism
increases the rate of their misbehavior
increases.
• Why?…because it is a vicious cycle
Vicious Cycle of Reinforcing
Misbehavior
• Vicious Cycle:
– We get reinforced for paying attention to misbehavior and
logically so because 99% of time a gentle reprimand stops
the misbehavior
– We are reinforced because the behavior stops
– Student who craves attention is reinforced and then
demonstrates behavior again shortly after
– We issue a reprimand and student stops behavior
– Student’s misbehavior is reinforced
– We are reinforced again because the behavior stopped
Reprimand stops
misbehavior
Student
misbehaves again
We are reinforced
because behavior stops.
Student is reinforced
because behavior gets
attention
Positive or Negative?
• Common Comment:
– “But, I am not a negative teacher I really am a
positive person.”…..
• The concept of “Ratios of Interaction” is
relevant even for warm, friendly, inviting,
positive, and caring educators
• Majority of the negative interactions are
gentle reminders
– “You need to get back to work now.”
– “No, put that away please.”
– “I asked you to go back to your seat”
Rating Interactions
• To determine whether an interaction is
considered positive or negative always
ask yourself this question:
– Did the child get attention while engaged in
positive behavior or negative behavior?
– Was the child doing what I requested be
done when I gave him/her attention?
For students who repeatedly
demonstrate minor or major
misbehavior, they will require even
more immediate and specific
feedback when they engage in the
expected behavior
Common Concerns
• Is it appropriate to give even more time
and attention to students who misbehave?
– This student is already demanding a great
deal of your attention.
– You are shifting the focus to the student
getting your attention for engaging in positive
behaviors
Common Concerns
• Do problem students deserve extra positive
attention?
– As we start shifting the focus from negative
attention to positive, you will find the others in
the room/school get a lot of positive attention
but it is in more naturalistic ways.
•
•
•
•
100% on a test
“Good Job”
Smile
Thumbs-up
Common Concerns
• Won’t the student think that the positive
attention is phony?
– Research conducted that explored this
very issue: found that it really did not
matter even when the researcher/observer
thought the teacher sounded very phony
– Issue is: what behaviors are you paying
attention to?
Research cited by Sprick
(2007)
“Products” for
Acknowledgement System
• Formal plan for increasing the amount of
positive interactions all adults have with
students in the school (5:1 ratio)
“Products” for
Acknowledgement System
• The systematic ways in which students
are provided positive feedback for
demonstrating the behavioral
expectations will be the basis of an
acknowledgment system
– Note: until the ratio of positive/negative
interactions is 5:1, a visual prompt (i.e. slip,
ticket) may need to be used by adults and
given to students
Relationship of
Acknowledgements to Office
Discipline Referrals
600
15
580
14.5
560
14
540
13.5
520
13
500
12.5
480
12
460
11.5
440
11
420
10.5
400
10
380
9.5
360
9
340
8.5
320
8
300
7.5
280
7
260
6.5
240
6
220
5.5
200
5
180
4.5
160
4
140
3.5
120
3
100
2.5
80
2
60
1.5
40
1
20
0.5
0
0
Weeks
Average Tickets/Day
Average Referrals/Day
ODRs
PURRS Slips
Parkwood Upjohn
Acknowledgement System: Example
Common Concerns & Questions
• Isn’t this bribery?
– Definition of “bribe”: the inducement
(usually monetary) to do something illegal,
unethical, or immoral. A bribe is an
incentive to do something wrong.
– Do you hear this comment: “We shouldn’t
have to bribe kids”
• Gentle correction: “I have never bribed a kid
because I have never created an extrinsic
system to do something wrong.”
Bottom Line
• An extrinsic acknowledgement system
provides the adults in the building with a
visual prompt to provide all students in the
school with specific, verbal feedback
regarding their demonstration of the
behaviors defined on the matrix
Your turn
• Think about you and your staff.
– Will they perceive an extrinsic
acknowledgement system as bribery?
– How will you and your coach teach the staff
the true purpose of an extrinsic
acknowledgement system?
– Should you and your coach consider
collecting baseline data regarding the ratio of
interactions?
• Talking point: once all adults in the building have a
5:1 ratio on a consistent basis, the extrinsic
acknowledgement system can be phased out.
