1. Marlene Gross Ackeret, PBIS TAC Lori Cameron, PBIS TAC

2. Agenda 1.Discuss Tier 2 Readiness: What needs to be in place to be successful 2.Look at Implementation Survey Tools: SAS, BOQ, MATT and BAT, and action plan. 3.Discuss how to coach schools to High Skill and High Will 4.Network around Burning Issues

3. Classroom Management Workshop January 28 th or March 27 th at CESA 1 Universal Design for Learning October 25, 2013Kimberly, WI November 21, 2013 Trego,WI November 22, 2013 Chippewa Falls, WI December 12, 2013 Waukesha, WI December 13, 2013, Wisconsin Dells, WI External Coach Forum November 14 - 15, 2013 Wisconsin Dells, WI 11 th International Conf. on Positive Behavior Support, APBS March 5 – 8, 2014Chicago, IL WI PBIS Leadership Conference, August 18 – 20, 2014WI Dells, WI WI PBIS Network Events/Calendar/Registration http://www.wisconsinpbisnetwork.org/events-calendar.html SAVE THE DATE!!

4. For those of you implementing Tier 2: What do you wish you had done differently to prepare? What Tier 1 systems need to be strong to support Tier 2 implementation?

5. Implementation Survey Tools Tier 1: SAS – Whole staff given in fall BOQ – Team completes in spring Tier 2: MATT – Progress monitoring tool completed by team in late fall, winter BAT – Equivalent to BOQ completed by team in spring.

6. Self Reflection Time: Using your computers, look up your implementation Survey results: Given what was shared about the foundation needed for Tier 2, where might you direct your schools’ action planning efforts? Tier 2: If you have completed the MATT and/or BAT, what interventions need to be improved?

7. High Will and Low Skill Desire to improve and feel it is their job to help every child be successful No resources to get trained High Will and High Skill Healthy Culture--All desire to improve student success Culture provides resources for training High Skill and Low Will Set high standards Culture of school--it is not their job to help every student be successful “The student needs to WANT to learn” is a common response Low Skill and Low Will Nobody cares and nobody has the skill to change Low skill will eventually lead to low will High Will and High Skill: Where are your schools?

8. Work Group: Hand up, Stand up Pair With your partner: Brainstorm appropriate coaching actions for your quadrant. Share out. Whip around This activity will be repeated this afternoon, giving you an opportunity to put some of these ideas into action.

9. Networking

10. Marlene Gross Ackeret, PBIS TAC Lori Cameron, PBIS TAC

11. Agenda 1.Reminders and Upcoming Events 2.Family Engagement: Resources and Action Planning 3. Sustaining Implementation 4.Professional Learning Communities, PBIS, and Staff Culture 5.Networking with other districts 6.In District Planning Time

12. Classroom Management Workshop January 28 th or March 27 th at CESA 1 Universal Design for Learning October 25, 2013Kimberly, WI November 21, 2013 Trego,WI November 22, 2013 Chippewa Falls, WI December 12, 2013 Waukesha, WI December 13, 2013, Wisconsin Dells, WI External Coach Forum November 14 - 15, 2013 Wisconsin Dells, WI 11 th International Conf. on Positive Behavior Support, APBS March 5 – 8, 2014Chicago, IL WI PBIS Leadership Conference, August 18 – 20, 2014WI Dells, WI WI PBIS Network Events/Calendar/Registration http://www.wisconsinpbisnetwork.org/events-calendar.html SAVE THE DATE!!

13. SWIS 5.0 Updates Video Tutorials https://www.pbisapps.org/Resources/Pages/Video- Tutorials.aspx Trainings & Webinars https://www.pbisapps.org/Resources/Pages/Training- Webinars.aspx

14. Reminders and Year at a Glance PBIS Coaching Calendar http://www.wisconsinpbisnetwork.org/coaches/ coaching-calendar.html Internal Coach Year-At-A-Glance http://www.wisconsinpbisnetwork.org/coaches /resources.html

15. New Resources! “This is PBIS” 15 minute webinar Coach Resource Library Risk Ratio Calculator Family Engagement Resources Film Festival Videos

16. Family Engagement 1. Resources 2. Action Plan

17. PBIS Implementation Blueprint

18. Sustainability What does sustainability mean in your role as a coach? What actions are taking place in your building and/or district that you know will help sustain PBIS implementation? Use the Give One-Get One handout and write it down Silent Appointment Without making a sound look around the room, when you have eye-contact with someone not at your table, partner up and share your thoughts. Write down the other person’s perspective on sustainability. Repeat when given the cue.

