Bell Ringer Activity Locate the directions for how to log into MIDATA at the front of today’s packet Use the directions to log into MIDATA If you have.

Bell Ringer Activity Locate the directions for how to log into MIDATA at the front of today’s packet Use the directions to log into MIDATA If you have trouble logging in, please let project staff know so we can help problem solve Once you are logged in, please write down your login and password for future reference

Welcome Teams!

Leadership Implementation Team Session Three June 22, 2016

House Keeping Be Respectful Attend to the “Come back together” signal Active participation…Please ask questions Identify a partner for structured discussion Be Responsible Please allow others to listen Please turn off cell phones and pagers Please limit sidebar conversations Share “air time” Please refrain from email and Internet browsing Be Safe Take care of your own needs

Today’s Agenda 1.0Welcome & Review 2.0Understanding SLT 3.0 Digging into Coaching 4.0Measurement and Evaluation Capacity 5.0Wrap Up and Next Steps

Outcomes By the end of today’s session, LITs will… Define the work of the LIT in supporting the implementation at the school level Develop a system to support coaches Consider how to effectively communicate your successes to your school board Define what is meant by Fidelity and Student Outcomes for evaluation related to PPSC work Introduce the PBIS Assessment Plan to standardize the process for data collection and use Identify potential Local PBIS Assessment Coordinators and SWIS Facilitators

Getting Ready for Today Take a moment to identify the following roles for today’s training: Facilitator Action Plan Recorder Timekeeper Active Team Member It will be helpful for the recorders to have access to someone’s computer

1.0 Welcome & Review

Activity “Summing Up” Review the six slides at the beginning of participant workbook For each slide, “sum up” the big idea of the slide in 3 words or less Write your summary on the chart paper

Activity Follow-Up Did you… Finalize the mutual selection of those who will be providing training and coaching? How did you communicate this emerging work with them? Work to finalize training dates for your schools (also check on training venue availability) Work to secure SLT in each building Enact your plan for supporting the development of School Leadership Teams in those “Work To Do It Right” buildings that are moving forward into training in the fall

Activity With your team, log in to MIDATA and complete Checklist 2 Develop a plan for completing any outstanding tasks from the first two session

2.0 Understanding What’s Happening in the Schools: LIT Perspective

In this module, we will… Develop an understanding the function of the School Leadership Team (SLT) Review the training scope & sequence for school teams Define the expectations for the SLT and LIT after trainings Plan for making time and space for trainers

ISD or LEA Leadership Implementation Team Leadership Implementation Support Visibility Priority Political Support Policy Systems Alignment Resource Allocation Coaching Training Technical Assistance Evaluation Unit of Support Schools School Leadership Implementation Management Importance Distribute Resources Unit Functions PBIS Practices Schoolwide Classroom Nonclassroom Individual Student Unit of Implementation Implementation Feedback Coordinated Support

School Leadership Team Coaching Process Expert - Helps transfer information A role of a coach is to adapt the skills from training to the culture of the school context Training Subject Matter Expert - Helps impart information A role of a trainer is to facilitate specific sessions of content designed for skills development School Leadership Team Leadership Implementation Team

Recall: School Leadership Team Work with the principal to lead efforts (teacher leaders) Develop systems to create a good environment for implementation Develop people’s competency in what is being implemented Use data in an on-going way to determine the quality of implementation and the impact on outcomes

Critical Features of School Leadership Team Comprised of 5-7 people who are representative of the building Plans and coordinates implementation efforts Communicate implementation efforts to building staff, school community and district leadership Plans and /or provides for professional development and technical assistance for building staff around the application of the tools / materials and key concepts discussed during team training Develops and / or accesses resources for implementation purposes

Function of the School Leadership Team focusing on School-wide PBIS Take a school-wide perspective in the work Carefully consider the staff’s stage of implementation and address consensus and buy-in along the way Ensure staff have input and provide feedback related to the components of School-wide PBIS Meet monthly to review data, problem solve, and develop & follow-up on action plans related to identified needs Establish structures for the implementation of effective universal behavioral supports Share information with the entire staff, students, and parents/families related to the work of the School-wide PBIS

What the School Leadership Team Will Not Be Doing… Engage in the work of establishing the components of universal supports for behavior without input and feedback from the entire staff and students Make instructional decisions for grade- levels or individual teachers Operate in isolation of the rest of the school staff or in isolation of the Leadership Implementation Team

Activity Read the document entitled, “School Leadership Team Responsibilities” and identify any additional responsibilities that might not be included in the document but are essential for your schools Answer the following questions: Do you already have a linking communication protocol between your Leadership Implementation Team and the School Leadership Teams? If not, you will need to create one – put it on your action plan to complete one and determine how this information will be shared with the SLT If you do, review it to determine who will communicate this information to the School Leadership Team(s), how it will be done, and when it will be done

What’s the School Leadership Team Doing?