• Define expectations
• Teach expectations in settings
• Monitor students to see if expected behaviors
are followed
• Acknowledge students for demonstrating
expectations with specific feedback
• Correct misbehavior
• Use Data to determine strengths and areas of
need
It is important to remember:
Before you consider punishing inappropriate
behavior you should…
• Clearly identify the behavior you want to see
• Teach students how to perform the behavior
• Acknowledge students for engaging in the
identified behavior expectations
Do not expect negative consequences to change
behavior patterns. Teaching changes behavior.
You will never punish a student into being
motivated to behave.
Why not just punish problem behavior and not
worry about all this “PBIS stuff”?
• Punishment does not teach new behavior (only
escape or avoidance of the punisher)
• Punishment may elicit aggression
• Emotional side effects have been linked to
punishment (e.g., fear, anxiety)
• Situations and people associated with
punishment may become conditioned punishers
• Students may model or imitate punishment
• Person applying punishment may be reinforced
for doing so
General guidelines for handling
problem behaviors
• Proactively teach expectations and rules
• Ensure that there is a greater ratio of positive to
negative interactions (e.g., 5:1)
• Provide hierarchy for rule violations
• Consequences are preplanned and posted
• Consequences for rule violation are explained and
regularly reviewed
• Consequences are delivered consistently and in a
timely manner
• Tie management of problem behavior back to the
schoolwide expectations
Your turn
• You have gone through the big ideas for
PBIS that staff will be introduced to during
this school year
– Discuss with your coach the current level of
understanding staff have regarding the
rationale behind a positive, proactive
approach and each of the big ideas.
– How will you allocate time to deepen the
knowledge of your staff?
– Review your staff meeting schedule with your
coach and the dates of the three PBIS
trainings. Schedule time for this learning to
occur.
Introduction to
School Wide Information System (SWIS)
Why Collect Discipline Information
• Decision making
• Professional Accountability
• Decisions made with data (information)
are more likely to…
• be implemented
• be effective
The School-Wide Information
System (SWIS)
• Web-based information system designed to help
school personnel to use office referral data to
design school-wide and individual student
interventions.
• Provides school personnel with accurate, timely
and practical information for making decisions
about discipline systems
Three Key Elements of SWIS
1. Data Collection System
•
Coherent system for assigning referrals
•
•
Prob. behavior definitions, referral form, rules for referral
Allocation of FTE to enter data, build reports
2. Computer Application
•
Web-based, continuously available, secure
3. Decision-making
•
Use of data
•
•
School-wide
Individual Student
Features of SWIS
• Only reports discipline data
• Major office referrals
• Minor discipline offenses
• Suspensions and expulsions
• Highly efficient (30 sec per referral)
•
•
•
•
•
Local control (Building Level)
Formatted for decision-making (pictures)
Information is available continuously
Confidential, secure
Can be combined with district data base
Improving Decision-Making
From
Problem
Solution
We have data but don’t know
what to do with it
Improving Decision-Making
To
Problem
Problem
Solving
Solution
Information/ Data
Action
Planning &
Evaluation
www.swis.org
www.swis.org
[email protected]
…….
SWIS Data Entry: Add/Revise Referral
New SWIS Report
Average Referrals Per Day Per Month (National data lines)
SWIS summary 2009-10 (Majors Only)
4,019 schools; 2,063,408 students; 1,622,229
ODRs
Grade Range
Number of
Schools
Mean Enrollment Median ODRs
per school
per 100 per
school day
K-6
2565
452
.22
6-9
713
648
.50
9-12
266
897
.68
K-(8-12)
474
423
.42
SWIS Reports: Referrals by Problem Behavior
SWIS Reports: Referrals by Location
SWIS Reports: Referrals by Student
SWIS Reports: Referrals by Time
Current Options
• Double Entry – Recommended
• Enter all office discipline referral information into both systems, OR
• Enter all ODR information into SWIS; only state reportable offenses into
School Information System
• Download into Excel Spreadsheet from SWIS
Custom Reports
• S-Dex: (DISTRICT IT ASSISTANCE NEEDED)
• Download data from SWIS and upload into District’s system
• ASIST: (DISTRICT IT ASSISTANCE NEEDED)
• Download data from School Information System and upload into SWIS
• ECS Distributor: (DISTRICT IT ASSISTANCE NEEDED)
• A web service providing read-only access to SWIS data in a format most
useful to software and database developers at the district level and above.
