VTPBIS Coordinators Learning and Networking Meeting Presented by VTPBIS State Team Wifi Information: Grand Guest Find all materials at: www.pbisvermont.org

Maximizing Your Session Participation Consider these questions: Where are we in our implementation? What do I hope to learn? What did I learn? What will I do with what I learned? Use the Learning Reflection Sheet

BEST Expectations Be present Engage with others Strengths-based Team solutions Sherry Remind of our expectations – Be present – cell phones off, throw out task list, etc. Engage – show respect by listening and using effect team skills Use rule of brainstorming= no idea is a bad idea Team solutions – work together toward consensus

Agenda Setting Up for Success School and SU/SD Coordinator Role and Functions Small Groups: Preventing and Addressing Implementation Dips Collecting, Analyzing, and Reporting Data Disseminating Information to Key Stakeholders Information and Resources

Setting Up for Success!

Activity Think about the main reason your school is implementing PBIS If you had a magic wand and could change one thing about the behavior in your school, what would it look like at the end of the school year? Share with a partner is specific, (observable and) measurable, achievable, realistic, and timely. Outcomes should be: Locally determined Contextually and culturally relevant Observable and measurable Summarized in goal statements How will you ensure that all students will experience the same results?

Stages of Implementation Focus Stage Description Should we do it? Exploration/Preparation Activities: “We think we know what we need so we are planning to move forward” (evidence-based) Decision regarding commitment to adopting the program/practices and supporting successful implementation. Getting it right Installation: “Let’s make sure we’re ready to implement” (capacity infrastructure) Set up infrastructure so that successful implementation can take place and be supported. Establish team and data systems, conduct baseline data, develop plan. Initial Implementation: “Let’s give it a try & evaluate” (demonstration) Roll-out the practices, work out details, learn and improve before expanding to other contexts. Making it better Full Implementation: “That worked, let’s do it for real” (investment) Expand the program/practices to other locations, individuals, times- adjust from learning in initial implementation. Sustainability/Continuous Regeneration: “Let’s make it our way of doing business” (institutionalized use) Make it easier, more efficient. Embed within current practices. 3-5 Years

Activity Using the Stages of Implementation Worksheet, discuss with a partner what stage of implementation your school is currently in. What is needed to help you move to the next stage? Why is thinking about this important? 10 minutes…..

What is Sustainability? Definition: Durable implementation of a practice at a level of fidelity that continues to produce valued outcomes (McIntosh et al., 2009) Named one of the top ten jargoniest words by advertising age magazine

“Working Smarter” Team Matrix Team, Committee or Initiative Related to School Climate & Student Behavior Purpose ~ Intended Outcomes Target Group Staff Involved What Action Plan goal does this address? Eliminate all initiatives that do NOT have a defined purpose and outcome measure. 2. Combine initiatives that have the same outcome measure and same target group 3. Combine initiatives that have 75% of the same staff 4. Eliminate initiatives that are not tied to School Improvement Goals. Does this look familiar? This was started at the First Steps Module Series. It’s important to keep revisiting so you are making sure that you are using the least effort to make the biggest change. The goal is to make sure you work smarter, not harder by eliminating duplicative efforts

Team Profile and Meeting Schedule You also worked on this at the First Steps Module Series. It’s incredibly important to schedule your yearly meetings in advance. This will increase the likelihood that the meetings take place. Share your meeting schedule with appropriate folks

Use your PBIS Staff Handbook samples

Invest in systems to ensure sustained implementation with fidelity Takeaway Message Invest in systems to ensure sustained implementation with fidelity

Definitions and Functions of SU/SD and School Coordinator

School Coordinator Functions “Cheerleader” and advocate for PBIS at the building level Member of the school level leadership team Understand systems, data and practices of PBIS implementation and support data-driven decision making to encourage student achievement at the building level. Schedule and facilitate monthly leadership team meetings Attend VTPBiS Coordinators Meetings three times per year Facilitate communications with SU/SD Coordinator, VTPBIS Coaches, and State TAs Ensure ongoing fidelity of implementation Support school leadership team in the completion of evaluation tools, action planning, and continuous improvement.

SU/SD Coordinator Functions Key role in implementing and sustaining PBIS Primary contact person for all PBIS schools in the SU/SD Member of the SU/SD Leadership Team Develops and follows a long-range (3-5 year) plan for implementation of PBIS with specific goals and strategies that are aligned with other SU/SD and school initiatives Facilitates communications with State TAs and VTPBIS Coaches Ensures Implementation Readiness and ongoing fidelity of implementation Identifies and secures needed resources Participate in relevant PBIS trainings Attend the schools’ PBIS Leadership Team meetings a few times each year Conducts fidelity of implementation measures and assist schools with other PBIS data tools (training to be provided)

How’s that Going?

