Presented by Shawn Fletcher Special Thanks To: Oregon DATA Project Team, EBISS,

1. Presented by Shawn Fletcher Special Thanks To: Oregon DATA Project Team, EBISS, & David Douglas School District

2. An Explosion of Initiatives An EXPLOSION of initiatives • Response to Intervention (RTI) • Effective Classroom Strategies • Positive Behavioral Interventions and Supports (PBIS) • Data Teams/Professional Learning Communities (PLC) • Effective Behavior and Instructional Support Systems (EBISS) • Mentoring • And more…..

3. The Accountability Toolkit 1) Strengthen the link between assessment and instruction 2) Provide needed support and hold all adults accountable for student learning 3) Promote an integrated approach • Effective Instruction and Behavioral Support Systems (EBISS) • Response to Intervention (RTI) • Positive Behavioral Interventions & Supports (PBIS) • Direct Access to Achievement (DATA)

4. InitiativeIntegration

5. Are we collecting the right data? Good data gets the right support, to the right people, before they start “going in circles.”

6. Please share a little data with us • https://sites.google.com/a/oregonk-12.net/data/home • Select: “Step One – Tracker” • Please fill out the survey and click “submit”

7. Data Collection Good Practice Questionable Practice Becomes an obstacle to appropriate intervention Measures how “bad” the student is, rather than how effective an intervention is Discourages reporting Becomes cumbersome; continuing to collect data on a behavior that is not changing • Accurately depicts reality • Is more valuable than the time spent collecting it • Leads to changes in practice • Allows the school to function more efficiently and effectively • Improves morale or unites people around a cause “…Monitoring student achievement [and behavior] does little to promote learning unless the school is prepared to give students [and teachers] who are experiencing difficulty additional time and support.” (Whatever it Takes 2004, pg 89)

8. Evidence-based practice comes with data collection • Outcome data • Is what we are doing working for our kids? • What kids need additional support? • What should our PD priorities be at the building and district level? • Fidelity data • Are we doing the innovation as it was intended? • Should what we are doing now get us the results we are hoping for? • What systems changes need to happen for the innovation to work?

9. Stages of Implementation Implementation occurs in stages: • Exploration • Installation • Initial Implementation • Full Implementation • Innovation • Sustainability 2 – 4 Years • Focusing on outcome data too early often leads to: • Discouragement (it is best thought of as baseline information through Initial Implementation) • A sense that the innovation is ineffective (even though it is not fully in place) • Focusing on fidelity of implementation early on sets initiatives up for success Adapted from: Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

10. Stages of Implementation: • Exploration • Installation • Initial Implementation • Full Implementation • Innovation • Sustainability • EBISS • PBS Elem • PBS MS • PBS HS • IPBS Elem • IPBS MS • IPBS HS • FBA/BSP (Elem & MS) • Core Reading Elem • Core Reading/LA MS/HS • Strategic: Reading Elem • Strategic: Reading/LA MS/HS • Intensive: Reading Elem • Intensive: Reading/LA MS/HS ExpectOutcomes Adapted from: Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

11. When you get pushback, ask why?

12. Plan – Decide what to do Do – Do the process as intended Study – Look at the results Act – Make adjustments Cycle – Do over and over again until the intended benefits are realized Shewhart (1924); Deming & Juran (1948); Six-Sigma (1990) This is true for: Vision, Skills, Incentive, Resources & Action Plan Selection, Training, Coaching & Performance Assessment PDSA Cycles: Trial & Learning

13. What We Have Learned From SISEP • Train and coach people towards the same target • Have a direct link from PD to change in practice • Ensure implementation drivers (especially coaching and performance assessment) before taking on a new innovation • Provide support-based phase of implementation, not a predetermined timeline for an ideal roll-out

16. Calendar • Easily view multiple calendars simultaneously • Change one, change them all • Embed - agendas, links, instructions, directions… • Share calendars across initiatives, counties, district…

17. Pair & Share • How do you use your calendar system now? • Are there advantages to your current system? • How could Google Calendar be used to improve communication?

18. View survey results from earlier • Survey options • Multiple Choice • Text • Paragraph Text • Check Box • Choose from a list • Scale • Grid • Survey uses • Meeting Tracker • Professional Development Evaluations

20. Centennial School District

21. DDSD IPBS Data Tracker

25. Data Tracker • Know what practices are having the greatest impact. • Know where to allocate coaching support. • Know what people are doing with the training they receive. • Know how many kids are getting access to interventions.

26. Pair & Share • What systems do you currently use to gather this type of information? • Have you used Google Forms in an innovative way that you could share with us? • How could you use the application?

31. Notes • If you can’t be at all the meetings… • Build folders with team notes, check notes, leave feedback, and use info for training and coaching purposes. • “Step 2 - Notes” page links to a Google Collection (folder). • Using spreadsheet gives you the option of collecting all team meeting notes in one document. • Folders can have multiple levels of access.

32. Pair & Share • What system/process do you currently use for shared notes? • Do you see a place for Google Docs? • What barriers might you encounter?

38. Contact Toolkit: https://sites.google.com/a/oregonk-12.net/data/home Contact Information: sfletcher@clackesd.k12.or.us rachel.wente-chaney@hdesd.org My Website: https://sites.google.com/a/clackesd.k12.or.us/cesdpbis/