Learning Environment- September 28, 2016 Darrington School District (DSD)

1. Learning Environment- September 28, 2016Darrington School District (DSD) Sit in groups of 5-7 staff, mix-up representation at each table to include staff from across buildings, roles, content areas & grade levels. Complete Entry Activity # 1-- Participant Grid • Write your name and Positional function/role in DSD e.g., Shirley- Math Richard - Psych 2. Post Sickie note within your grade band noted on large chart paper (place district- building-wide staff off to side of sheet)

2. Group NORMS for Professional Learning:Fully engage in Learning Community • Silence electronics and use technology responsibly • Support your colleagues by listening when they speak • Minimize side conversations • Disagree respectfully • Move  • Tell me if you see a typo so I can fix it No stress zone P.S. These are also my promises to you !! Agreement?

3. Learning Targets • Participants will confirm or learn, and be able to articulate one example of a key component within each of the three components of the PBIS FRAMEWORK: • Systems • Data • Practices • Participants will know the four PILLARS for PBIS implementation, and understand relationship to the six ESSENTIAL CONDITIONS for PBIS.

4. Change + Transition = Growth

5. Change, Transition and YOU ! Change is what happens on the outside Transition is our internal response

6. Darrington School District Past: MTSS/ PBIS Activity # 2- Assessing What we know with 3-6 brief thoughts per person • Work Individually & quietly, complete 1-2 stickie notes for each of the three posted areas (Data, System, Practices), • Each Stickie note will contain a single word or short phrase denoting a key concept of PBIS that you have learned in past. • Post Sickie note on the large chart paper corresponding to the posted area. • Remain standing – next to one of the three posted sheets (spread out)

7. MTSS: MORE than behavior management

8. MTSS System Features Shift Happens

9. What do you Get? • Reduction in Office Referrals • Reduction in Suspensions • Reduction in Drop Outs • Increase in Academic Gains • Increase in Staff Satisfaction • Increase in Student Satisfaction • Return on Investment is High Student Achievement Good Teaching Behavior Management Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

10. FRAMEWOOK, not a CURRICULUMN OUTCOMES: Social Competence, Academic Achievement, and Safety Supporting Staff Behavior Supporting Decision-Making SYSTEMS DATA PRACTICES Supporting Student Behavior

11. School-Wide Systems for Student Success:A Response to Intervention (RTI) Model • Tier 3/Tertiary Interventions……………………..1.5% • Individual students • Assessment-based • High intensity • 1.5%.........................Tier 3/Tertiary Interventions • Individual students • Assessment-based • Intense, durable procedures • Tier 2/Secondary Interventions................5-15% • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • 5-15%................Tier 2/Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 1/Universal Interventions…80-90% • All students • Preventive, proactive • 80-90%...Tier 1/Universal Interventions • All settings, all students • Preventive, proactive Academic Systems Behavioral Systems

12. Commitment & Taking Stock…. Activity # 3: Reflection & Table Talk: 1. What’s looks intriguing & doable? 2. What do you already have in place? 3. What could be expanded upon? 4. What wonderings do you have?

13. PBIS – Foundational Pillars & Key Conditions School environment is predictable common language common vision (understanding of expectations common experience (everyone knows) School environment is positive 4. Regular recognition for positive behavior School environment is safe 5. Violent and disruptive behavior is not tolerated School environment is consistent Adults use and promote common expectations Four Pillars and Six Essential Conditions

14. Examples of Empirically Sound Practices and Applications in Schools • social skills instruction • early literacy instruction • functional assessment-based behavior support planning • teaching self-management • token economies, transitioned to internal motivation • curricular/instructional accommodations • behavioral contracting • school-to-work transition planning, etc.

15. Assessing what we Know – Success Criteria • Activity # 4: Time to MOVE • Prompts: • I know and can articulate one example of a key component within each of the three areas: Systems, Data, and Practices. • I can state the four PILLARS for PBIS implementation

16. Leadership Teams: Building Understanding and Momentum The outcome of an effective systems approach is an organization (school, district, state education agency) that has three basic features. ~Gilbert, 1978; Horner, 2003 Organization has a mission, purpose, or goal that is embraced by the majority of members of the organization and serves as the basis for decision making and action planning. Common Vision Organization establishes a means of describing its vision, actions, and operations so that communications are informative, efficient, effective, and relevant to members of the organization. Common Language Organization is defined by a set of actions, routines, procedures, or operations that is universally practiced and experienced by all members of the organization and that also includes a data feedback system to link activities to outcomes. Common Experience

17. NEXT STEPS: Emphasize Data-Based Evaluation • Establish Team Roles • Conduct self-assessment and action planning • Evaluate self-improvement continuously • Identify strengths and needs • Plan and implement strategic dissemination of targeted action