Transcript Power Point - Wisconsin PBIS Network

CESA 1
Coach Networking
Wisconsin PBIS Network/RtI Center
Regional Technical Assistant Coordinators:
Marlene Gross Ackeret
Lori Cameron
Tier 1
In Partnership with OSEP’s TA Center
on Positive Behavior Support
Co-Director’s:
Rob Horner, University of Oregon, and
George Sugai, University of Connecticut
www.pbis.org
www.swis.org
Agenda
1.Introduction, Welcome
2.Wisconsin RtI Center
3.State of the State
4.Coaching Roles and Responsibilities
5.Upcoming Information
6.Analyzing your Meetings
7.Networking
Introductions
Welcome!
Please share your name, school/school district
External or Internal coach
Number of years implementing PBIS
Beginning of the year ah hahs!
Group Norms
Wisconsin RtI Center
On-Line Modules
Wisconsin RtI Center
Our mission is to support schools through the phases
and sustainability of their RtI system implementation.
The core reason that the Wisconsin RtI Center exists is
to develop, coordinate and provide high-quality
professional development and technical assistance…
as well as to gather, analyze and disseminate RtI
implementation data to enhance the support of
schools’ implementation.
Principles for RtI in Wisconsin:
1. RtI is for ALL children and ALL educators.
2. RtI must support and provide value to effective practices.
3. Success for RtI lies within the classroom through
collaboration.
4. RtI is a framework for academics and behavior together.
5. RtI supports and provides value to the use of multiple
assessments to inform instructional practices.
6. RtI is something you do and not necessarily something you
buy.
7. RtI emerges from and supports research and evidence
based practice.
Wisconsin RtI
An organizational framework that
guides implementation of a
multi-level system of support to
achieve academic and behavioral
success for all
Response to Intervention
Is
what?
An organizational framework
Does
what?
guides implementation of a
multi-level system of support
that
to
For
what?
achieve academic and
behavioral success
for all
Multi-Level System of
Support
Systematically
providing
differing levels of
intensity of
supports based
upon student
responsiveness
to instruction
and intervention
Increasing Intensity
Tier 3/Intensive Level
1-5%
Tier 2/Selected Level
5-15%
Tier 1/Universal
80-90%
Math (Acceleration)
Reading
(Intervention)
PE
Strengths &
Challenges
Language Arts
Hallway
Behavior
Attendance
Science
Your Turn
With a shoulder partner, discuss the following:
• Where is your school at
• in the RtI process?
• In the understanding that PBIS is RtI for
behavior?
• What can you do to increase the integration of
RtI for all content areas? (behavior, reading
math)
3 Years’ Growth
1200
1009
1000
916
795
800
681
Trained
600
518
471
400
Fidelity
323
280
200
64
0
2010
Implementing
2011
2012
All Wisconsin Schools
100%
90%
80%
70%
60%
1486
1270
1810
Not trained
Not implementing
50%
93
40%
114
30%
20%
10%
0%
148
398
401
518
259
64
280
2010
2011
2012
Implementing
Implementing with Fidelity
PBIS Trained Schools
100%
90%
14%
9%
31%
Use all or som
state data
80%
39%
70%
50%
60%
50%
Not implementing
55.0%
Implementing
40%
Implementing with Fidelity
30%
51%
20%
10%
35%
14%
231,257 Students
0%
2010
2011
2012
Training and Implementation by School Level
100%
90%
80%
68
473
204
70%
60%
77
50%
39
40%
199
5
Not Trained
18
Not Implementing
Implementing, No Fidelity
4
23
3
11
21
18
66
30%
20%
49
330
88
1
69
4
291
78
10%
12
12
4
50
14
0%
Early Elementary Middle
Childhood
High
Pk-8
Pk-12
Other
Fidelity
Training and Implementation by School Level
100%
3
39
18
90%
5
23
1
4
4
12
18
80%
70%
199
66
11
60%
88
50%
Not Implementing
40%
30%
20%
291
12
Fidelity
78
4
50
10%
0%
Implementing, No Fidelity
69
14
District Implementation
100%
90%
80%
70%
60%
50%
45.99%
43.38%
36.44%
40%
30%
212
24.30%
200
20%
168
10%
16.92%
112
78
0%
1 school
>25%
>50%
>75%
>100%
June 2012
Implementing
Fidelity
CESA #1 Data
45 school districts
29 districts have at least 1 school
trained and implementing PBIS!
More data at future meetings – stay
tuned!
Coaches Roles
Internal Coach Universal/Tier 1
Coaching for “emerging” teams in process of
establishing major systems elements
At least monthly :
(a) Facilitate team meetings,
(b) Make contact (e.g., email, telephone) administrator,
(c) Review and report school data,
(d) Complete and/or check team progress on Team Implementation Checklist and
Self-Assessment Survey
(e) Facilitate action planning based on survey results
(g) Acknowledge team progress and outcomes
(h) Report school progress to district and state leadership.
Internal Coach
Coaching for “established” teams, that are focused on
action plan implementation emphasis on:
a)
Monitoring accuracy and consistency of implementation (Team Implementation
Checklist, Self Assessment Survey, Benchmarks of Quality),
(b)
Maximizing targeted outcomes,
(c)
Increasing implementation efficiency,
(d)
Acknowledging progress and outcomes,
(e)
Communicating progress to district and state leadership,
(f)
Facilitating review of data and action plan enhancement
Internal Coach Tier 1
Internal Coach – roles and responsibilities
• Plan and facilitate team meeting
– Pre-meeting (30 min-1hour)
• Agenda, facilitation prep with minute taker, data manager, external
coach to create agenda - send to team members. 30 min-1 hour.
