Application to Participate Webinar November 2016 Michigan’s Project for Promoting Positive School Climate   Application to Participate Webinar November 2016

Presentation Overview This presentation will provide an overview of the project and the application process to participate with Michigan’s Project for Promoting Positive School Climate.

Who We Are

What is MIBLSI? An intensive technical assistance program for the implementation of an integrated reading and behavior multi-tier system of support model that focuses on research-based practices and implementation science to ensure sustainability and scalability

We are an intensive technical assistance program for the implementation of MTSS Key Principles Evidence-based practices Data-based decision making Multi-tiered framework Systems to support implementation with fidelity Focus on local implementation capacity

Connections and Affiliations National & International State

Implementation System Integrated Reading & Behavior MTSS MTSS School Climate Transformation PBIS Implementation System Equity in Discipline PBIS Technical Assistance Infrastructure Reading CEEDAR Adolescent Literacy Reading The technical assistance infrastructure provide for the allocation of resources, management of activities and processing funds for the work to take place The implementation system is applied to each grant activity and functions to develop implementation supports and host environments for effective practices to be implemented with fidelity, sustainability, and scalability The specific practices to the left of the graphic are specified through the requirements of our grants PBIS to address Seclusion and Restraint PBIS State Personnel Development MTSS

Project Description

Addressing School Climate The White House acknowledges the importance of this work. “Create a safer climate at schools across the country.” The White House acknowledges the importance of this work with their charge to CREATE A SAFER CLIMATE AT SCHOOLS ACROSS THE COUNTRY. A report issued by the U.S. Secret Service and the Department of Education after the Columbine shooting found that one of the best things schools can do to reduce violence and bullying is to improve a school's climate and increase trust and communication between students and staff.

Recent PBIS Connections Federal 2014 School Climate Discipline Package (White House- Now is the time) 2014: U.S. Government provided $70 Million – 38 States for school climate and school-based mental health 2015 ESSA Positive Behavioral interventions and Supports State 2006 State Board Policy on PBIS 2016 Lt. Gov. Special Education Task Force 2016 Proposed legislation on PBIS, Seclusion/Restraint

Creating Effective Educational Environments That are… Predictable Consistent Positive Safe

What are we trying to do? This federal grant provides funding to the Michigan Department of Education to develop, enhance, or expand statewide systems of support for and technical assistance to school districts and schools implementing an evidence-based, multi-tiered behavioral framework for improving behavioral outcomes and learning conditions for all students. The work focus on Positive Behavioral Interventions & Supports (PBIS) with possible connections to other school climate initiatives.

Make it last!

Positive Behavioral Interventions & Supports Fidelity (Team Implementation Checklist) and Major Discipline Referrals 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% .1 .2 .3 .4 .5 .6 .7 .8 .9 1.0 Fidelity of Implementation Referrals per Day per 100 Students Moving to a district model Schools do not always get to criteria for fidelity of implementation. Schools do not always maintain implementation efforts Supporting a school based participation model cannot be scaled and is not durable as district based

Project Goals Improve local capacity of 90 LEAs to support implementation of PBIS through coordination, training, coaching, behavioral expertise, and evaluation. Improve implementation process by facilitation through stages with 80% of LEAs operating at the initial PBIS implementation stage after one year. Improve school climate by schools implementing PBIS with fidelity, reducing discipline problems and demonstrating improved student perception of school climate. Increase cross agency collaboration (e.g., education, mental health, justice system) to enhance overall impact of multi-tiered behavioral frameworks.

Systems Functions Practices Systems Qualities Goal Leadership Academic Instruction Goal Management/Coordination Effective Improved Student Outcomes Efficient Social Behavior Finance Equitable Compliance Sustainable Technical Assistance and Professional Learning Scalable Value added through the project by improving Systems Qualities Evaluation

Who Should Apply? LEAs with intent to support schools in PBIS To develop organizational structures for local implementation supports Leadership Training Coaching Evaluation Technical Assistance Tools and Materials

We are interested in partnering with LEAs who… Demonstrate a commitment to developing local implementation capacity Will allocate resources to ensure that implementation can be done well Are aligned in philosophy and pedagogy with PBIS framework/practices

Who Should Not Apply? Intermediate School Districts Those not interested in developing local implementation capacity within district/region Individual schools

Application Timeline Date Task November 23 Application released to public Application informational webinar (9:00 am Eastern) December 1 Application informational webinar (2:30pm Eastern ) December 26 Application due (entered online by 5:00pm Eastern) February 1 Anticipated notification for potential partnership