Activity Individually, review the “School-wide PBIS Scope & Sequence and School Leadership Team Training” document As a team, take five minutes to brainstorm and record supports that your Leadership Implementation Team might provide to support the implementation efforts at the school level – generate as many ideas as you can come up with now, we will revisit this list in a few minutes

ISD or LEA Leadership Implementation Team Leadership Implementation Support Visibility Priority Political Support Policy Systems Alignment Resource Allocation Coaching Training Technical Assistance Evaluation Unit of Support Schools School Leadership Implementation Management Importance Distribute Resources Unit Functions PBIS Practices Schoolwide Classroom Nonclassroom Individual Student Unit of Implementation Implementation Feedback Coordinated Support

Let’s Keep the Big Picture in Mind the Intent of Coordinated Supports Enhance the implementation fidelity of School-wide PBIS Establish capacity for efficient and sustainable implementation of PBIS Impact student outcomes in meaningful ways The School Leadership Team is your mechanism for support 26

Goal Improved Student Outcomes Equitable Effective Sustainable Systems Functions Efficient Systems Qualities Leadership Management/Co ordination Finance Compliance Technical Assistance and Professional Learning Scalable Evaluation Academic Instruction Social Behavior Practices

What Does Coordinated Support Look Like? Meet monthly to plan for implementation, monitor progress, address barriers, and manage risk Provide implementation supports and leadership to enable the work happening at school level Establish feedback loops from the school(s) to the LIT

For example, as multiple buildings are getting ready for the Kick-off for SWPBIS, the LIT may: Allocate sufficient time for the School Leadership Teams from schools to come together on a common day prior to the Kick-off of SWPBIS to work on their implementation plan, including planning the Kick-Off for teaching expectations Ensure the coaches are available during this scheduled work session Require that the Implementation Plans include specific components and are turned in to the central office to ensure alignment

Making Time & Space for Trainers Recall that a purpose of this grant is to build local implementation capacity – including trainers In order to leverage your existing staff to provide training support the Leadership Implementation Team will need to work with the Liaison to make time and space on these individuals’ schedules to prepare for and deliver the training

Activity Return to the list of ideas for coordinated supports your team generated earlier Given what we just reviewed: Group similar items together Identify any ideas that need to be added to or removed from your list Prioritize the supports your team may provide Record these activities in your PBIS Implementation Plan started during our last session

3.0 Digging into Coaching

In this module, we will… Review the necessary components for a Coaching System to support the use of Positive Behavioral Interventions and Supports (PBIS) in your district or ISD Develop fluency with the components of a Coaching Service Delivery Plan (CSDP)

Coaching versus Training Training is the presentation of material to develop new knowledge and /or skill Coaching is the support needed to use new knowledge and/or skills under typical conditions

A role of the coach is to adapt the skills from training to the culture of the school context. Rob Horner

Why Coaching?? Enhance the implementation fidelity of School-wide PBIS Establish capacity for efficient and sustainable implementation of PBIS Impact student outcomes in meaningful ways 36

Let’s Focus on Coaching The primary goal is to install, implement and sustain the critical features of SWPBIS with fidelity! This is important: Often coaching has more of an impact on sustainable implementation than does the initial training

Activity “Often coaching has more of an impact on sustainable implementation than does the initial training” Agree / Disagree & Why With a partner discuss whether you agree or disagree with the statement above and why

District Capacity Assessment (DCA) Item #24: DIT uses coaching service delivery plan (CSDP) Let’s take a closer look at the components for a score of 2 on this item

Your Turn Read the rubric for a 2-point score for item #24 As you read, put a question mark next to any part of the description that you need more information about

Let’s Break it Down Support for Building Implementation Team functioning: School Leadership Team (SLT) formation School Leadership Team (SLT) development Communication protocol development Use and refinement of communication protocols

Let’s Keep Breaking It Down Support for the use of the Effective Innovation (EI): – An effective innovation is a set of defined practices used in schools to achieve outcomes that have been proven to produce desired results – For our work, the EI is Positive Behavioral Interventions and Supports (PBIS)

Effective Innovation Roadmap School-wide PBIS Tiered Fidelity Inventory (SWPBIS TFI) provides us with a measure of the use of PBIS within your schools

Coaching Service Delivery Plan (CSDP) Components Coaching concepts / skills Coaching supports Coaching frequency Coaching preparation Mechanisms to provide feedback Timeline for written feedback Coaching effectiveness measure

Coaching Concepts / Skills Outlined for the Effective Innovation of PBIS Linked directly with the fidelity measure – SWPBIS TFI

