1. B1 – Sustainability Impact on Vulnerable Populations Leader Presenter: Justyn Poulos – Wisconsin RtI Center Exemplar: Jonathan Jagemann – Milwaukee Public Schools Key Words: Applied Evaluation, Assessment, Training

2. Maximizing Your Session Participation
When Working In Your Team
Consider 4 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?

3. Where are you in the implementation process
Where are you in the implementation process? Adapted from Fixsen & Blase, 2005
We think we know what we need so we are planning to move forward (evidence-based)
Exploration & Adoption
Let’s make sure we’re ready to implement (capacity infrastructure)
Installation
Let’s give it a try & evaluate (demonstration)
Initial Implementation
That worked, let’s do it for real and implement all tiers across all schools (investment)
Let’s make it our way of doing business & sustain implementation (institutionalized use)
Full Implementation

4. Leadership Team Action Planning Worksheets: Steps
Self-Assessment: Accomplishments & Priorities
Leadership Team Action Planning Worksheet
Session Assignments & Notes: High Priorities
Team Member Note-Taking Worksheet
Action Planning: Enhancements & Improvements

5. Session Objectives
Identify critical questions to reflect upon throughout implementation of an MTSS (MLSS) framework.
Learn about continuous improvement and evaluation processes at the district and state level
Identify core features of a comprehensive evaluation report.

6. Schools at fidelity/full implementation for the last 2-3 years are CLOSING RACE-BASED SUSPENSION RATE GAPS.
Declining Suspension Rates
Implementing in BEHAVIOR
Declining Suspension Rates
Implementing in READING
166 Schools
154 Schools

7. MPS Total Suspensions

8. Intro/Background
State Department thought that if, as a state, we focused on a state-wide effort to prevent academic and behavioral problems, and if we were very intentional about putting equity in the center of the effort, we could reduce and hopefully eliminate the disproportionality that existed in the state.

9. Wisconsin RtI Center/PBIS Network

10. Theory of Change Train Implement Fidelity Sustain
Outcomes for our Underserved students
Outcomes for ALL students
Sustain
Fidelity
Implement
Train

11. Logically Moving Toward Systems Change
Short term
Medium term
Long term
Change knowledge, attitudes, and beliefs
Change practices and policies
Changes to overall system
How to intro the short, medium, and long term outcomes of the logic model for schools, without overwhelming people with a full logic model?
Ground them in the rationale for the four levels.
Long term: The way we do business; improvement in student outcomes
Measuring Implementation
Improving Implementation over time
Sustaining Implementation
Student Outcomes

12. Intentionally Addressing Equity
THROUGH:
Personal Growth
Training/Technical Assistance
Data Disaggregation

13. 46% of Wisconsin schools are at FIDELITY or FULL IMPLEMENTATION
From to , 79% of our public schools have engaged with the Wisconsin RtI Center. 85% of these schools have self-assessed their systems.
46% of Wisconsin schools are at FIDELITY or FULL IMPLEMENTATION

14. Training Want to be sure training leads to implementation.
Readiness TA
Goal – increasing implementation, not increasing training
Training

15. PBIS Rollout Plan
Training

16. Implementing/Assessing
Of those who have trained, which are assessing?
Internal Goals – increase implementation/assessment for schools who have been trained.
Internalizing/externalizing.
Implementing

17. Do schools who are trained implement?
Continuous Improvement
Which schools are trained and not assessing?
Patterns and Priorities within the state
Small Districts
High Schools
78-79% statewide
MPS – 98-99%
Implementing

18. MPS Fidelity of Implementation Calendar
Yearly survey calendar
Consistent window year to year
ON overall district assessment calendar
Reminder in Thursday Update to principals
Monthly newsletter to coordinator
Follow up with all schools
Implementing

19. MPS Support for Taking and using Assessments
How to guides
Video guide
Reminder in monthly minutes
Action planning integrated into monthly minutes
WI RtI Center recognition process
Implementing

20. Equity Problem of Practice
Implementing

21. Teaming Learning Team PBIS Team Building Intervention Team (BIT)
Academics Tier 1
PBIS Team
Behavior/Attendance Tier 1
Building Intervention Team (BIT)
Academics and Behavior/Attendance Tier 2 and 3
Implementing

22. PBIS Team Meetings Meeting Minutes Trauma goal and strategy
Disproportionality data and strategy
BLAAST and specific goal
Staff focus
Behavior Lesson
Acknowledgement
Two-way communication
Implementing