What do we bring to a partnership with schools and districts? Experience in structuring and supporting implementation of an PBIS over 15 years and across diverse settings Training content and materials that have been tested over many years with diverse schools and continually revised for improvement Linkage of research to practice and integration with priority initiatives Professional networking opportunities at state and national levels Experience in structuring and supporting implementation of an integrated MTSS model across 10 years and diverse settings A process that has demonstrated success in reading and behavior Support for building team training Coach development Trainer development RtI coordinator develop District implementation team development Training Content and materials that have been tested over many years and with diverse schools and continually revised for improvement Linking research to practice Integration within existing programs/initiatives (e.g., school improvement) Professional networking opportunities at state and national levels MiBLSi provides several state conferences (coaching, implementers, high school summit) MiBLSi is connected with the National Technical Center

Project Training Sessions

Purpose of School-wide PBIS Training Series By the end of this series, School Leadership Teams will be able to coordinate, lead, and manage full implementation of School-wide Positive Behavioral Interventions and Supports (SWPBIS) in their schools, in order to support positive school climate and increase time spent on academic instruction by increasing positive, pro-social behaviors and decreasing behavioral challenges. Trainer Notes: This slide provides the purpose of the entire SWPBIS training series. The intent of this slide is to provide participants with the overarching purpose of the three day series and to make clear the emphasis and link to academics that results from addressing behavior and the school climate.

Training Schedule Date Description March 22, 2017 Leadership Implementation Team training session 1 Function of Leadership Implementation Team Communication and skill development for district administrators Implementation for sustainability, durability and scalability May 25, 2017 Leadership Implementation Team training session 2 Developing implementation plan Cross agency collaboration School selection and readiness June 21, 2017 Leadership Implementation Team training session 3 Developing local capacity for training, coaching and technical assistance August 3, 2017 Leadership Implementation Team training session 4 Evaluation plan Introduce School Climate Survey SWIS, Swift at SWIS and PBIS Assessments August 9, 2017 First Trainer Support session August 10, 2017 First Coaching Support session

Systems Development

We need to establish host environments that support adoption, sustained use, & expansion of evidence-based practices (Zins & Ponti, 1990) We need to create systems within the school to support sustainability. 26

Supporting Social Competence and Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS This is our first fridge magnet – a big idea description of PBIS – Outcomes are at the top of this figure – we cannot lose sight of the fact that schools are in business to provide academic achievement, and to give our students the social and academic skills that they need to be successful in our society. Second MANTRA – DATA is your friend And the PRACTICES are what are in place to support their behavior, such as the direct teaching of the expectations, an acknowledgement system, the reinforcements, a continuum of responses/consequences for inappropriate behavior, keeping in mind that each and every acknowledgement of successful accomplishment of the expectation, is a positive interaction between and adult and a child in our schools. To make this work we have SYSTEMS that will support their behavior – systems such as the establishment of an effective team with regularly scheduled meetings, an evaluation strategy, funding, 3-5 positively stated behavioral expectations, a system to directly teach those behaviors, teach what those behaviors look like in the different settings, systems such as tangible (easy to use for the faculty) acknowledgments for successful completion of the tasks, and coaching. PRACTICES Supporting Student Behavior

Unit Functions Unit of Support Unit of Implementation Schools Coordinated Support Unit of Support Unit of Implementation District Leadership / Implementation Team Schools Leadership Implementation Support School Leadership Implementation Visibility Priority Political Support Policy Systems Alignment Resource Allocation Coaching Training Technical Assistance Evaluation Management Importance Distribute Resources MTSS Effective Practices Matched to Student Need Adequately Applied Use of Data Implementation Feedback Unit Functions

Leadership Implementation Team Activities Develop implementation support plan (for districts/schools) Help to “make room” for the practices through connecting or aligning of initiatives Coordinate and monitor implementation of plan Create implementation materials Collect and summarize data (share with administration) Identify barriers to implementation (share with administration)

Functions of Training, Coaching and Content Expertise Specific sessions with formal activities designed for skill development Coaching Ensuring transfer from training to practice On-site skill development, enhancing the skills through prompting and reinforcement Content Expertise An expert with specific technical/content knowledge provides information to address an identified need with customized solutions.

The role of the district is to standardize the process while the role of the buildings is to contextualize implementation Trainer Notes: A mantra that you are going to want to hold in your mind throughout today’s training and all of the work.