Activity Work with a partner Partner 1: open to the rubric for DCA item 24 Partner 2: open to the Coaching Service Delivery Plan (CSDP) for Tier I PBIS installation As Partner 1 reads the remaining portions of the rubric for a 2-point score, Partner 2 will check the CSDP to determine where that information can be found

Supports for Coaching

What are the LIT’s Responsibilities? Establish a Coaching System that will set the long-term stage for development and use of Coaching Service Delivery Plans to support use of PBIS in your schools

Coaching System Proactive way to determine processes, procedures, roles / responsibilities for coaching of an effective innovation – in this case, School-wide PBIS Predicated on the innovation being usable, teachable, learnable, doable, and readily assessed in practice

Coaching System Includes: Defining the type of coaching (system vs. instructional) required for the effective innovation Defined roles and responsibilities that are outlined in a job description Funding or incentives to allow time to accomplish coaching responsibilities Outline to whom the coach reports to for supervision and evaluation Defines the coaches level of authority to make decisions

Coaching System (continued) Also includes: Expectations for what coaching supports to teams or teachers should look like, frequency, coach preparation, feedback mechanisms, timelines for feedback, coaching effectiveness measure

Activity Individually: Read the Coaching System Development document – focusing in on the Facilitative Administration portion of the document As a team: Place a check mark in the appropriate column for each item under Facilitative Administration Identify which action steps your team needs to take to “clear the path” for coaching & record these on your PBIS Implementation Plan

What’s the PPSC Project Responsibility? 1.Provide Coaching Support Sessions The purpose of the Coaching Support Session is to equip coaches with the knowledge, skills, and tools necessary to support school leadership teams in the successful implementation of School-wide Positive Behavioral Interventions & Supports in their buildings.

Coaching Support Sessions Focus directly on the coaching concepts / skills for installing Tier 1 of PBIS Provide opportunities for coaches to practice with new skills and/or refine existing skills Provide networking with coaches from other schools, districts and/or ISDs

What’s the PPSC Project Responsibility? 2. Provide a system of support for the PBIS Coordinators to support local coaching capacity Students School Staff School Leadership Team Leadership Implementation Team Project Staff MDE

Monthly Coaching Focus

Linking Communication Protocol Communication Protocol: formal procedure or system for gathering and disseminating important information specific to a common focus that has been mutually agreed upon by all groups / teams who will be impacted by its use

Communication with Coaches Your LIT will need to draft a linking communication protocol from your team to the coaches The LIT designee will need to gather input from coaches regarding the communication from them to your team The LIT designee will need to conduct the initial meeting with the coaches

Activity As a team determine who will be designee to communicate with coaches Review the components of the initial meeting(s) with coaches and determine what needs to be communicated for each component Put developing a linking communication protocol between LIT and coaches on your action plan

Lunch Activity Identify who will serve in the coaching role for the schools in the “work to do it right” category Please share these names with PPSC Project staff

4.0 Measurement and Evaluation Capacity

In this Module, We Will… Consider how to effectively communicate your successes to your school board Work on your PBIS Implementation Plan Review your Reach and Capacity Objective Define what is meant by Fidelity and Student Outcomes for evaluation related to PPSC work Set your Installation of SWPBIS Assessment Plan Objective Introduce the PBIS Assessment Plan to standardize the process for data collection and use Identify potential Local PBIS Assessment Coordinators and SWIS Facilitators

Begin with the End in Mind Communicate your successes – District-level – Building-level DCA item #16: District provides a status report on the Effective Innovation (EI) to the school board Lets review a School Board Presentation in your workbook – You can use this as a template for your presentation!

Positive Behavior Interventions and Supports (PBIS) Update Sharon Doyle, PBIS Coordinator Jane Dezinski, Executive Director of Intervention and Prevention

National School Boards Association “School board members currently face challenges that require us to be informed, involved, and passionate about what is effective in the education of our children. We must make educated decisions on the board level that end in the implementation of what is best for our students” -Hall, N., Bohanon, H. & Goodman, S. (2016)

Agenda Introduction to Positive Behavior Interventions and Supports Introduction to the Promoting Positive School Climate Initiative Progress and growth – Building capacity – Implementing PBIS – Student outcomes Next steps

Promoting Positive School Climate (PPSC) Implement Positive Behavioral Interventions and Supports (PBIS) for districts and schools The state-level project will partner with implementation teams at the ISD and LEA level to develop a coordinated plan for local training, coaching, behavioral expertise and evaluation capacity The initiative utilizes a continuous quality improvement process by frequent data collection on capacity, fidelity, and impact