Your Turn
With your coach discuss the following items:
• What features of SWIS are already covered through
an existing system that you are using?
• What features of SWIS are unique?
• What conversations do you need to have with others
that will help them understand the similarities and
differences between SWIS and your current system,
i.e. District Reporting System vs. Progress
Monitoring Tool.
• Would double entry be the most efficient use of FTE
time knowing the complexities of data integration?
Why talk about SWIS now
• There are many pieces to learn, train,
schedule and organize before you can
begin entering data.
• Coaches and principals play a key role in
the management of SWIS and building
level support for using SWIS.
• The earlier we can start, the earlier you
can begin entering data and reviewing
your reports for decision making.
Discipline Data: A Cautionary Tale
School A began collecting SWIS data as
part of implementation of SMARTI.
Here’s their data:
Discipline Data: A Cautionary Tale
Here’s what you don’t see in their data:
Teachers report they don’t have time to write
referrals and just send kids to the office.
Teachers feel nothing happens in the office to
address students’ behavior, so why should they
bother?
Teachers feel that since their data shows “no
problems” when there are problems, no action is
being taken.
Discipline Data: A Cautionary Tale
Moral of the Story:
• Accurate Data Leads to Accurate Problem
Solving, Prevention and Intervention.
How will you ensure that:
– Your data is accurate
– Staff understands why it is important to
collect the data
– Your staff is in agreement about what data
is collected.
– Your staff is in agreement about how the
data will be used.
WARNING!
• You are about to engage in a process
that will help you to establish the data
system for collecting discipline referral
data. You will still need to be aware of
and planning for the practices around
ensuring your school is collecting and
acting upon accurate data.
SWIS Readiness Checklist
1. School-wide discipline is one of
the top goals for the school.
✔
You confirmed this when you
applied to work with SMARTI. Make
sure your staff understand this
clearly as well.
2. Administrative support for the
implementation and use of SWIS™ is
available.
• Did the information we presented earlier
help you understand the benefits of
using SWIS and are you now feeling “on
board?”
• Do you need to share what you know
with other district administrators and data
coordinators?
3. A behavior support team exists, and
they review referral data at least once
a month.
• Do you have monthly meetings on your
schedule?
• Will you commit to using time during each
meeting to review your SWIS data and go
over any clarifications of problem
behaviors and what is a major/minor?
4. The school uses an office discipline
referral form that is compatible with
SWIS™ referral entry.
• How compatible is your office discipline
referral form with SWIS data entry?
(more about this in a minute)
5. The school has a coherent office discipline
referral procedure that includes:
•
Definitions for behaviors resulting in officemanaged vs. staff-managed referrals (Major
v. Minor)
•
A predictable system for managing
disruptive behavior
Getting the procedures to be systematic and
consistent is a process that will take time, training,
and follow-up. How will you facilitate this process?
See SWIS Referral Form Definitions Document to
assist you in this process located behind the tab,
“Referral Form Definitions”
6. Data entry time is allocated and
scheduled to ensure that office
referral data will be current to within
a week at all times.
• How will you set up your data entry
schedule to ensure that referrals are
always entered weekly if not daily?
• How will you share this expectation with
the person or people who are
responsible for entering referral
information into SWIS?
7. Three people within the school are
identified to receive one, 2½ -3 hour
training on the use of SWIS™
Principal and two data entry persons – can include
but not limited to secretaries, paraprofessionals,
internal behavior coach
• Who will you send to the Swift at SWIS
training?
8. The school has computer access to the
Internet, and one of the following web
browsers (Internet Explorer 7.0 or higher for
PC [IE not compatible on Macs], Safari 2.0 or
higher, Firefox 2.0 or higher).
•
When will you check your computers to make
sure your internet browsers are compatible with
SWIS? (Idea: go to http://www.swis.org and try
out the demo site.)
9. The school district agrees to
provide a facilitator who will work
with school personnel on data
collection and decision-making
procedures.
SMARTI will set you up with a SWIS
facilitator. This person will run your
✔ Swift at SWIS training and be an ongoing resource to your school.
10. The school agrees to on-going training
for the team receiving SWIS™ data on
uses of SWIS™ information for discipline
decision-making.