Top 3 SU/SD Coordinator Functions in Place “Secure resources/funding for school teams.” (84% in place) “Ensure schools have access to data-based information system to make PBIS decisions.” (84% in place) “SU/SD Coordinator role for PBIS is acknowledged (endorsed by superintendent; flexibility to complete tasks on time; attendance at PBIS training)” (82% in place) on average:

Top 3 School Coordinator Functions in Place “Help team with meeting facilitation, organization, and task completion around PBIS School Implementation Plan” (84% in place) “Ensure team is scheduled to meet at least monthly” (81% in place) “Ensure your leadership team completes the necessary fidelity measures (SET, SAS, TFI) and uses data to make decisions (76% in place)

What School and School Coordinator Functions Were Least in Place? Analyzing, using, and reporting data Disseminating information about PBIS to all stakeholders “Participate in ‘Data Days’ two times a year (as facilitator or participant).” (9% in place) “Create dissemination strategy (ways to communicate about PBIS strengths and challenges to stakeholders such as school boards, community, families, central office staff, others) to establish visibility.” (18% in place) “Review schools’ behavior data 3-4 times per year.” (32% in place)

What is the VTPBIS State Team Doing About It? Using these results to develop topics for Coordinator Meetings Hosting a free Data Days Webinar on December 8th (see PD calendar to register) Showcasing examples of schools disseminating information effectively Using Facebook and Twitter to get the word out

Activity 1-2 Interesting things about yourself 1-2 Strengths (with respect to PBIS Coordinator Role) 1-2 Concerns or challenges 1-2 Strategies to enhance your role Use the checklist

Small Group Networking Three Topics Preventing and Addressing Implementation Dips Data: Collecting, Analyzing, Reporting Disseminating Information to Key Stakeholders

Preventing and Addressing Implementation Dips Implementation too loosely defined We overemphasized intervention selection and under emphasized intervention management We are overwhelmed by interventions in our school or SU/SD We are not getting results, or we do not know if we are getting results We have lost momentum We are suffering from paralysis by analysis Our implementation outpaced our capacity (we got too big too fast) http://www.uvm.edu/~cdci/best/pbswebsite/Refresher/ImplementationDipsSelfAssessment.doc

Activity As a table group, discuss the implementation dips on the previous slide What’s working? What’s challenging? What strategies do you have to offer?

2. DATA: Collecting, Analyzing, and Reporting Teams meeting regularly to: Review their data Determine if PBIS practices are being used Determine if PBS practices are being effective Identify the smallest changes that are likely to produce the largest effects But focusing on the use of evidence-based practices

Types of Data to Consider Intensive: TFI SWIS-ISIS EST FBA/BSP Targeted: TFI SWIS-CICO EST FBA/BSP Universal: TFI SAS ODRs Attendance Grades Leadership Team Self-Assessment All data should serve a purpose Collect data with fidelity Be prompt about looking at data and acting upon it Use multiple sources of data to confirm what you see Use data to support, not punish

Data - Guidelines: Collecting Analyzing Reporting Integrate data collection into typical routines (e.g., ODRs, attendance, nurses visits) Regularly check data reports for accuracy Limit data collection to information that answers important student, classroom, and school questions Analyzing Recruit a “data analyst” Procedures for making decisions and actions based on data Procedures for processing/responding/monitoring Process for problem solving and decision-making (like TIPS) Reporting Efficient, timely, user-friendly visual displays of data (graphics) Procedures for presenting data to staff on routine basis

Activity As a table group, discuss the data guidelines on the previous slide What’s working? What’s challenging? What strategies do you have to offer?

3. Disseminating Information to Key Stakeholders

Who are the Stakeholders? Staff Students Families Community SU/SD School Boards State Other

Types of Dissemination Context Input Fidelity Impact Sustainability

How? Weekly, monthly updates Bulletin boards Newsletters Reports SOCIAL MEDIA!

Include PBIS on your School and SU Websites

BLOGs!

FACEBOOK:

Twitter!

Activity As a table group, discuss disseminating information about PBIS: What’s working? What’s challenging? What strategies do you have to offer?

Important Information and Resources

Use Social Media! Twitter: Facebook: PBIS Chat: #PBISChat: weekly PBIS Twitter chat Tues @ 9pm VTPBIS: @VTPBIS PBIS Rewards: @PBISRewards PBIS World: @PBISWorld PBIS Apps: @PBISApps Please share all of the awesome things you are doing by using #VTPBIS or @VTPBIS Facebook: Vermont PBIS: https://www.facebook.com/groups/PBISVermont/

Resources www.pbisvermont.org Where to find the: -Calendar -Resources -Bulletin Board -Contact INFO – Update -Quarterly Newsletters -Updates

Coordinator Handbook

www.pbisapps.org Raise your hand if you’ve been to this website? This is the portal to access SWIS and PBIS Assessments – BoQ, BAT, SAS, SET

Resources www.pbisworld.com www.behaviordoctor.org www.pbis.org Looking for fresh ideas? Check out these websites…..

Important! Read the VTPBIS Updates!!! Coordinator as Coaches Learning and Networking Series: January: January 11th: South Burlington January 12th: Chester May: May 10th: South Burlington May 11th: Chester Read the VTPBIS Updates!!!

How to Obtain a VTPBIS State-Approved Coach Contact your VTPBIS State TA to review the needs of your SU/SD/School Review the VTPBIS Coach Fees: $62.50/hour, $250/half day or $500/day plus mileage Coordinate with your central office Grants Coordinator to use local funds or to apply for BEST/Act 230 funds: http://education.vermont.gov/sites/aoe/files/documents/edu-integrated-frameworks-best-act-230-innovation-grant-instructions.pdf. Contact a VTPBIS State-Approved Coach: http://www.pbisvermont.org/resources/coaches-a-coordinators/coaches.

Explore the PD Calendar

Questions? Contact a VTPBIS TA When in doubt, contact Anne Dubie! (802) 656-5775 or Anne.Dubie@uvm.edu

Problems become opportunities when the right people join together. Thank you! QUESTIONS? Problems become opportunities when the right people join together.