Regional Technical Assistant Coordinators:
Lori Cameron
In Partnership with OSEP’s TA Center
on Positive Behavior Support
Co-Director’s:
Rob Horner, University of Oregon, and
George Sugai, University of
Connecticut
www.pbis.org
www.swis.org
 Opening
activity “Box of Chocolates”
 State of CESA 1
 General PBIS Assessment Review
 BoQ Overview/Review
 Preparing for Tier 2
 Structured networking: Share the LOVE…
100
90
80
70
60
50
40
30
20
10
0
66.64
75
73.3
Average
Lowest
Highest
Highest
Lowest
TIC
Average
Average
BOQ
Average
SAS
Average
9/1/12 to 2/1/13
Faculty Commitment
100
90
80
70 Info Syst
60
50
40
30
20
10
0
TIC
Average
Individual Student
Average
Lowest
Highest
Highest
Lowest
Average
BOQ
Average
SAS
Average
Score > 80%
 TIC



Information Systems (50)
Classroom (55)
Violation Systems (59)
 BOQ

Faculty Commitment (64)
 SAS


Individual Student (58)
All other scores were in the 70’s
Expectations
100 Defined
90
80
70
60
50
40
30
20
10
0
TIC
Average
Expectations Developed
Expectations Defined
Average
Lowest
Highest
Highest
Lowest
Average
BOQ
Average
SAS
Average
Score > 80%
 TIC


Expectations Defined (84)
Commitment (83)
 BOQ



Team (82)
Discipline Procedures (86)
Expectations Developed (90)
 SAS



Expectations Defined (92)
Expectations Taught (81)
District Support (80)
100
80
70
66
75
73
74
73
60
CESA 1
State
40
20
State
0
TIC
Average
CESA 1
BOQ
Average
SAS
Average
Info Syst &
100 Class Man
80
60
Faculty Commitment
58
51
64
63
58
Individual Student
58
CESA 1
State
40
20
State
0
TIC
CESA 1
BOQ
SAS
100
Expectations
Defined
86
84
Expectations Developed
90
85
91
80
91
Expectations Defined
60
CESA 1
State
40
20
State
0
TIC
CESA 1
BOQ
SAS
 Access
the coaching calendar at
www.wisconsinpbisnetwork.org
 Action plan agenda items for your team
based on calendar recommendations
 Schedule SAS, TIC, BoQ if they are not yet
completed or on your calendar for this year.
 Tier 2 teams – schedule a time to do the
MATT

Local Assessment Coordinator: Who? What do
they do? How to become one?

General Assessment Schedule; Opening windows
for assessments

Viewing Reports, Action Planning
What action steps have you taken since last meeting


New Assessments (EC BoQ, MATT)
Resources
Have Local Coordinator Open a window for BoQ
in March or April
 Individual team member / coach scoring
comparison

Link to webinar www.wisconsinpbisnetwork.org
click on Coaches Tab then on Resources scroll to BoQ
Webinar
 One team meeting for completion
 Independent work outside of team meeting for
scoring
 May be additional Coach responsibilities


Full team consensus using Scoring Guide

Done at team meeting, may take more than 1
meeting to complete depending upon discussion time
needed
 Scoring
Guide – all team members & coach
rate each statement using the scoring guide.
Can be done individually or as group
response
 Scoring Form – coach records consensus score
on each item on Scoring Form


Team and Coach discuss and compare item scores
and come to consensus on items where there is
discrepancy.
If no consensus meet again with External coach
on specific items you do not agree on.
 Coach
enters final consensus scores into PBIS
assessment site, using your school code.
www.pbisassessment.org
 Window
must be opened for BoQ scores to be
entered.
 Enter date of survey completion (not date of
entry if different). BoQ can be post dated.
20 min
 With


Read through the Scoring Guide and the Scoring
Form.
Record





a partner:
One “Ah Ha” (something cool or that is more defined
for you now)
One “Oh No” ( something that you may not
understand or something that you may have to clarify
for your team)
One “Mmmm Hmmm” ( something that you already
knew, and the survey confirms)
Share out with group
***There is an EC BoQ on the PBIS assessment
website! Check it out if you are an EC site
 How
many schools do you anticipate moving
to Tier 3 next year?
 Why do you think they are ready?
PBIS in the Classroom
 What
is your relationship with district
leadership?
 Prep at the district level includes:



