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

2. 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.

3. Who We Are

4. 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

5. 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

6. Connections and Affiliations
National & International
State

7. 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

8. Project Description

9. 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.

10. 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

11. Creating Effective Educational Environments
That are…
Predictable
Consistent
Positive
Safe

12. 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.

13. Make it last!

14. 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

15. 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.

16. 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

17. 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

18. 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

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

20. 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

21. 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

22. Project Training Sessions

23. 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.

24. 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

25. Systems Development

26. 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

27. 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

28. 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

29. 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)

30. 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.

31. 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.

32. 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 and 8/16 have achieved fidelity criteria

33. Implementation of PBIS

34. 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

35. RCT & Group Design PBIS Studies
Oct
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), 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), 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, 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, 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, Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 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

36. 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.

37. Requirements

38. 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

39. 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*

40. Assessments

41. 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

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

43. 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

44. 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

45. 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

46. Completing Application

47. Completing the Application
Download application packet from the website
Answer the questions in your word processing program
Copy and paste your answers into the online application

49. Your Turn
What questions do you have?