This on-going training will happen as part of
your core SMARTI trainings. Sessions will
✔also be available at the annual SMARTI
Coaches Conference and the State
Conference.
Your Turn
• With your coach, review the Tasks on the
SWIS Readiness Checklist.
• Identify which steps still need to be
completed.
– Think about which steps will need staff input.
– Plan with your coach how to engage in staff in
discussion around the readiness tasks #4 and 5.
• Make sure you have your SWIFT at SWIS
training scheduled through your TAP.
Discipline Referral Processes
Coherent system in place to collect major (office)
discipline referral data
• Faculty and staff agree on categories
• Faculty and staff agree on process
• Office Discipline Referral Form includes specific
information
• Name, date, time, grade level
• Referring Staff
• Problem Behavior
• Location
• Motivation
• Administrative Decision
SWIS Office
Discipline
Form
Compatibility
Checklist
Sample
Office
Discipline
Referral
Form
SWIS
Office Discipline Referral
(ODR) Form
Problem Behavior
SWIS Referral
Form
Compatibility
Checklist
Tracking problem behavior
• In order to evaluate our effectiveness in
reducing problem behavior, we need a way to
track behavior problems
• We use SWIS for this purpose
• Each major discipline problem should be
documented on the school’s referral form
• This information is then entered into SWIS
• SWIS is not a punisher/consequence for
problem behavior, but a data system for tracking
behavior problems to help determine which
interventions and resources are needed
Categorize Problem Behavior
• Minor school infractions
Typically managed immediately by staff in the
context in which in which they occur (Minor)
• Serious school violations
• Typically referred to office and are usually
managed by the school administration (Major)
• Illegal behavior
• Almost always are managed by school
administration in conjunction with local law
enforcement agents (Major)
Categorizing Problem Behavior
•
•
•
•
•
•
•
•
•
•
•
•
•
Inappropriate Language
Arson
Bomb Threat/False Alarm
Defiance/Disrespect
Disruption
Dress Code Violation
Fighting/Physical Aggression
Forgery/Theft
Gang Affiliation Display
Harassment/Bullying
Inappropriate Display of
Affection
Inappropriate Location
Lying/Cheating
•
•
•
•
•
•
•
•
•
Other Behavior
Property Damage
Skip Class
Tardy
Truancy
Technology Violation
Unknown
Use/Possession of Alcohol
Use/Possession of
Combustibles
• Use/Possession of Drugs
• Use/Possession of Tobacco
• Use/Possession of Weapons
Minor Discipline Offenses: Defined
"Minor" discipline events are behaviors
that can be redirected quickly without
disrupting the flow of instruction or school
activity, do not require the direct contact
with the office, and if performed
infrequently would not be considered a
problem.
Major Discipline Offenses: Defined
Problem behavior that is considered "major"
require the student referred to another location/staff
person for addressing the problem
Major problem behavior may:
• Place self-or others at physical risk
• Prevent the on-going delivery of instruction
• Cause significant property damage
• Be illegal
How to determine consensus on
"major" versus "minor" offenses.
•
Remember that different schools adopt
different standards for major versus minor
•
Factors such as school culture, student
needs and available resources are
considered
•
In general the faculty must define
a) those behaviors handled within class
(or school setting) and
b) those that require being sent to another
location/staff member for processing
Major vs. Minor
• Travis always calls Amanda "Amanda Panda"
and he has a crush on her. Amanda hates this
name and complains about it. Minor
• Audrena slams her locker door after going to retrieve
her pencil. Minor
• Andrew carries a container of Skoal in his pocket to
school. Major
• After being told to stop, a child running down the hall
keeps on going and bumps into another child. Minor
Your Turn
• Review the Discipline Categories Exercise
handout.
• Do Exercise 1 (the first column) individually
or with your coach.
• As a table, discuss how you might use this
activity or something else to teach your whole
staff about the categories of problem
behavior.
SWIS
Office Discipline Referral (ODR)
Form
Possible Motivation
SWIS Office
Discipline
Referral
Form
Compatibility
Checklist
SWIS…
• Requires that you enter the possible motivation
for the problem behavior incident
• This information can then be used…
• As a component of a comprehensive functional
behavior assessment
• To develop more meaningful interventions for
students within your school (matching student
need to intervention)
At other times it may be difficult to understand why
people act as they do.
