1. VTPBIS Coordinators Learning and Networking Meeting
Presented by
VTPBIS State Team
Wifi Information:
Grand Guest
Find all materials at:
Sherry

2. By the end of this session you will have…
Strengthened your role as VTPBIS Coordinator
Learned about effective uses and dissemination of data
Explored potential resources and where to find them
Networked with peers!
Sherry

3. Maximizing Your Session Participation
Consider these 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?
Sherry
Use the Learning Reflection Sheet

4. Where is your school in the implementation process?
Emphasis is that you have identified that you have a need. How did you identify it? Is it climate, behavioral challenges, both? Why do you want to explore an evidence based practice?
Sherry
Adapted from Fixsen & Blase, 2005

5. Parking Lot
List any questions, issues, or suggestions you would like to discuss
Sherry

6. School-Wide PBIS is an organizational approach for…
Improving classroom & school climate
Decreasing reactive management
Integrating academic and behavior initiatives
Maximizing academic achievement
Improving support for students with EBD
Sherry

7. Critical Features Sherry Use data Ensure cultural and contextual fit
Supporting Culturally Equitable
Social Competence & Academic Achievement
OUTCOMES
Supporting
Culturally
Knowledgeable
Staff Behavior
Supporting
Culturally Valid
Decision
Making
DATA
SYSTEMS
Sherry
Use data
Focus on outcomes: Academic & behavior success
On-going evaluation
Ensure cultural and contextual fit
Invest in systems
Organize research-validated practices within a continuum
Instructional & preventative approach
Integration
Tier 1 for all
PRACTICES
Supporting Culturally Relevant
Evidence-based Interventions

8. Why Coordinators as Coaches?
Sherry
Why Coordinators as Coaches?

9. Problem Statement 1
“Training by itself does not result in positive implementation outcomes (changes in practitioner behavior in the clinical setting) or intervention outcomes (benefits to consumers)”
(Fixen, Naoom, Blasé, Friedman, & Wallace, 2005, p. 39)
Sherry

10. Problem Statement 2
“We give schools strategies & systems for developing more positive, effective, & caring school & classroom climates, but implementation is not accurate, consistent, or durable. Schools & teams need more than training.”
Sherry
(Sugai)

11. Talk Amongst Yourselves:
Since attending VTPBIS training, what strategies do you (as a coordinator or school leader) use to support accurate, consistent, and durable implementation of PBIS?
What supports (external or internal) do you need to help you in accomplishing this?
Sherry

12. Coaching Competencies
NECESSARY
Participate in team training and VTPBIS coordinators meetings
Facilitate team meetings at least monthly
Work effectively with adults
Knowledgeable about school operating systems
Professional commitment
PREFERRED
Knowledge about School-wide PBIS
Knowledge about behavior support practices at the school‐wide, class‐wide, targeted, and individual levels
Skilled in collection and use of data for decision‐making
Sherry
Coaching is set of responsibilities, actions, and activities….not a person

13. Coaching Roles Facilitate Develop Content Knowledge Communicate
Team meetings
Activities at training events
Implementation
Local PBIS expert
Positive “nag”
Link to resources (e.g., pbisvermont.org,
Sherry
Share advanced content with team
Share information at faculty meetings
Disseminate Data Results

14. Vermont PBIS System of Support
Good news is: there are many layers of support!
When one is weaker, others can be stronger
FEEDBACK LOOPS
SUPPORT LOOPS
School Level:
School
Coordinators
Administrators
SU/SD Level:
SU/SD Coordinators
State Level:
TAs
Trainers
Coaches
Sherry
We’ve learned the importance of identifying a contact at each level of the cascade.
We’ve learned that the beauty of a healthy cascade is that it will continue to sustain if one piece is missing….

15. Talk Amongst Yourselves:
Which parts of the VTPBIS cascade are strong? Which parts need strengthening?
What are strategies for building up these parts of the cascade?
What are strategies for ensuring feedback loops between the different levels of the cascade?
Sherry

16. VTPBIS Coordinators Checklist Results
VTPBIS SU/SD Coordinators
VTPBIS School Coordinators
Sherry

17. VTPBIS Coordinator Functions Most In Place:
SU/SD Coordinators
School Coordinators
Ensure social/behavior is a top priority of the district/SU and integrated with other initiatives
Ensure schools have access to data-based information system to make PBIS decisions
Ensure leadership team completes the necessary fidelity measures and uses data to make decisions
Help team with meeting facilitation, organization, and task completion around PBIS Implementation Plan
Ensure team is scheduled to meet at least monthly
Sherry
(100% in place) (notably, this was not in the top three last year)
(100% in place) (notably, this was only at 84% last year)
(84% in place)
(82% in place)
(75% in place)

18. VTPBIS Coordinator Functions Least In Place
SU/SD Coordinators
School Coordinators
Participate in “Data Day” two times a year (as facilitator or participant).
Create dissemination strategy to establish visibility
Participate in “Data Days” two times a year (as facilitator or participant)
Create dissemination strategy to establish visibility
Organize and report PBIS data to Team, School, SU/SD, and State
Sherry
(60% in place) (up from 9% last year)
(60% in place) (up from18% last year)
(29% in place)
(31% in place)
(43% in place)

19. VTPBIS Coordinator Functions – BIG NEEDS:
Data
Dissemination
Sherry

20. Pick a color that matches your experience.
What is data-based decision making?
Still learning and growing
We know how to do it, now we’re working to sustain it
Very fluent
and very effective
Becoming Data Based
How are you currently embracing a data-based decision making process that leads to results?
Sherry
Pick a color that matches your experience.
Talk to your neighbor about what might help you get to the next color.