19. 6 Ways You Can Promote and Sustain School-wide Implementation

20. 1. Renew commitment each year Develop and recommit to team process and PBIS process with staff - ask for buy- in each year-showcase results and form a plan that addresses trends seen from this school year - if you can predict it, you can prevent it…. Develop “marketing plan” to renew commitment -how will you keep it novel and new in school and community? Continue to make it a priority Administrator’s commitment is crucial Continue to make it a top school improvement goal As it becomes standard practice it will be easier each year

21. 2.Use self-assessment data to action plan and set annual goals Collection and use of data for decision-making Are we implementing SWPBS with fidelity?  SAS, TIC, BOQ Are students benefiting behaviorally, emotionally, academically?  ODRs, Suspensions, Academic data  Disaggregated data Are the systems and practices efficient?  Faculty/staff time  Student engagement  Cost benefit Satisfaction (students, staff, families) Are all stakeholders happy and seeing results for their efforts?  Feedback: surveys, focus groups, etc.

22. 3. Develop a “Community of Practice” that is school-wide Establish an environment where individuals can feel safe about reporting concerns, supported by their school community, and empowered to be a part of the decision making process. Issues, concerns Input, ideas, innovations Data Feedback from ALL staff Celebrations of success

23. 4. Help teams become organized and efficient Facilitate effective meetings Provide members with a schedule of meetings Send out meeting agenda in advance Establish and adhere to team meeting norms Assign roles/responsibilities to team members Provide a data summary that will help define problems with precision Organize for an effective problem solving conversation A key to collective problem solving is to provide a visual context that allows everyone to follow and contribute Document meeting minutes, decisions, actions, timelines

24. 5. Gain Community, School Board and Family Buy-in Family engagement: If families are engaged, they will advocate for PBIS with the school board and in the community. Involving family voice from the beginning will promote ownership and result in fewer misunderstandings of the system

25. 6. Empower staff Make it predictable and easy for them to do!

26. When you empower staff, you start to see high fidelity. When they know their behavior has a direct impact on student outcomes and a better school environment, fidelity increases. Take 5 minutes to reflect on the 6 steps to sustainability. Where is your school? You may want to spend some of you Distict Action planning time to share your reflections and create action steps

27. Collaborative Teams People….. Process…… Tasks

28. What is collaboration? A systematic process in which we work together, interdependently, to analyze and impact professional practice in order to improve our individual and collective results. DuFour, Eaker, & DuFour

29. How do Functional Teams Operate? “Functional teams make higher-quality decisions and accomplish more in less time, with less distraction and frustration. Furthermore, they avoid wasting time talking about the wrong issues and revisiting the same topics over and over again because of lack of buy- in.” Pat Lencioni

30. Patrick Lencioni The Five Dysfunctions of a Team INATTENTION TO RESULTS AVOIDANCE OF ACCOUNTABILITY LACK OF COMMITMENT FEAR OF CONFLICT ABSENCE OF TRUST 30WI RtI Center-PLC Session 1 Presume positive intentions rather than ulterior motives Willing to have courageous conversations to come up with best solutions Have consensus process in place and agreements to support majority decision even if don’t agree Team has established methods for calling each other out when not behaving in beneficial way Results and high expectations for each other (and respect for teammate’s work) are more important than personal gain or conveniences

31. Big Idea: A Functional Team holds itself accountable for the kind of results that fuel continual improvement

32. High Will and Low Skill Desire to improve and feel it is their job to help every child be successful No resources to get trained High Will and High Skill Healthy Culture--All desire to improve student success Culture provides resources for training High Skill and Low Will Set high standards Culture of school--it is not their job to help every student be successful “The student needs to WANT to learn” is a common response Low Skill and Low Will Nobody cares and nobody has the skill to change Low skill will eventually lead to low will High Will and High Skill: Where is your school?

33. Self Reflection: In which quadrant would you put your school? Why? What action steps are needed to move to High Will/ High Skill? If you are at High Will/High Skill, what action steps do you need to take to sustain?

34. Take-Aways REFLECT: What Information/Resources/Activities have I gained? PLAN: How will I use or extend this back on site? – Who needs to be involved? – What resources are needed? – What will I share? – When will I do it? – How much time will it take?

35. Unstructured Networking Time If there is time at the end, allow coaches to network on an informal basis