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Sustainability through Coaching, Collaboration and Commitment

Sustainability through Coaching, Collaboration and Commitment. August 16, 2011 Susan Barrett Implementer Partner, Center on PBIS Director, PBIS Regional TTAC Sheppard Pratt Health System sbarrett@pbismaryland.org. School-wide PBIS.

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Sustainability through Coaching, Collaboration and Commitment

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  1. Sustainability through Coaching, Collaboration and Commitment August 16, 2011 Susan Barrett Implementer Partner, Center on PBIS Director, PBIS Regional TTAC Sheppard Pratt Health System sbarrett@pbismaryland.org

  2. School-wide PBIS • This two-day forum for state, district and regional Leadership Teams has been designed to help increase the effectiveness of School-wide PBIS Implementation. Sessions have been developed for all levels of implementation and have been organized into 8 specialized strands, including: • PBIS Foundations • Enhanced Implementation • Building Training & Coaching Capacity • Evaluation & Policy • High Schools • Tier 2/Tier 3 Supports • Integrated Systems • Disproportionality, Bully Prevention, and other special topics • For more information, visit www.pbis.org. • Sponsored by the OSEP Center on Positive Behavioral Interventions & Supports with support from the Illinois PBIS Network. Save the Date October 27-28, 2011 Implementing Innovation for a Lasting Effect 2011 National PBIS Leadership Forum | Hyatt Regency O’Hare | Rosemont, Illinois

  3. Number of Schools Implementing SWPBIS since 2000 15,955

  4. Count of School Implementing SWPBIS by State August, 2011 Wisconsin

  5. Proportion of School Implementing SWPBIS by State August, 2011 Wisconsin

  6. Goals for Today Big Ideas Top 10 Practices for Sustainability through Coaching, Collaboration and Commitment

  7. Big Ideas • Implementation is not a single event • A mission-oriented process involving multiple decisions, actions, and corrections- Continuous Improvement/Regeneration • Uses stages to make the process of change doable • Anchored to tiered framework • Always connected to strategic plan

  8. Leaders… How do we ensure that all students have access to effective practices that are implemented with fidelity and sustained over time? **2 key components for School Improvement: • Professional Development – Focus on skill development of individual educators • Organization Capacity-Learn and be adaptive Focus on strong collaborative work cultures

  9. PBIS CascadeBuilding Capacity and Sustainability • State Leadership Team Problem Solving Teams, Department/ Grade Level Teams, Staff, Student, Family/Community • State Implementation Team • Local Implementation Team • District Coach Coordinators • Coaches Team Leaders • Systems Planning Teams

  10. 10% 5% 0% 30% 20% 0% 60% 60% 5% 95% 95% 95% Joyce & Showers, 2002

  11. System Change “For every increment of performance I demand from you, I have an equal responsibility to provide you with the capacity to meet that expectation” (R. Elmore, 2002)

  12. System ChangeTop 10 Lessons Learned

  13. 10. Get honest about issues or concerns in your building • Administrator is key!! Establish a kind of “haven”- place that individuals can get feel safe about reporting concerns, supported by school community and empowered to be a part of the decision making process- “Community of Practice” • Tools: Self Assessment, Fidelity Checks, ODRs, climate surveys, satisfaction surveys • Provide data summaries within a week of return – decide best approach to deliver feedback

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

  15. Worry #1 • Do we live in a punishing work environment ? • How do we create systems that support staff?

  16. Need to Know • “Cultural fit”, “Policy Fit” • Building on “What works” • Focus on the Staff

  17. Predictable work environments are places where employees: • Know what is expected • Have materials & equipment to do job correctly • Receive recognition each week for good work • Have supervisor who cares & pays attention • Receive encouragement to contribute & improve • Can identify person at work who is “best friend” • Feels mission of organization makes them feel like their jobs are important • See people around them committed to doing good job • Feel like they are learning new things • Have opportunity to do the job well (Buckingham & Coffman 2002, Gallup)