23. BLAAST Referrals by BEHAVIOR Referrals by LOCATION
AVERAGE referrals by month
ATTENDANCE data
Referrals by STUDENT
Referrals by TIME
Implementing

24. Are schools implementing with Fidelity?
Continuous Improvement
What are the patterns of strengths and weaknesses on assessments for those that are assessing and not at fidelity?
Statewide 758 of 1257
MPS 110 of 138
Fidelity

25. Documented Behavior Interventions
Fidelity

26. Sustaining Using PBIS as the framework for all that we do
Second Step, Restorative Practices, Trauma Sensitive Practices, Mindfulness, etc
MPS 8 Big Ideas
Educating the Whole Child
Regular message to all schools
Appearances at principal institutes
Sustaining

27. Training & Support PBIS New Team Member Training
BIT New Team Member Training
Data within a MTSS Training
Monthly Networking Sessions
Rotating topics
One team member per school
Sustaining

28. Data Highlights – 2015-16 Annual Report
Outcomes

29. Schools at fidelity/full implementation for the last 2-3 years show an INCREASE in the OVERALL PERCENT OF STUDENTS MEETING TYPICAL FALL TO SPRING MAP GROWTH from to
Students’ MAP Growth Rate (Fall - Spring)
Implementing in BEHAVIOR
Students’ MAP Growth Rate (Fall - Spring)
Implementing in READING
97 Schools
113 Schools
Typical growth is based on national norms
Outcomes

30. Schools at fidelity/full implementation for the last 2-3 years show declines in OVERALL SUSPENSION RATE from to
Declining Overall Suspension Rate
Implementing in BEHAVIOR
Declining Overall Suspension Rate
Implementing in READING
166 Schools
154 Schools
Outcomes

31. MPS schools at fidelity/full implementation for the last 2-3 years show declines in OVERALL SUSPENSION RATE from to
Declining Overall Suspension Rate
Implementing in BEHAVIOR
Declining Overall Suspension Rate
Implementing in READING 55
Schools 76
Schools

32. Data Highlights – 2015-16 Annual Report
Decrease in suspensions in every group
Significant decrease in suspensions for Black students and Students with Disabilities
Outcomes for ALL

33. Schools at fidelity/full implementation for the last 2-3 years are also CLOSING RACE-BASED GAPS for percent of students meeting typical fall to spring MAP growth from to
MAP Growth Rate (Fall - Spring)
Implementing in BEHAVIOR
MAP Growth Rate (Fall - Spring)
Implementing in READING
Outcomes for ALL

34. Schools at fidelity/full implementation for the last 2-3 years are CLOSING RACE-BASED SUSPENSION RATE GAPS.
Declining Suspension Rates
Implementing in BEHAVIOR
Declining Suspension Rates
Implementing in READING
166 Schools
154 Schools
Did not include Asian because tend to be suspended less than White and showing similar increases
Not showing SWD-SWOD and EL-Non-EL Data Gap Data - Inconsistent Outcomes:
Anthony provide numbers here
% Change
Behavior:
SWD % 9.59% %
SWOD 6.58% 3.11% %
EL 4.50% 2.44% %
Non-EL 5.03% 2.34% %
Reading:
SWD % 9.40% %
SWOD 8.50% 3.00% %
EL 6.36% 2.36% %
Non-EL 9.99% 4.25% %

35. MPS schools at fidelity/full implementation for the last 2-3 years are CLOSING RACE-BASED SUSPENSION RATE GAPS.
Declining Suspension Rates
Implementing in BEHAVIOR
Declining Suspension Rates
Implementing in READING
Did not include Asian because tend to be suspended less than White and showing similar increases
% Change
Behavior:
Black % 8.88% %
Hispanic 8.16% 3.97% %
Amer Ind 12.41% 8.54% %
Asian 2.81% 0.95% %
White 6.83% 2.54% %
Reading:
Black % 9.30% %
Hispanic 9.39% 3.97% %
Amer Ind 13.83% % %
Asian 3.51% 0.98% %
White 7.35% 3.27%
Outcomes for ALL

36. Schools at fidelity/full implementation for the last 2-3 years have seen a GREATER DECREASE in suspension rates for STUDENTS WITH DISABILITIES than the state and schools with no record of implementing.
Outcomes for ALL

37. Annual Evaluation Report
Sections:
Training/Professional Development
Assessment/Implementation
Fidelity
Sustaining
Student Outcomes
Gaps closing; ALL students benefitting

38. Contact Information
Justyn Poulos
Jon Jagemann