PW PAPBS Break Out September 27, 2018 PW PBIS Project Manager Sue Zeiders Program Wide Regional Facilitators Aimee Newswanger- Central Julia Slater- East DeVoka Gordon- West Lisa Gragg- West

2017-18 PAPBS Data

Who We are Serving: Active Programs in the PAPBS Network Data Reported   Programs Buildings Classrooms Children IEP IFSP ELL BIP Data Reported 45 (75%) 156 (78%) 601 8374 2250 52 825 178 Listed as Active 60 200 770* 10,736* 2884* 67* 1345* 228* *Estimate obtained by dividing the actual reported number in each category by the percentage of buildings that reported this data.

Program-wide Positive Behavior Support Participants 2017-18 Program-wide Positive Behavior Support Participants 40 Counties with Active Programs Active 2017-18 Previously Active But Now Archived

Funding for some classrooms comes from multiple funding sources Funding for some classrooms comes from multiple funding sources. For example a classroom may have a certain number of Head Start slots and a number of Pre-K Counts slots. Therefore, the number of classrooms and the number of children listed here are larger than the numbers of classrooms and children from slide 1. Some classrooms and the children within them are showing up in several categories.

For each classroom, participants are required to choose only one age group, even if they serve children in mixed groups. So the # of classrooms and the # of children should match the numbers from the table on the previous page.

Is PA’s PW-PBIS Project Supporting Children with Disabilities Is PA’s PW-PBIS Project Supporting Children with Disabilities? If so, Are they Being Supported in Inclusive Settings?

Progress in Inclusion within PW PBIS Classrooms Not sure how much of this change is due to better data collection, differences in which programs participate in PW PBIS, or real progress with inclusion. We do have more EI programs supporting one or more EC program with their implementation so that may be part of the difference.

Administrators’ Survey

Policy Changes as Result of Program-Wide PBIS

How confident are you that staff know and are able to implement the policies?

What impact has PWPBIS had on your ability to reduce expulsion and suspension of children due to challenging behavior?

Staff Survey

Connections with Families Need to reorganize data to create better graphs about the interactions with families, but this is typical. Mostly yes with a few no and a few more uncertain for each teacher behavior. At my program the teachers and other staff members, ask families how their children’s day went?

PBIS Elements in Classrooms This is the most concerning graph for me. I believe that all who answered uncertain are not classroom staff. But they should still know whether the expectations are posted and there really shouldn’t be anyone answering no to this question. But overall, the responses to the classroom questions were positive.

Social Emotional Lesson Plans In my classroom the written lesson plans include lessons about…

Once we had a formal outline for what facilitators has to do to become Independent Facilitators and able to market themselves that way, we initially found that we were not getting good completion of

Data on Behavior Across your Program Behavior Partnership to Early Childhood SWIS The message for now is: EC Swiss is in Development – we have seen some screen shots. We do not have a prototype yet, but we will be letting them know things as soon as we know them. It may be a soft roll out initially but we’ll keep them posted. talk about the development of EC SWIS PBIS. It’s not ready yet. We don’t know yet how much (the cost) is long term or if we will be able to cover beyond the initial year of enrollment. More information to come

Welcome to Early Childhood PaPBS Database! Data Needed: Buildings Staff Teams Classrooms Coaches’ Logs Benchmarks of Quality Speak to importance of implementing data into the EC PaPBS Database. Speak to data needed within the database https://papbs.eita-pa.org/

How to Enter Data into the Early Childhood PaPBS Database! Show where to find document, “Entering and Editing Data in the EC PAPBS Database” They can use this document to guide them through entering and updating data in the database.

Coaching Logs Using the Summary Data Coaches logs can be created by facilitators and coaches. Program coaches and program facilitators can create coaches logs at the program level or the building level. Building coaches can create coaches logs only for the buildings to which they are assigned in the EC PaPBS Database. Benefits of Coaching Logs: It provides data (in one place) for you and your program to analyze to help make decisions based on program needs, staff needs, and how your time is spent. It can help you to analyze the following: How you spend your time coaching (i.e. observations, meetings, follow ups, assessments, etc.) How you focus your time coaching (i.e. individuals, classrooms, CLT meetings, and building team meetings) Who you coach and how much time was spent coaching them How much time you spend each month coaching How might this information help you plan for future months or program years? (discussion) How have you used this information for planning?

Some Data Reminders. No real database changes. Classrooms need to be updated by December 5, 2018. Do you remember where to find the manual? Options if there is time left over: Take the time to make a list of staff changes. Update staff locations and add any new staff. Begin to update classrooms for 2018 -19 school year.

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