Positive Behavior Interventions and Supports (PBIS) PBIS is an approach for making schools more effective learning environments for all students This is achieved by focusing on practices and systems that create a whole-school social culture that is Predictable, Consistent, Positive and Safe Problem behavior is minimized by (a) proactive teaching what is desirable, (b) consistent consequences that reduce the effectiveness of problem behavior, and (c) multi-tiered levels of support intensity

PBIS is not just a good idea, but a research based approach that has demonstrated to be effective at BOTH reducing problem behavior and improving academic outcomes Implement fidelity is critical to getting outcomes Positive Behavior Interventions and Supports (PBIS)

Newaygo Showcase

Why PBIS in Newaygo County? In Newaygo County, over 60% of secondary students reported they have heard threats to others at school, impacting their school safety. There were over 850 students suspended or expelled in 2013, significantly disrupting their education. Research shows that students perform better academically in schools where they: Feel safe Know the behavioral expectations in their school building and classrooms Spend less time in the office and more time in the classroom for learning Have a positive relationship with other students, staff and administration Learn healthy and appropriate social/emotional skills The overall impact of a PBIS system implemented with fidelity is improved academic and social outcomes for all students.

Types of Data Capacity Data The ability or power to do Fidelity Data Extent that implementation occurs as intended Student Behavior Outcome Data Meeting educational goals and objectives

District Capacity Assessment (DCA) “Continuous progress monitoring of our Leadership Implementation Team’s S.M.A.R.T. Objectives has increased our capacity to support the Local Districts.” -PBIS Coordinator We have increased overall capacity by 31%

SWPBIS Tiered Fidelity Inventory (TFI) “With the development of clear expectations and signage, and all staff using the matrix, students have developed more positive behaviors.” -Teacher Across the county, we have made progress across all Subscales for Tier 1

School Climate Survey (SCS) “All of the PBIS work fit nicely with our Goals and Dreams program. It helped magnify the culture of good choices and great behavior…” -Principal Participants reported they somewhat/strongly agree that their school climate is positive

SWIS: Office Discipline Referrals “We used our SWIS data to change our recess lineup procedure and it is going much better now!” -Teacher” Introduction of intervention = reduction of behavioral referrals Average Referrals Per Month Per Day on the Playground

Student & Teacher Success Story “When I came into our school in October of 2013, one of my assignments was to lower the behavior incidences. The bus was issuing over 100 behavior slips per year; closer to 200. Since adopting PBIS into our school, bus slips for this school year to date are 3!!!! Incident reports have gone from over 100 in 2013-14 to less than 10 this school year. With the development of clear expectations and signage, and all staff using the matrix, students have developed more positive behaviors. We are still a work in progress, but it will just get better!” -Principal

What We Have Accomplished We have improved NC RESA’s capacity to support school staff by providing training and continuously strengthening staff skills around the implementation of PBIS: 3 all-day PBIS trainings to School Leadership Teams 1 Data Review training to School Leadership Teams Monthly meetings with the NCRESA Leadership Implementation Team

What We Have Accomplished We supported implementation by providing funding for signage, SWIS licensing, materials and supplies to the 7 buildings in the project We received a grant from The Fremont Area Community Foundation to attend the National PBIS Leadership Forum. Two representatives from each school attended with two staff from NC RESA 85% of our participating schools have officially launched PBIS during their school-wide Kick-off

Next Steps We continue to progress monitor the implementation of PBIS with fidelity in our participating schools Actively engaging in a Cycle of Continuous Improvement that includes data review, training coaching and new or revised innovations Seek continued funding for professional development Soon we will be launching School-wide PBIS in Tiers 2 and 3 to support all students

Policy alignment Visibility & dissemination Political support Focused goals Fiscal support Board Consideration/Impact…

Thank You! PBIS.org MIBLSI.org Article by the National School Boards Association: – Hall, N., Bohanon, H. & Goodman, S. (2016). Behavioral Support: Research-based program reduces discipline problems – https://www.nsba.org/newsroom/american-school- board-journal/behavioral-support https://www.nsba.org/newsroom/american-school- board-journal/behavioral-support Ask our PBIS Coordinator: – Contact info: Sharon Doyle sdoyle@ncresa.org 652-3877sdoyle@ncresa.org – Jane Dezinski jdezinski@ncresa.org 652-3617jdezinski@ncresa.org

Activity Review the example Board Presentation Consider how to effectively communicate your successes to your school board What are some of the initial steps, progress, and accomplishments you can report out? Consider introducing the work of PPSC and the rational for implementing SWPBIS Use data you have already collected: DCA and reach data How will you ensure that the school board receives timely status reports?

