MN SW-PBIS Training Kevin Filter School-wide Evaluation Tool (SET) 1.
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MN SW-PBIS Training Kevin Filter School-wide Evaluation Tool (SET) 1
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Transcript of MN SW-PBIS Training Kevin Filter School-wide Evaluation Tool (SET) 1.
MN SW-PBIS TrainingKevin Filter
School-wide Evaluation Tool (SET)
1
Virtual Training MaterialsPlease have the following materials printed out and available during the training session.
Set Evaluation Tool - http://rainbowresearch.org/clients/pbis/docs/manual10_evaltool.pdf
Case Study 1 – http://rainbowresearch.org/clients/pbis/docs/manual05_casestudy1.pdf
SET OverviewPurpose
1. Assess the extent to which the critical features of SW-PBIS are in place in a school
Results can serve as a basis for determining annual goals in school
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SET OverviewPurpose (continued)
2. Determine whether technical support has resulted in changes in school adoption of SW-PBIS
3. Serves as a partial basis for determining whether adoption of SW-PBIS leads to valued changes in school Context for SWIS data
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SET OverviewScoring
Each item is scored as a 0, 1, or 2 based on information gathered as described below
Seven sections with two to eight items each
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SET OverviewProcedures and Data Sources
Interview administrator (20 minutes)
Interview teachers and team members (2-3 minutes each)
Interview students (1-2 minutes each)
Observe posted products in school
Review permanent products
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SET Scoring Guide Sections
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Scoring Sections
A. Expectations Defined
B. Behavioral Expectations Taught
C. On-going System for Rewarding Behavioral Expectations
D. System for Responding to Behavioral Violations
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Scoring Sections (cont’d)
E. Monitoring and Decision-Making
F. Management
G. District-level Support
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Collecting Data
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Administrator Interview Guide (20-30 minutes) (Page 4 of SET)
3 sections
Make this a fluent conversation and record responses as they come upTry to ask open-ended questions and narrow
questions if necessaryThis may also be a chance for the administrator to
brag… that’s a good thing!Don’t ask for details if some basic features are not
in place (“skip to” rules)
Tip: ask who’s on PBS team
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Administrator Interview GuideLet’s talk about your discipline system
1) Do you collect and summarize office discipline referral information? Yes No If no,
skip to #4.
2) What system do you use for collecting and summarizing office discipline
referrals? (E2)
a) What data do you collect
b) Who collects and enters the data?
3) What do you do with the office discipline referral information? (E3)
a) Who looks at the data?
b) How often do you share it with other staff?
4) What type of problems do you expect teachers to refer to the office rather than
handling in the classroom/
specific setting? (D2)
5) What is the procedure for handling extreme emergencies in the building (i.e.
stranger with a gun)? (D4)
Administrator Interview GuideLet’s talk about your school rules or motto
6) Do you have school rules or a motto? Yes No If no, skip to # 10.
7) How many are there?
8) What are the rules/motto? (B4, B5)
9) What are they called? (B4, B5)
10) Do you acknowledge students for doing well socially? Yes No If
no, skip to # 12.
11) What are the social acknowledgements/ activities/ routines
called (student of month, positive referral, letter
home, stickers, high 5's)? (C2, C3)
Administrator Interview GuideDo you have a team that addresses school-wide discipline? If no, skip to # 19
12) Has the team taught/reviewed the school-wide program with
staff this year? (B3) Yes No
13) Is your school-wide team representative of your school staff?
(F3) Yes No
14) Are you on the team? (F5) Yes No
15) How often does the team meet? (F6
16) Do you attend team meetings consistently? (F5) Yes No
17) Who is your team leader/facilitator? (F4)18) Does the team provide updates to faculty on activities & data summaries? (E3, F7) Yes NoIf yes, how often?
Administrator Interview GuideDo you have a team that addresses school-wide discipline? If no, skip to # 19
19) Do you have an out-of-school liaison in the state or district to
support you on positive behavior support
systems development? (G2) Yes No
If yes, who?
20) What are your top 3 school improvement goals? (F1)
21) Does the school budget contain an allocated amount of
money for building and maintaining school-wide
behavioral support? (G1) Yes No
Transition to “wandering” stage
1. Gather permanent products
2. Find a place to finish the SET (a small private room)
3. Transfer some information onto the Interview and Observation Form (page 6)
Interview and Observation Form (page 5 of SET)
15 students and 10 staff (3 team members)
Catch teachers and students in hall or other non-disruptive area
Select times when it will be easy to talk to students and teachers (i.e., lunch)
Introduce yourself and thank everyone!
Look for posted materials during or after interviews
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Interview and Observation Form (cont’d)
For all of the following, compare responses to what administrator said
What are school rules?
What type of problem would you refer to office?
Categories vs. examples
Procedure for a stranger with a gun
Who is team leader?
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Interview and Observation Form (Observation Items)
Rules & expectations posted
What do they look like?
What does posted mean? Clearly visible
Documented crisis plan posted
What do they look like?Contents
What does posted mean?Clearly visible
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Permanent Products
Ask administrator for these materials during interviewList of materials on page 0 of SET
Hold on to them and review them when scoring the SET (after all interviews)
Best to review them at school in a staff lounge or other semi-private space
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Case Study #1
Case Study Exercise(30 minutes)
Use Case Example #1 to independently review a case study
After reading the case, complete a scoring guide (the blank scoring guide is in the complete SET download)
Discuss the case study exercise as a whole group when we come back together
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Materials for the Case Study Exercise
Set Evaluation Tool - http://rainbowresearch.org/clients/pbis/docs/manual10_evaltool.pdf
Case Study 1 – http://rainbowresearch.org/clients/pbis/docs/manual05_casestudy1.pdf
Case Study Exercise Review
Next Steps in Training
Reliability check
Conduct SET with me or another reliable evaluator
Once reliable (85%), you are eligible to conduct SETs
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What’s Next
Establish reliability Conduct SETs Contact Pat Seppanen for co-observation opportunities in your area:
Independently Completing a SET Evaluation
Logistics of Completing a SET
SET Implementation Guide (Page 1 of SET)
Make initial contactGive school the SET overview (page 1)
Confirm date to conduct SETAdministrator on siteAnswer questions related to SET
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Site Visit Logistics and Tips
Send a friendly reminder a few days before visit
Encourage administrator to announce the SET visit and logistics to staff on day of visit (avoid surprises!)
When scheduling, make sure that you can begin with 20-30 minute administrator interview
Bring a calculator
Please avoid evaluating your own school
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After the SET
Log on to www.pbssurveys.org and complete the SET on-line
Copy and paste graph into report template
Complete the report and give it to (a) the school and (b) Rainbow Research within one week
Report Template
Report Template
Report Template
What’s Next
Establish reliability Conduct SETs Contact Pat Seppanen for co-observation opportunities in your area:
Contact
Pat Seppanen, Rainbow [email protected], ext 204
Kevin FilterMN State Univ, [email protected](507) 389-5828
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