  18. Many Begin, Many LeaveAdelman and TaylorPreparing All Education Personnel to Address Barriers to Learning and Teaching (2008) Predictions of shortages of 2 million educators over the next decade… Data in the U.S. indicate about 15% of new teachers leave in the first year, 30% within three years and 40-50% within the first five years. (Smith and Ingersoll, 2003)

  19. On school reform… Kauffman states “…attempts to reform education will make little difference until reformers understand that schools must exist as much for teachers as for student. Put another way, schools will be successful in nurturing the intellectual, social, and moral development of children only to the extent that they also nurture such development of teachers.” (1993, p. 7). In other words: “If you starve the teachers, they will eat the children”

  20. Do Principals Make a Difference? • All staff rate principals leadership with respect to managing behavior as important • Statistically significant differences between SWPBS and non-SWPBS schools on staffs perceptions of: • Principals involvement related to behavior management • Overall effectiveness of behavior supports • Job satisfaction

  21. 9. Performance Feedback is King • Across Tiers- Indian Head • Classroom Level

  22. Indian Head ElementaryCharles County

  23. SET The Systems-wide Evaluation Tool (SET) is designed to assess and evaluate the critical features of school-wide PBIS across each academic school year. Indian Head received Exemplar Status SET Score 85%

  24. Sustaining

  25. CICO Team • Identification and Training of Team • Identified 2 CICO Coordinators • Staff trained August • BEP initiated with 25 students • BEP-Fidelity of Implementation Measure 88%

  26. Total Referrals by YearSeptember-November 69% decrease

  27. Average Referrals September- November • 2004-05 SY = 3.5 referrals/day • 2005-06 SY = 1 referral/day

  28. Referrals by Location

  29. Referrals by Student2004-05

  30. Referrals by Student 2005-06 69% decrease

  31. Referrals by Problem Behavior

  32. 75% Decrease In Number of Physical Contacts 89% decrease in number of incidents of Bullying and Harassment

  33. Out of School SuspensionsSeptember- November 86% decrease

  34. Cost Benefit • Referrals decreased by 139 • If administrators spent 15 minutes processing each referral then administrators recovered 285 minutes. • If students miss 45 minutes of instructional time for each referral, then 6,255 minutes of instruction have been regained.

  35. Cost Benefit • If administrators spend 3 hours to process each suspension, then administrators have recovered 18 days of time. • If students miss 6 hours for each suspension, students have recovered 36 days of instruction!!!!

  36. Performance Feedback in the Classroom: Building Systems to Support Best Practices in the Classroom • How will staff get skills? • How will staff get feedback ? • Develop Training Calendar of PD-orientation, annual staff development days, staff meetings • Develop Access for Teacher Support- Request for Assistance • Communication to Staff Support “Team” • Can District/Admin deliver Time and Resources?

  37. Develop system to present best practice and encourage teacher engagement and implementation • Weekly skill and/or feature mini-lessons • Time for grade level collaboration related to the lesson • Time and resources for after school work sessions (voluntary) • Created timelines for implementation of each feature • Periodic self-assessment for progress monitoring and fidelity check (Buddy system and ecove) • Planned booster session Lori Newcomer, Ph.D.

  38. School Training Plan

  39. 8. Know the purpose of an Office Referral and make sure others do as well A. Establish A Coherent Process for Discipline • Behavior definitions • Minor vs. Major • Written procedures for staff • Flow chart showing process • Office referral form ( includes possible motivation) • Other tracking forms • Time during staff meetings to get agreement, learn about process and follow through all year!!

  40. 7. Develop marketing plan Develop marketing plan to renew commitment- how will you keep it novel new and a priority in school and community? Continue to make it a priority- admin crucial- needs to continue to be a top school improvement goal- always with the design that as it becomes standard practice it will be easier each year- Why It’s Prudent

  41. West Potomac HSPBS Data: 2003-200852% decrease in office referrals 74% decrease in suspensions/expulsions

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