Review: Data Sources for Implementation Plan Reach Data: Extend the range of contact and influence Capacity Data: The ability or power to do Fidelity Data: Extent that implementation occurs as intended Student Outcome Data: Meeting educational goals and objectives

ISD or LEA Leadership / Implementation Team Leadership Implementation Support Visibility Priority Political Support Policy Systems Alignment Resource Allocation Coaching Training Technical Assistance Evaluation Unit of Support Schools School Leadership Implementation Management Importance Distribute Resources Unit Functions PBIS Practices Schoolwide Classroom Nonclassroom Individual Student Unit of Implementation Implementation Feedback Coordinated Support

Review Reach and Capacity Recall: We set an objective for Reach S.M.A.R.T. objective for September 2017 Resource: “PPSC School Stages of Implementation Indicators” (LIT 2 workbook) We also set an objective for Capacity S.M.A.R.T. objective for September 2017 Resource: District Capacity Assessment

What Evaluation Capacity is Needed to Support Implementation of SWPBIS? Need to be able to evaluate the following: Do we have a system to support our implementation efforts? Are we implementing with fidelity? Are we achieving improved outcomes for students?

Goal Improved Student Outcomes Equitable Effective Sustainable Systems Functions Efficient Systems Qualities Leadership Management/Co ordination Finance Compliance Technical Assistance and Professional Learning Scalable Evaluation Academic Instruction Social Behavior Practices

Do We Have a System to Support Our Implementation Efforts? Reach Data: Extend the range of contact and influence Stage of Implementation schools are in relative to SWPBIS implementation efforts Measured Through: Percentage of schools at each stage of implementation Stages will be automatically assigned based on the information available in MiData

Why Does Reach of SWPBIS Across Schools Matter? To scale-up and reach your vision of schools implementing SWPBIS with fidelity, the supports you provide to each school needs to match that school’s stage of implementation

Stages of Implementation FocusStageDescription Exploration/Ad option Decision regarding commitment to adopting the program/practices and supporting successful implementation. InstallationSet up infrastructure so that successful implementation can take place and be supported. Establish team and data systems, conduct audit, develop plan. Initial Implementation Try out the practices, work out details, learn and improve before expanding to other contexts. ElaborationExpand the program/practices to other locations, individuals, times- adjust from learning in initial implementation. Continuous Improvement/Re generation Make it easier, more efficient. Embed within current practices. Work to do it right! Work to do it better! Should we do it?

Do We Have a System to Support Our Implementation Efforts? Capacity Data: Ability or power to do Systems, activities, and resources that are necessary for successful adoption and sustainability of SWPBIS Measured Through: District Capacity Assessment (DCA)

Why Focus on Capacity? Recall the Definition of Sustainability “The durable, long-term implementation of a practice at a level of fidelity that continues to produce valued outcomes” (McIntosh, Horner, & Sugai, 2009; p.328)

“Scaling up is defined as having enough of something so that it is useful. Scaling up is the process of moving from “exemplars” to the “typical.” The process of scaling involves the development of organizational capacity to move from exemplars sustained by extra- ordinary supports, to typical application with typical supports.” (Fixsen et al, 2008) Why Focus on Capacity? Recall the Definition of Scale Up

Activity With your Team: Review your Reach and Capacity goals on your implementation plan Based off of your DCA data, are there activities you set for continuous improvement? What is the status of those activities? Do you need to set time aside to work on them?

Introduction: Data Sources for Implementation Plan Reach Data: Extend the range of contact and influence Capacity Data: The ability or power to do Fidelity Data: Extent that implementation occurs as intended Student Outcome Data: Meeting educational goals and objectives

ISD or LEA Leadership / Implementation Team Leadership Implementation Support Visibility Priority Political Support Policy Systems Alignment Resource Allocation Coaching Training Technical Assistance Evaluation Unit of Support Schools School Leadership Implementation Management Importance Distribute Resources Unit Functions PBIS Practices Schoolwide Classroom Nonclassroom Individual Student Unit of Implementation Implementation Feedback Coordinated Support

Are We Implementing With Fidelity? To answer this question, we look to the Fidelity measure(s) Specific to our work of SWPBIS, School Leadership Teams will be completing the SWPBIS Tiered Fidelity Inventory (SWPBIS-TFI) Your LIT will help set the stage for the School Leadership Teams collect and use this data for problem solving and action planning

Resource Allocation Implementation Timeframe Implementation Quality

Why Do We Collect Fidelity Data? Examines whether implementation is occurring as intended When this data is aggregated across the district or ISD, it can be used to support efficient and effective problem solving to ensure equitable access to SWPBIS across schools

Implementing PBIS with Fidelity Starting with the end in mind Lets explore the School-wide PBIS Tiered Fidelity Inventory (SWPBIS TFI) – The SWPBIS TFI is a fidelity tool that helps us answer the question, Are we doing what we said we would do? – It is completed at the school level – LITs will be reviewing implementation across multiple schools