21. Data help us ask the right questions. They do not provide the answers.
We Use Data to:
Identify & define problems with precision and clarity
Help us ask the right questions that lead to effective and efficient solutions
Place the “problem” in the context rather than on the students
Sherry
Data help us ask the right questions. They do not provide the answers.

22. Improving Decision Making
Problem
Solution
Problem
Problem Solving
Solution
Action Planning
Sherry
Compare that to the old model of identifying a problem and then jumping right to solutions.
Instead, we’ll use our decision-making model to more clearly define the context of problems before moving into solution development.
Then those solutions are put into an action plan so that our solutions are really implemented with integrity.
What data tools do you use to move through data review, problem solving, and action planning?

23. Student Outcome Data: Use SWIS as Universal Screener
Proportion of students with:
0-1 Office Discipline Referrals (ODRs)
2-5 ODRs
6+ ODRs
Sherry
SWIS also assists schools in the decision making process by serving as a universal screening tool. Using the data-based decision rules of 0-1 ODRs, 2-5 ODRs, and 6+ ODRs schools can quickly identify those students to watch; those students who may benefit from targeted, small group services and Tier II supports; as well as those students who may benefit form more individualized and intensive supports.
By regularly reviewing SWIS graphs and reports, schools/facilities can progress monitor their efforts and be proactive in their actions and decisions.
Screen two times per year and compare across time
Last 2 weeks of October/first 2 weeks of November
Last 2 weeks of February/first 2 weeks of March

24. Universal, Tier I Sherry
SWIS also assists schools in the decision making process by serving as a universal screening tool. Using the data-based decision rules of 0-1 ODRs, 2-5 ODRs, and 6+ ODRs schools can quickly identify those students to watch; those students who may benefit from targeted, small group services and Tier II supports; as well as those students who may benefit form more individualized and intensive supports.
By regularly reviewing SWIS graphs and reports, schools/facilities can progress monitor their efforts and be proactive in their actions and decisions.

25. The “October Catch” Discipline Data for Universal Screening
Cumulative Mean ODRs Per Month
for 325+ Elementary Schools 08-09
The “October Catch”
Sherry
A research study by Frank, McIntosh, and May highlights the value of proactive decision making.
What the research study found was that as a school year progresses, the cumulative mean of office discipline referrals increases for each of the three tiers. Students who may benefit from Tier III supports see the most significant increase in ODRs over time.
However, when schools used SWIS as a tool for universal screening and intervened early they were able to break the pattern. When the pattern was proactively broken, a significant stabilization in ODRs occurred and future incidents and problems were preempted.
Jennifer Frank, Kent McIntosh, Seth May, & Scott Spaulding

26. Great Article on the “October Catch”: https://www. pbisapps
Sherry

27. VTPBIS Fidelity Assessment Tools & Schedule
Expected:
Self-Assessment Survey 1x/year
Tiered Fidelity Inventory 1x/ year for each level implementing
Sherry

28. Great Article on Fidelity:
Sherry

29. Decision Making for Quality Improvement
Outcome Data
Fidelity Data
Team assessments
Self assessments
Walkthrough reports
PBIS Assessments
SET
Self-Assessment
TFI
Office Discipline Referrals
Minor (staff managed) referrals
Absences
Tardiness
Climate/Culture
Academic Assessments
What else?
Sherry
Disaggregation simply means separating something into its component parts, or break apart.
Only by evaluating both outcome and fidelity data (cause and effect) can leaders and teachers understand the complexities of student achievement (academic or behavior) and the value of our systems and practices.
We cannot begin to truly understand what it will take to achieve our intended outcomes until we understand the relation between cause and effect, how our fidelity and outcome data intersect.
Instead of segmenting data reviews (looking just at outcome or just at fidelity data) looking at the shaded section (where the data intersects) we can get a more comprehensive view of reality and can make higher quality decisions.

30. Disseminating Data: Use Data as a Story-Telling Device
What data are you collecting?
What questions can you answer with this data?
Which of those questions tell a compelling story?
OR Which questions get to the heart of your work?
Who is your targeted audience for your story?
How could you display the data to convey the story of PBIS?
REMEMBER!
Before we can measure success, we must define success!
Amy

31. Create an Infographic or Brief Power Point Presentation!
Simple is better!
Start with one graph or table and some descriptive text
Amy

32. Amy

33. Amy

34. Amy

35. Fidelity Input Impact Context
Amy
Sustainability

36. Infographic Templates:
Amy

37. Activity: With a partner, help each other create a simple InfographicOR
Review the VTPBIS Presentation Template at content/uploads/2017/12/StaffDataPresentationTemplateTFISAS2018 .pptx and begin creating a Presentation of your Data
Amy

38. Modes of Dissemination
Twitter
Facebook
Blog
School Website
Amy

39. Resources to Help you Fulfill your Role
Websites:
VTPBIS PD Calendar -
Data Day - December 6th: development-calendar/data-day/
VTPBIS Staff Handbook: Fumw/edit
VTPBIS Coordinators Handbook at: roles/supervisory-union-coordinators/
VTPBIS Coaching:
Amy

40. Stay Connected
Amy
Please share all of the awesome things you are doing by using #VTPBIS

41. Acknowledgements:
Center on Positive Behavioral Interventions and Supports –
NorthEast Positive Behavioral Interventions and Supports –
PBIS Apps –
Amy