Port Huron Area School District: District Capacity and PBIS School Tier 1 Fidelity District Schools in District Fidelity criteria 6 Schools Represented with 2 years of data. 16 schools within district 10/16 schools are collecting fidelity data in 2015-2016 and 8/16 have achieved fidelity criteria

Implementation of PBIS

What is Positive Behavioral Interventions & Supports (PBIS)? for enhancing adoption and implementation of of evidence-based interventions to achieve and behaviorally important outcomes for students Framework Continuum Academically All

RCT & Group Design PBIS Studies Oct 16 2012 Bradshaw, C.P., Koth, C. W., Thornton, L. A., & Leaf, P. J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115 Bradshaw, C. P., Koth, C. W., Bevans, K. B., Ialongo, N., & Leaf, P. J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473. Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148. Bradshaw, C. P., Reinke, W. M., Brown, L. D., Bevans, K. B., & Leaf, P. J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26. Bradshaw, C. P., Waasdorp, T. E., & Leaf, P. J. (in press). Effects of school-wide positive behavioral interventions and supports on child behavior problems. Pediatrics. Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145. Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14. Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (in press). The impact of school-wide positive behavioral interventions and supports (SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial. Archives of Pediatrics and Adolescent Medicine. Reduced major disciplinary infractions Improvement in aggressive behavior, concentration, prosocial behavior, & emotional regulation Improvements in academic achievement Enhanced perception of organizational health & safety Reductions in teacher reported bullying behavior & peer rejection Improved school climate

Tier Core Elements Schoolwide Tier I Behavioral expectations defined. Environments structured to promote success. Behavioral expectations explicitly taught and practiced. Behavior monitored. Continuum of strategies identified to acknowledge desired behaviors. Continuum of strategies identified to correct undesired behaviors. Collection and use of data for problem solving and decision making. Targeted Tier II Identify students with increased behavior support needs through universal screening. Progress monitoring for at-risk students. System to increase structure and predictability. System to ensure adequate monitoring of behavior. System for increasing contingent adult feedback. System for increasing home/school communication. Intensive Tier III Functional Behavioral Assessment. Collaborative (school-home-community), team-based, person-centered planning. Linking of academic and behavioral supports. Individualized intervention based on assessment information that includes: a) structuring to prevent problematic situations, b) teaching of replacement behaviors, c) strategies to place problem behaviors on extinction, d) strategies to reward desired behavior, e) strategies to correct behavioral errors, f) development of a safety/crisis plan, if needed.

Requirements

Participation Requirements Implementation/Leadership Team For management, coordination and evaluation of local implementation Local Trainers Local Coaches Participation in training sessions at each of level stated above Evaluation with the project supported assessments

Participation Costs There are no costs associated with the project provided professional development and technical assistance No cost for training registrations, materials, meal associated with training when appropriate; for: Leadership/implementation teams Local trainer development Local coach development Participants are responsible for costs of traveling to training and also implementation costs within the district and schools*

Assessments

Various Components of Evaluation REACH Extending number of schools implementing SCTG Project CAPACITY FIDELITY IMPACT Develop organizational structures and staff competencies Effectively implementation of MTBF Practices Successful outcomes in student behavior & perception In the transformation zone, reflective feed back and feed forward loops are embedded in implementation, organization change, and system transformation methods. A key guiding principle for scaling up involves, defining, strengthening, and aligning the interfaces between and among different operating/ system components by increasing the flow of relevant and reflective two-way-information. Feedback Loops Based on formative and summative measures Compared with external standards set by stakeholders/consumers and also internal standard set by project Feedback Loops

Focus on Implementing with Fidelity using Benchmarks of Quality (BoQ)/ODR ’06-’07 and ’07-’08 Decrease 14.6% Increase 8%

District Assessments Data Type Districts District Capacity District Capacity Assessment District Reach (schools’ stage of implementation) Based on criteria identified by the project Feedback on Support to Schools Survey to district staff

School Assessments Data Type Elementary Schools Middle Schools High Schools Universal Screening & Progress Monitoring Student Risk Screening Scale Major Discipline Referrals using the School-wide Information System (SWIS) Suspension & Expulsions Attendance Student Risk Screening Scale Major Discipline Referrals using the School-wide Information System (SWIS) Fidelity Tiered Fidelity Inventory

MIBLSI Database (MIDATA) Schools are required to enter data into the MIBLSI Database (MiData) so that it can be used for the following purposes: School-Level Data Review, Action Planning and Continuous Improvement Distrist-Level Data Review, Action Planning and Continuous Improvement MIBLSI’s Internal Problem-Solving, Continuous Improvement, and reporting to the Michigan Department of Education

Completing Application

Completing the Application Download application packet from the website https://miblsi.org/application Answer the questions in your word processing program Copy and paste your answers into the online application

https://miblsi.org

Your Turn What questions do you have?