TFI Tier 1 Items 1.9 Feedback and Acknowledgement 1.10 Faculty Involvement 1.11 Student/ Family / Community/ Involvement 1.12 Discipline Data 1.13 Data-based Decision Making 1.14 Fidelity Data 1.15 Annual Evaluation Tier 1 Subscale: Teams (1.1-1.2), Implementation(1.3-1.11), & Evaluation (1.12- 1.15) TFI Tier 1 Items 1.1 Team Composition 1.2 Team Operating 1.3 Behavior Expectations 1.4 Teaching Expectations 1.5 Problem Behavior Definitions 1.6 Discipline Policies 1.7 Professional Development 1.8 Classroom Procedure SWPBIS-TFI Items Overview

Setting Schools Up for Success Local PBIS Assessment Coordinator(s) support School Leadership Teams by: Setting up an identified school team member(s) as a “Team Member” in PBIS Assessments Opening and closing assessment window on www.pbisapps.orgwww.pbisapps.org Answer questions, provide technical assistance as appropriate

Role of Leadership Implementation Team Identify Local PBIS Assessment Coordinator(s) Make time and space for the Local PBIS Assessment Coordinator(s) to participate in training via 2 hour webinar hosted by MiBLSi on September 19, 2016 (1-3pm) or to access recording Location: webinar using Adobe Connect Next training opportunity: December 7, 2016 Ensure that each identified individual completes a Local PBIS Assessment Coordinator Information Form and submits the form to Jennifer Rollenhagen (jrollenhagen@miblsimtss.org)jrollenhagen@miblsimtss.org Identify who on the LIT needs to know more about the SWPBIS TFI and have these individuals view the TFI Walk Through video on PBIS Apps website:https://www.pbisapps.org/Resources/Pages/School-Wide- Tiered-Fidelity-Inventory-%28TFI%29-Walkthrough.aspxhttps://www.pbisapps.org/Resources/Pages/School-Wide- Tiered-Fidelity-Inventory-%28TFI%29-Walkthrough.aspx

Role of PPSC Project Provide initial training for the Local PBIS Assessment Coordinators on September 19, 2016 and record webinar for future access Provide ongoing support for Local PBIS Assessment Coordinators Train Coaches in how to support the administration of the SWPBIS Tiered Fidelity Inventory during the Coaching Support Sessions Teach Coaches and School Leadership Teams how to analyze results and use data for problem solving and action planning

Activity Review the list of existing PBIS Assessment Coordinators for your District or ISD through MiData Directions: Login to MiData, navigate to the Context tab via your dashboard and scroll down to the Data Coordinator Role section

Activity Read the document titled “PBIS Assessment Coordinator” focused on the Local PBIS Assessment Coordinator portion Review the list of existing PBIS Assessment Coordinators for your District or ISD Determine who else will be identified as a Local PBIS Assessment Coordinator(s) for this work Determine who will contact the individual(s) and explain their responsibilities Ensure that individual(s) complete PBIS Assessment Coordinator Information Form Ensure that individual(s) has time/space to be trained as a PBIS Assessment Coordinator via webinar (or recording)

To answer this question we examine: Discipline Referral Data School Climate Survey Data Special Education Referral Data You may examine additional data such as: Attendance Data Other?

Focus on Meaningful Impact for ALL Students Ensure that all students have access to and benefit from the multi-tiered behavioral framework being installed through SWPBIS Examine disaggregated data to ensure equitable access to and benefit from SWPBIS practices

School Climate Survey School Leadership Teams will support the collection of a School Climate Survey The School Climate Survey will be available to teams via PBIS Apps website The Local PBIS Assessment Coordinator will also support the collection of the School Climate Survey

Why Discipline Referrals? Research supports the use of Discipline Referral data as measure of outcomes for students Common metric used in schools implementing SWPBIS and research evaluating the effectiveness of the practice

Important Considerations Discipline referrals are a data source, not a consequence We collect discipline referral data to support school-level problem solving We deliberately work to minimize subjectivity in discipline referrals In order to use these data in a meaningful way, we use a data system that organizes the information into visual displays of data to aid in the problem-solving process

School-wide Information System (SWIS) Your schools will be using SWIS to support your SWPBIS implementation efforts SWIS is a web-based information system designed to help school staff use discipline referral data to support the implementation of SWPBIS There are “readiness activities” that will set schools up for success in collecting and using SWIS data Schools will have a local SWIS Facilitator who will help School Leadership Teams and school staff with these activities and support their use of SWIS

