 Districts served in Jackson, Lake, Coos, Curry and Harney counties  Alignment and Collaboration with EBISS and Oregon RTI Project  Primary focus on universal systems and data analysis  Adjustments to core instruction and informing intervention  Policy Informed Practice, Practice Enabled Policy (PIP ~ PEP)

Moira McKenna and Kim Hosford, Southern Oregon ESD April 2015 EBISS Grants Pass

 Reference stages of Implementation Science as a gauge for growth toward goals and initiatives  Exploration  Installation  Initial Implementation  Full Operation  Innovation  Sustainability Fixsen, Naoom, Blase, Friedman & Wallace, years

InitiativeYearsStage of Implementation / Indicators Data Meetings: Universal Screening and Progress Monitoring 7Sustainability Meetings standard, accepted practice Relied upon for core and student support Procedural Manual3Initial – Full Implementation Assist in informing, writing, defining components Revision is role reliant Approach to data analysis1Installation – Initial Implementation Inform curriculum development for core instruction and intervention Research and provide resources Model for Instructional Coaching without FTE for position 2+Installation – Initial Implementation Instructional Walk-Throughs Peer observation and IA Support

Kinder PSF Kinder PSF

Kinder NWF Kinder NWF

DIBELS Measurement System ~ 4 th Grade Oral Reading Fluency Fall Benchmark Winter Benchmark Spring Benchmark Rate of Improvement between fall and spring / 35 weeks of instruction Kelly’s Performance 97% 1.23 word gain per week 4 th Grade Benchmark data 98%.6 word gain per week Discrepancy1.4 x1.13x1.04x

InitiativeYearsStage of Implementation / Indicators Schoolwide PBIS – System and SWIS 3 + zero Full Implementation Check-In /Check Out1Initial Implementation Mental Health - Collaboration 2Exploration – Initial Implementation Team-Initiated Problem Solving (TIPS) 1Initial Implementation

MULTI-YEAR SET DATA FOR DISTRICT School Percent Overall Implementation (80% goal)

Tasks and ActivitiesWhoAug.Sept.Oct.Nov.Dec.Jan.Feb.Mar.Apr.MayJune PBIS Team MeetingsTeam XXXXXXXXX Activate SWIS/other data systems Principa l X Employ Team-Initiated Problem Solving (TIPS) process to analyze ODR and Minor-Tracker data Team XX cross referenc e literacy data XXXX cross reference literacy data XXX cross reference literacy data / OAKS data Recalibration TrainingAll StaffXX X (as needed) Teach Students Expectations All StaffXX X X Acknowledge expected behavior* All StaffXXXXXXXXXXX Tri-Annual ReviewTeam X (prepare ) X (prepare ) X (presen t) Classroom Management Self Assessment Teacher s X X Team Implementation Checklist (TIC) Team X X X Schoolwide Evaluation Tool (SET) District X (complete ) X (debrief) Benchmarks of Quality (BoQ)* Team X (complete ) X (debrief) Schoolwide Self Assessment All Staff X (complete ) X (debrief) Update Sustainability planTeam XXX Action plan for next year*Team X (revise) X (inform) X (complete ) PBIS Professional Development* DistrictXXXXXXXXXXX Set meeting times for next school year Team X Timeline of School-Level PBIS Team activities

 Increased levels of confidence __________________  Meets Expectation on State Assessment in high school

The right people on the Bus…  Ask the questions that target system’s thinking for district level goals and instructional delivery in practice  Tailor questions for the position you which to hire  Administrators, Teachers Instructional Assistants

What are your experiences with the exploration and implementation of Multi-Tiered Systems of Support for academic achievement and social-emotional behavior? Please provide specific examples ________________________ How do you see your role as an instructional leader?  [To provide high quality PD, guidance, and feedback through use of data that will enhance student outcomes]  [All building goals and decisions link to this common theme]

 How would you determine if high quality instruction is being provided in your building? How do you change it if it’s not? How do you celebrate it if it is?  Knowledge of the curricula being taught and explicit instructional strategies: witnessed in principal walk-through’s  Knowledge of data: general outcome data and mastery measures or in-program assessments  How do you feel about modeling classroom instruction?  Willing to model instruction  Flexibility to cover class in support of an instructional coaching model

 How will you approach instruction for vocabulary and comprehension skills across content areas [for the subject areas you teach]?  [direct word instruction for high priority academic vocabulary, word learning strategies, activate prior knowledge and introduce necessary background knowledge]  How will you differentiate instruction to meet the needs of diverse learners in your classroom? Provide examples.  [Small and large groups, reteaching skills, ongoing monitoring, repeated practice, scaffolded supports, etc]  What are the 5 big ideas of beginning reading?  [phonemic awareness, phonics/alphabetic principle, fluency/automaticity with code, vocabulary, comprehension]

 Bring the resources to the district  Federal and State initiatives  Research  Curriculum  Contacts  Teach and Reteach leadership  Connect with other resources  Fill-in where needed, be available. Coach. Model. Substitute.  Meet as teams with leadership to collaborate  Calendar, professional development, resources  ADVOCATE! Impact the Opportunity Gap!

Let us think of Education as the means of developing our greatest abilities, because in each of us there is a private hope and dream which, fulfilled, can be translated into benefit for everyone and greater strength for our nation __________________ ~ John F. Kennedy 35 th President of the United States