Attending Tier 2/3 overview
Expanding coaching capacity
Flexibility in how staff is used and scheduling
A
resource you love
 A lovely data story
 Something you’d love some help on
 How you will acknowledge your Internal
Coach/team members this month
Next Coaches Corner: May 22nd at CESA 1
Regional Technical Assistant Coordinators:
Lori Cameron
In Partnership with OSEP’s TA Center
on Positive Behavior Support
Co-Director’s:
Rob Horner, University of Oregon, and
George Sugai, University of
Connecticut
www.pbis.org
www.swis.org
 Opening
activity “Candy Hearts”
 General information: Recognized School
Applications
 PBIS Network Leadership Conference
 Using the TIPs like agenda with Outcome
data
 Tracking Minors
 Preparing for Tier 2
 Structured networking: Share the LOVE…
 Count
off into groups
Within your group
 Share a resource you LOVE
 Share a LOVELY data success story
 Something you would LOVE some help on
 How will you acknowledge your staff this
month?
Your Team members?
Applications for Recognition Schools
http://www.wisconsinpbisnetwork.org/
1. Must be completed on-line
2. Easier Process
3. Schools of Distinction must upload data and
artifacts
4. Better description of needs
5. Will use a 5 point rubric to score
 August
20th and 21st
 Pre-Conference Aug 19th (Must register for
conference to attend pre-conference)
 Recommend early registration
 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
Give an Example of a Precise Statement
 Look
at your outcome data
 In small groups, ask more questions:



What time of day?
A sub group of students or all?
Location?
 Create
a Precision Problem Solving
Statement
 Generate several action plans
Problem Solving Statement
Information for Team,
or Issue for Team to
Address
Solution Actions
Who?
By When?
Goal
Prevention
Teaching
1. Focus on prevention first. How
could we reduce the situations that
lead to these behaviors?
2. How do we ensure that students
know what they SHOULD be doing
when these situations arise?
Reward
3. How do we ensure that
appropriate behavior is recognized?
Extinction
4. How do we work to ensure that
problem behavior is NOT being
rewarded.
Corrective Consequence
5. Are corrective consequences
needed?
Data Collection
6. How will we know (a) if we are
doing what we plan, and (b) if what
we plan is working to benefit
students?
Source: Steve Newton, Anne Todd, Rob Horner, UO
Bob Algozzine, & Kate Algozzine, University of NC at Charlotte
CESA 7
Final Word: Using Data to Build
Solutions
Prevention
Teaching
Recognition
How can we avoid the problem context?
How can we define, teach & monitor what
we want?
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?
Source: Steve Newton, Anne Todd, Rob Horner, UO Bob Algozzine, & Kate Algozzine,
University of NC at Charlotte
School Team Time
Look over your outcome data.
Create a problem solving statement.
If necessary, add Administrative items, potential problems, etc.
25 min
Solid Tier 1 Implementation
 80%
on TIC or SAS
 70% on BOQ
Strongly recommend:
 Sound implementation at classroom level
 Solid staff buy in
 Regular use of data reports at meetings
Outcome data
 No
more than 20% of your students receive 2
or more Office Discipline referrals.
 Data base should be able to create graphs:
Monthly ave. number of ODR’s per day per 100
students
 Location
 Type of behavior
 Time of day
 Students

WI PBIS Network Triangle Tool
1.
2.
3.
4.
School completes U300 / TA day
Key district administration attend the Tier 2/3
Overview
School principal and coach attend Tier 2/3
overview
School completes the Tier 2 Readiness checklist
Strongly Recommended
1.
2.
District has coaching capacity for Tier 2
District policy supports restructuring the school
day, if needed, to provide Tier 2 supports
1.
2.
3.
More sensitive to measuring needs and change in
students.
Provides data at the classroom level that can
indicate trends
In schools with low office referral rates, data
from the classroom level is especially important
for problem solving
Tracking Minors
Stand up, Hand up, Pair up
Pair up times 2
Each person take 90 seconds to share
your system for tracking minors
1. Keep system easy and efficient to use
What data do you need to record?
How will you record the data?
How will data be analyzed in your class?
school wide?
Examples of tracking systems
2. What criteria is used to determine when a
problem behavior must be documented?
No
Redirection only
 Requires minimum break
in lesson delivery
 Results in minimum
disruption to learning
 Student needs to be
taught the routine
 Student needs more
practice with a routine

Yes
Requires more than
minimum break in lesson
 Disrupts learning of self
or others more than
minimal degree
 Consequence needs to be
delivered

3. Does student need a copy of the minor
referral?
Time
Energy
Negative Feeling
Tone
The referral paper itself is not the
consequence
4. At what point are parents notified?
Why Wait
When to Notify
• 5:1 ratio
• Patterns emerge
• Punishment at home
• Behavior causes
serious
disruptions
• Cultural
responsiveness
Networking
1.
2.
3.
4.
5.
6.
Write a challenge on a note card
Grab 3 – 4 hearts
Hand up, stand up, pair up *
Share your challenge, and get ideas
Give a heart
Hand up and find a new partner
7. Go back to home group and share
the wealth
* High Schools Network together
Network with your district