SWIS Data Integration with School Information Systems https://www.pbisapps.org/Applications/Pages/Data-Integration.aspx Manual Data Entry Manually enter into SWIS and School Information System (SIS; enter reportable behaviors only). A school personnel will be identified as the data entry person. SDEX: Export from SWIS Download all SWIS data in a format useful for importing into your SIS. An ISD/district IT person is needed. DataLink: Import to SWIS Upload student and staff rosters and referrals into your SWIS. Developed by SWIS. An ISD/district IT person is needed. MDE TRIG: Data bridging service A centralized processes that bridges student data among applications. SWIS Data Integration Options In Development

SWIS Facilitator Local resource to assist teams in the process of completing readiness requirements and securing an account Provides initial training to identified school staff Provides on-going support for SWIS account and use of data for problem solving and action planning Not data entry person www.pbisapps.org

Role of Leadership Implementation Team Identify individuals who can become SWIS Facilitators Make time and space for the potential SWIS Facilitator(s) to participate in SWIS Facilitator training (2 ½ day training) Make time and space for current SWIS Facilitator(s) to participate in a refresher training (½ day) Ensure that each school has access to a SWIS Facilitator to support the Readiness Activities and initial analysis of SWIS data Ensure SWIS Facilitator will be available for school-level training (SWPBIS Days 2 & 3) Determine what needs to be communicated to districts and/or schools regarding the use of SWIS

Role of PPSC Project Provide SWIS Facilitator Trainings August 16, 17, and 18, 2016 (2 ½ days) at the Holiday Inn Airport Grand Rapids Provide refresher for current SWIS Facilitators (webinar) Support Coaches in learning how to read SWIS reports and use Discipline Referral Data during the Coaching Support Sessions Support School Leadership Teams in developing an understanding of how to install and use SWIS data as a part of the implementation of SWPBIS through content

Activity Review the list of existing SWIS Facilitators for your District or ISD through MiData Directions: Login to MiData, navigate to the Context tab via your dashboard and scroll down to the Data Coordinator Role section

Activity Read the document titled “SWIS Facilitator Training Screening Information” in your binder Review the list of current SWIS Facilitators for your District or ISD Determine who else will be identified to become a SWIS Facilitator Determine who will contact the individual(s) and explain their responsibilities Ensure that individual(s) are registered for an upcoming SWIS Facilitator Training Determine what needs to be communicated to districts and/or schools regarding the use of SWIS

S.M.A.R.T. Objectives S = Specific M = Measureable A = Attainable R =Results Focused T = Time bound

What are You Aiming For? Example Fidelity and Outcome Objective: Schools in the Initial Stage of Implementation and beyond will implement Tier 1 of SWPBIS with fidelity, as measured by a score of 70% or higher on the SWPBIS-TFI, by September of 2017. This implementation will result in Discipline Referral rates to be at or below the national median within SWIS database by September of 2018.

Activity With your team: Set a Fidelity and Student Outcome Objective for where you want to get to by September of 2018 Make sure your objective is S.M.A.R.T. Write your objective on the SWPBIS Implementation Plan template

A Big Idea for Implementation Leadership Implementation Team standardizes the process and schools contextualize implementation

Standardizing the Processes for Data Collection & Use Across Schools PPSC Project has set assessment windows for the measures specific to this work Using these windows each ISD or District will set up a standardized process for data collection and use related to SWPBIS Each school will take the standardized process and contextualize it to fit the unique environment of the individual school

School-wide PBIS Assessment Plan Defines the measures being used to monitor implementation efforts (fidelity) and student outcomes for SWPBIS Assists schools in the set up of the systems to collect the data Identifies windows when measures will be collected and by who Identifies training staff will be receive to support data collection, entry and analysis Defines windows for using data for problem solving

What are You Aiming For? Example Installation of School-wide PBIS Assessment Plan Objective: By January of 2017, 100% of schools in the Installation Stage of Implementation will have all of the following: At least one Tier I score for SWPBIS-TFI Completed the School Climate Survey Completed the SWIS Readiness Activities and have an active SWIS Account

Activity Set your Installation of SWPBIS Assessment Plan Objective Review the document titled “School-wide PBIS Assessment Plan” You will develop your own PBIS Assessment Plan during LIT 4!

