1. Welcome! January VTPBiS Regional Coordinators Meeting

2. Agenda Welcome and Introductions Topic Presentation and Discussion: Implementation Dips and Strategies Interactive Practice Using Data for Decision Making Information, Resources and Plan for Future Meetings

3. Introductions Pair Share: – Introduce yourself to your neighbor and comment on one thing that you are particularly proud of. As a large group: – Introduce yourself, your school or district/SU, and tell the group how long your school has been implementing PBIS

4. Implementation Dips and Strategies http://youtu.be/oRBchZLkQR0 http://youtu.be/oRBchZLkQR0

5. Common Implementation Dips 1.Implementation too loosely defined 2.Implementation not managed well 3.Results are poor or are not known 4.The implementation has lost momentum after some period of initial enthusiasm. 5.Other?

6. #1: Implementation too loosely defined Strategies: Define and design all efforts within a multi-tiered framework – Organize your system using this logic Use the same prevention and intervention procedures for both behavior and academic Create consistent “decision rules” for problem solving and solution finding Define PBIS within your cultural context and in a way that everyone can understand.

7. #2 Implementation not managed well Strategies: Administrator and leadership are key!!! Create an environment where people feel safe Use data tools and provide data information to others regularly Use Team meeting process (TIPS!!!)

8. Transparency with data Protected time to work with faculty Protected team planning time Shared participation Demonstrate Mutual Respect for people and ideas Seek first to understand…then to be understood Honor agreements for meeting Each person has equal voice Assume best intentions Schedule PBIS Time on School Calendar 8

9. #3 Results are poor or are not known Strategies: Create effective and efficient data systems and reporting mechanisms! Understand your data so you can use it for change and explain it to others Share your data with others! Market it!!!

10. Group Cost Benefit Office Referral Reduction Across 12 PBIS Schools = 5,606 If students miss 45 minutes of instruction for each Office Referral, 5,606 X 45= 252,270 minutes 4204.50 hours or 700 days of instructional time recovered!!!!! 10

11. Cost-Benefit Analysis 11

12. The Vermont Story How are we doing? In 2010, 78% of schools implemented with fidelity over two years. In 2011, 80% of schools implemented with fidelity over two years.

13. The Vermont Story How are we doing? 13

14. How are we doing? 14

15. How are we doing? 15

16. Our Challenge! Support all Vermont PBIS schools and supervisory unions/districts to: implement PBIS with fidelity over time experience a decrease in problem behaviors and an increase in instructional time 16

17. #4 The implementation has lost momentum after some period of initial enthusiasm Strategies: Use data - – To survey staff perceptions (SAS) – To reward staff and student performance – To celebrate success – To narrow scope of focus (hallways, cafeteria) Take a break between “roll-outs” Acknowledge incremental successes along the way

18. Activity Break into small groups Review the list of implementation dips Discuss how you can recognize that they are occurring and what you can do to repair or prevent them from happening. Share one dip and strategy with the large group 18

19. Using data for problem solving Our goal is to help you practice using data to identify problems to help you support your Leadership Teams to create plans for change. To do this, we need to establish an environment where all feel safe to share with each other. What norms do we need to create for this purpose?

20. Common Questions for Identifying Problems and Finding Solutions 1.Do we have a problem? (identify) 2.What is the precise nature of our problem? (define, clarify, confirm/disconfirm inferences) 3.Why does the problem exist, & what can we do about it? (hypothesis & solution) 4.What are the actual elements of our plan? (Action Plan) 5.Is our plan being implemented, & is it working? (evaluate & revise plan)

21. Do we have a problem? A problem is a gap between the desired outcome or objective and current status. Data assists in defining the problem.

22. Problem Statements Ultimately, you want to write a “problem statement” that precisely specifies the problem you identified The more Ws (what, when, where, who… why) you incorporate into the problem statement, the more precise the problem statement will be The more precise the problem statement, the easier it will be to generate a solution that “fits” the problem 22

23. Use Schoolwide Information System (SWIS) Data to Achieve Precision QuestionSWIS Table/Graph What problem behaviors are occurring? Referrals by problem behavior When are problem behaviors occurring? Referrals by time Where are problem behaviors occurring? Referrals by location Who is engaging in problem behaviors? Referrals by student Why do problem behaviors keep happening Referrals by motivation 23

24. Activity Interactive Practice: Creating Precise Problem Statements Using SWIS

25. Wrap-up-Logistics Monthly Newsletters PBIS Science of Implementation Leadership Launch TA & Coach availability to Schools Topic-Based Trainings Update Contacts List Future Meetings