– During Meeting (1-2 hours per month)
• Review previous action steps, assess intervention fidelity and
outcomes
• Create precise problem statement based on data, Student
outcome AND fidelity assessment; action plan around data
– Post meeting
• Distribute minutes/action plan to full team
• Insure that systems of teaching, acknowledgement and
response to behavior are actively in place
• Facilitate Student Advisory meetings/activities to
promote student voice
External Coach
Universal/Tier 1
• Time Commitment: .2FTE/5schools
Tier 2
• Time Commitment: yr. 1: .4FTE/3 Schools
yr.2: .4/6 schools
External Coach
PERFORMANCE RESPONSIBILITIES
1. Participate in district and building level team meetings.
2. Identify schools, get administrative support, help schools
identify team members for initial training.
3. Become familiar with district’s and/or school’s
policies/procedures (e.g.: handbooks, budgets, staff
development)
4. Support building level team meetings by providing technical
assistance (e.g.: meeting dates, calendar tasks, agenda,
communication with staff and others- community, parents,
news and assist with action plan
development at all tiers).
External Coach
5.
Provide on-going support and TA to Internal Coaches (Building Level
Leaders) through district level coaches’ meetings.
6.
Oversee progress of district teams (e.g.: faculty, team, district and
principals).
7.
Insure school-wide data collection systems are established.
8.
Collect data from schools (e.g.: School Profiles, ODRs <if not SWIS
school>, Phases of Implementation) and forward to coordinator,
as needed.
9.
Collaborate with Regional Coordinator to obtain data from PBS
Surveys.
10. Provide TA on school-wide data analysis
External Coach
11. Provide TA on use of secondary interventions.
12. Provide TA on tertiary interventions and data
analysis.
13. Assist schools in sustaining PBIS.
14. Participate in sub-region, statewide, and
national trainings for PBIS.
15. Provide school-based trainings in collaboration
with Regional Coordinators.
Coaches Calendar
http://www.wisconsinpbisnetwork.org/coaches/coaching
-calendar.html
Look over last month and this month; Action plan items
to do, items to share with staff.
SAS: Schedule time, contact assessment coordinator to
open window, get school code(s) and distribute with
instructions to staff
Go over results and action plan with team(s)
Set up time to share results with staff,
Coaching at Tier 2/3
Internal coach
• Link to Tier 1
• Systems coaching around vision, values,
goals
• Facilitate systems conversation/team
Complete Coaching Self Assessment
Complete Personal Goal Setting
•Look over the Responsibility Checklist
•Are there areas that you need to put in place
to answer the first half?
•Complete the second half. Develop a goal for
yourself based on your scores.
•Is there a topic we should include in upcoming
sessions to support your professional
development?
Rate your Proficiency
Using Data to Make Decisions
Writing precisions statement and developing action plans
1
Still Learning
2
Building skills, not
yet fluent
3
Fluent
Up-Coming Events
Handouts:
State-wide events
Local events
Team Meetings
Activity
Compare with the sample problem-solving
agenda and meeting guidelines.
• How much of the meeting was spent on
Problem Solving?
• Were the Problem Solving statements primary
or precise?
• How many of the 7 points were used in the
plan?
Identify areas to improve.
Share with others for ideas.
Networking
Topics for networking?
What?
Who?
CESA 1
Coach Networking
Wisconsin PBIS Network/RtI Center
Regional Technical Assistant Coordinators:
Marlene Gross Ackeret
Lori Cameron
Tier 2
Agenda
1.Introduction, Welcome
2.Wisconsin RtI Center
3.Maintaining a Strong Foundation
4.Analyzing your Meetings
5.Networking
Wisconsin RtI Center
On-Line Modules
Tier 2/3 Coaching
External coach
• Support to schools
 Expert in interventions
• Provide intervention content follow up
• Provide ongoing consultation around process and
student plans
 Attend systems conversations and problem-solving
meetings
 Coordinate process/fidelity data
 Ensure that process data is used for action planning
• Link to district
 Attend principal meetings
 Attend district leadership meetings
 Meet with District coordinator
External Coach – Tier 1 and 2
External Coach - Roles and Responsibilities
• Planning/problem-solving with internal coach and
administrator
– Year 1 –1-2 hours/month
– Year 2 – 2-4 hrs w/t2 added
• Attend building PBIS team meetings, provide technical
assistance to team
– Tier 1 – 1-2 hours monthly
– Tier 2 – 2x/month, 1-2 hours
• Attend technical assistance and networking opportunities
– Networking: 1 day/month
– External coach forums – 1.5 days/year + summer preconference
• Work with school/district administrators and internal
coaches to develop annual action plan
Coaching at Tier 2/3
External Coach - Content coaching, error correction
• Who?
 District behavioral expertise
 Flexibility in scheduling – travel between schools or
between districts
• Developing skill set
 Attend training with teams
 Attend networking and TA opportunities
• Monthly networking – face-to-face/ online
• External Coach forum – 1.5 days/twice a year
 Independent research/reading/resource exploration
Complete Coaching Self Assessment
Complete Personal Goal Setting
1. Complete the Self Assessment, and
identify a few areas that you want
to develop.
2. Share with large group, any topics we
should be covering in upcoming Coaches
Corner
Team Meetings
Activity
1.Look over the agenda, data and minutes from
your schools’ last meetings.
2.Compare with the sample problem-solving
agenda and meeting guidelines.
3. Notes strengths and weaknesses.
4.Identify areas to improve.
5.Share with others for ideas.
Networking
Topics?
What?
Who?