5.0 Wrap Up & Next Steps

Activity 3 Big Ideas in 3 minutes As a team, write down 3 main ideas/concepts that we covered today Be prepared to share out to the whole group

Preview for LIT 4 Activity follow-up and Checklist activities DCA administration and progress monitoring PBIS Assessment Plan PBIS Implementation Plan: update objectives and action items Revisiting the work for this year Forecasting the work of year 2

Take Away Assignments Finalize the mutual selection of those who will be providing training and coaching Finalize the mutual selection of buildings who will be entering training in the fall Work to secure SLT in each building Finalize training dates and venues Ensure that each SLTs have access to the SWPBIS Assessment Plan to allow them to contextualize the implementation efforts

Take Away Assignments Cont. Determine who will become your Local PBIS Assessment Coordinator(s) Ensure that individual(s) complete PBIS Assessment Coordinator Information Form Ensure that individual(s) has time/space to be trained as a PBIS Assessment Coordinator via webinar (or recording) Determine who will become your SWIS Facilitator Ensure that individual(s) are registered for an upcoming SWIS Facilitator Training Determine what needs to be communicated to districts and/or schools regarding the use of SWIS

Reminder LIT Session 4 will be held on August 3 rd at Ottawa Area ISD or Genesee ISD

Before You Leave Today A copy of your PBIS Implementation Plan from today’s session Provide a list of who you have identified as a potential Local PBIS Assessment Coordinator(s) for this work, if available Provide a list of who you have identified as a potential SWIS Facilitator(s) for this work, if available

End of Day Evaluation

2-Part Evaluation Retrospective Self Assessment Feedback on the Session... both using the responders

New Scale for the Retrospective Self Assessment Questions 4: I am confident that I know it and I can apply it to my context. 3: I am confident that I know it, but am unclear on how to apply it to my context. 2: I need more information and examples to know it better. 1: I have more questions than answers.

Rate your knowledge / skills / competence for the following items this afternoon at 3:20 p.m.

1. I can articulate specific examples that our Leadership Implementation Team can provide to support school level implementation. 4: I am confident that I know it and I can apply it to my context. 3: I am confident that I know it, but am unclear on how to apply it to my context. 2: I need more information and examples to know it better. 1: I have more questions than answers. Rate your knowledge / skills / competence for the following items this afternoon at 3:20 p.m.

Rate your knowledge / skills / competence for the following items this morning at 9:00 a.m.

1. I can articulate specific examples that our Leadership Implementation Team can provide to support school level implementation. Rate your knowledge / skills / competence for the following items this morning at 9:00 a.m. 4: I was confident that I knew it and I could apply it to my context. 3: I was confident that I knew it, but was unclear on how to apply it to my context. 2: I needed more information and examples to know it better. 1: I had more questions than answers.

Feedback on the Session

1. Today’s learning was a valuable use of my time. 4: Strongly Agree 3: Agree 2: Disagree 1: Strongly Disagree Data will help MiBLSi and presenters know whether the day was valuable to participants and a good investment of the resources invested.

2. I am leaving with tools and strategies to successfully complete the next steps (assignments, communication, activities) that were identified in today’s session. 4: Strongly Agree 3: Agree 2: Disagree 1: Strongly Disagree Data will help MiBLSi and presenters gauge whether the training/session is likely to result in implementation / application of the information.

3. The content included clearly defined outcomes for the day. 4: Strongly Agree 3: Agree 2: Disagree 1: Strongly Disagree Data will help MiBLSi and presenters know when the session goals need to be made clearer in the content or provided more clearly by the presenter(s).

4. The content and activities are well aligned with the goals and priorities of my ISD or District. 4: Strongly Agree 3: Agree 2: Disagree 1: Strongly Disagree Data will help MiBLSi and presenters to know if there was a good match between the session content and district goals/ priorities/ needs.

5. The trainer(s) presented the content in such a way that promoted active engagement, opportunities for processing, and time for participants to work together. 4: Strongly Agree 3: Agree 2: Disagree 1: Strongly Disagree Data will help MiBLSi and presenter(s) know whether the presenter(s) needs to use more strategies for active engagement and whether the content needs to facilitate this better.

6. The pacing and amount of material presented were appropriate for the time allocated. 4: Strongly Agree 3: Agree 2: Disagree 1: Strongly Disagree Data will help MiBLSi and presenters know how to adjust pacing and amount of content provided in the future.

7. The materials for the day facilitated my learning. 4: Strongly Agree 3: Agree 2: Disagree 1: Strongly Disagree Data will help MiBLSi and presenters know whether the quality, number, and organization of materials and handouts was appropriate.

8. The training space was acceptable for learning (comfortable temperature, good working space, functional technology). 4: Strongly Agree 3: Agree 2: Disagree 1: Strongly Disagree Data will help MiBLSi make future decisions about training/ conference space reservations, room design, available technology.

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Bell Ringer Activity Locate the directions for how to log into MIDATA at the front of today’s packet Use the directions to log into MIDATA If you have.

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Presentation on theme: "Bell Ringer Activity Locate the directions for how to log into MIDATA at the front of today’s packet Use the directions to log into MIDATA If you have."— Presentation transcript:

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