Learned Behavior
We do know that our behaviors
are learned and continue
because they serve some
purpose or motivation. That is,
we engage in behavior because
we have learned that certain
desirable outcomes are likely.
Desirable Outcome
Behavior Continues
Behaviors serve one of two
motivation functions
They help us to get
something we like.
• Tangibles (food, toys,
money, etc.)
• Attention (smiles,
conversation, etc.)
• Internal states (rest,
self-stimulation,
success, etc.)
They help us to escape or
avoid something we do not
like.
•
Tangibles (disliked food,
scary items, etc.)
•
Attention (scolding,
conversation, lectures,
etc.)
•
Internal states (failure,
fatigue, pain, etc.)
Motivation Guidelines
Obtaining
•
•
•
Avoiding
Adult Attention
•
• Staff often redirecting the student
• Problem behavior often occurs when
staff working with others
• Staff needs to provide one-on-one
assistance to get student back on-task
• Problem behavior occurs when staff
stops interacting with student
• Student stops behavior but than repeats •
it
Peer Attention
• Class verbally responds/laugh at
behavior
• Peers are around to witness it
• Problem behavior stops when peers are
not paying attention
•
Items/Activities
• Student gets access to preferred
activity/situation
• Behavior occurs when student is denied
something or disciplined
• Behavior stops when student gets what
they wanted
Adults
• Problem behavior occurs more with
one adult and not another
• Student attempts to put physical
space between himself and staff
person
Peers
• Peers leave student alone when
(s)he engages in behavior
• Problem behavior stops when peers
leave student alone
Tasks/Activities
• Problem behavior occurs and
persist when a request is made
• Problem behavior happens only in
certain academic activities
• Problem behavior subsides when
staff stops making request
• Problem behavior stops at the end
of an academic activity
Referrals by Motivation
Referrals by Motivation for
Individual Students
When the lunch bell rings, Billy runs and sits
at the table. Once seated he can open his
lunch box and begin to eat.
What is the motivation for Billy’s
running to the lunch table?
A. Obtain items/activities
B. Avoid adult
C. Obtain peer attention
Mr. Feeble asks Ralph to take out his math book. Ralph
responds, “Your mother wears combat boots.” Mr. Feeble then
sends Ralph to sit in the hall instead of doing math
What is the motivation for Ralph’s
rude comment to Mr. Feeble?
A. Avoid task or activity
B. Avoid Peer(s)
C. Obtain adult attention
SWIS Data-Decision Making
• All data should serve a purpose
• Collect data with fidelity
• Be prompt about looking at data and acting on it
• Use multiple sources of data to confirm what
you see
• Use data to support, not to punish
Team Time
• Take another look at the SWIS Readiness Checklist.
• Where are you along the path to being ready?
• Develop a plan for how you will work with your staff
on:
– Creating a SWIS compatible discipline referral form
– Categorizing problem behaviors
– Defining major vs. minor problem behaviors
– Understanding motivation
Future SWIS Activities
• Swift at SWIS training needs to be completed in
February. With a trained SWIS facilitator.
• Begin SWIS Data input daily/weekly within 2
weeks after Swift at SWIS training
• Share SWIS data with team and staff monthly
• Review problem behaviors, major vs. minor, and
motivation with staff as needed
Assignment
• Complete the items on the SWIS Readiness
Checklist (Due before Swift at SWIS training in
February. Your SWIS Facilitator will contact you
to assist you with this process.)
• With your coach, read through the items on the
Team Implementation Checklist which is located
in your Assessment Booklet
Using the Self Assessment Survey
Obtaining Consensus
• We will focus on the results of the Self
Assessment Survey in January to help you
think about consensus and planning for
implementing PBIS in your building.
Assignment
• Self-Assessment is Due by November 23rd.
• Finalize membership for the leadership team
• Finalize dates with coach for monthly leadership team
meetings
Your turn
• pbisassessment.org
RTI Needs Assessment and
Beliefs Survey
• Two forms to be completed:
– Response to Intervention Building
Needs Assessment
– Beliefs Survey
• Due back to Stacey Miller on 11/23/11
– Scan/email([email protected])
– Fax (632-1125)
– Mail (PO Box 883/315 Armory Place, Sault
Ste Marie, MI 49783)