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Braiding Initiatives. August 18 th Session 22 1:00 – 2:30. August 2010 Marla Dewhirst Technical Assistance Director, IL PBIS Network marla.dewhirst@pbisillinois.org. In Partnership with OSEP’s TA Center on Positive Behavior Support

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braiding initiatives
Braiding Initiatives

August 18th Session 22

1:00 – 2:30

August 2010

Marla Dewhirst

Technical Assistance Director, IL PBIS Network

marla.dewhirst@pbisillinois.org

slide2
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

mission impossible
Mission Impossible!
  • Video (Source: John Hill, Milwaukee Public Schools) Thanks, John.
let s consider
Let’s Consider:
  • Leadership
  • Family, School and Community Partnerships
swpbs implementation blueprint
SWPBS Implementation Blueprint

Description:

The purpose of this blueprint is to provide implementers with definitions, descriptions, and guidelines that allow for accurate and durable implementation of school-wide positive behavior support (SWPBS) practices and systems.

Audience:Administrators, District Contacts, PBS Coaches, PBS Teams

Citation:Sugai, G., Horner, R.H., Algozzine, R., Barrett, S., Lewis, T., Anderson, C., Bradley, R., Choi, J. H., Dunlap, G., Eber, L., George, H., Kincaid, D., McCart, A., Nelson, M., Newcomer, L., Putnam, R., Riffel, L., Rovins, M., Sailor, W., Simonsen, B. (2010). School-wide positive behavior support: Implementers’ blueprint and self-assessment. Eugene, OR: University of Oregon.

Resource File(s):

SWPBS_Implementation_Blueprint_v_May_9_2010.pdf

let s talk about infrastructure
Let’s Talk About Infrastructure

Leadership and Commitment

Build an infrastructure with in a district that is inclusive of all stakeholders and puts systems in place for successful implementation and sustainability of evidenced based practices as indicated by district data to improve both student academic success and behavior.

slide9

Activity: Stakeholders

  • Jot down on post-it notes who would be included as a stakeholder in a district.
  • Use as many post-its as you like.
  • Share your notes with a neighbor.
  • Of your combined stakeholders who typically is or are the decision makers?
  • Are these people sitting on your PBIS implementation leadership team?
let s consider10
Let’s Consider
  • Team Based Implementation
  • Evidence Based Practices
video clip
Video Clip

www.youtube.com/watch?v=bllazKRgwHM

Rethinking the Scale Up Challenge

slide13

3-Tiered System of Support

Necessary Conversations (Teams)

UniversalTeam

Secondary Systems Team

Problem Solving Team

Tertiary Systems Team

Uses Process data; determines overall intervention effectiveness

Uses Process data; determines overall intervention effectiveness

Plans SW & Class-wide supports

Standing team; uses FBA/BIP process for one youth at a time

CICO

Universal Support

Brief

FBA/BIP

SAIG

Complex

FBA/BIP

WRAP

Group w. individual

feature

Brief FBA/BIP

Sept. 1, 2009

slide14

Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model

Tier 1/Universal

School-Wide Assessment

School-Wide Prevention Systems

ODRs, Attendance, Tardies, Grades, DIBELS, etc.

Tier 2/Secondary

Tier 3/

Tertiary

Check-in/ Check-out (CICO)

Intervention

Assessment

Social/Academic Instructional Groups (SAIG)

Daily Progress Report (DPR)(Behavior and Academic Goals)

Group Intervention with Individualized Feature (e.g., Check and Connect -CnC and Mentoring)

Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.

Brief Functional Behavior Assessment/

Behavior Intervention Planning (FBA/BIP)

Complex or Multiple-domain

FBA/BIP

SIMEO Tools: HSC-T, RD-T, EI-T

Wraparound

Illinois PBIS Network, Revised October 2009

Adapted from T. Scott, 2004

10 critical features for tier 2 interventions
10 Critical Features for Tier 2 Interventions

Linked directly to school-wide expectations and/or academic goals

*Continuously available for student participation

*Implemented within 3 school days of determination that the student should receive the intervention

*Can be modified based on assessment and/or outcome data

5. Includes structured prompts for ‘what to do’ in relevant situations

Individual Student Systems Evaluation Tool version 2.0

Anderson, Lewis-Palmer, Todd, Horner, Sugai, & Sampson

10 critical features cont d
10 Critical Features (Cont’d.)

Results in student receiving positive feedback from staff

Includes a school-home communication exchange system at least weekly

Orientation materials provide information for a student to get started on the intervention

*Orientation materials provide information for staff/ subs./ volunteers who have students using the intervention

Opportunities to practice new skills are provided daily

Individual Student Systems Evaluation Tool version 2.0

Anderson, Lewis-Palmer, Todd, Horner, Sugai, & Sampson

individualized teams at the tertiary level
Individualized Teams at the Tertiary Level
  • Are unique to the individual child & family
    • Blend the family’s supports with the school representatives who know the child best
  • Meeting Process
    • Meet frequently
    • Regularly develop & review interventions
  • Facilitator Role
    • Role of bringing team together
    • Role of blending perspectives
individualized comprehensive teams plans
Individualized Comprehensive Teams/Plans
  • Who?
  • Youth with multiple needs across home, school, community
  • Youth with multiple life domain needs
  • The adults in youth’s life are not effectively
    • engaged in comprehensive planning
  • (i.e. adults not getting along very well)

What?

The development of a very unique, individualized, strength-based team & plan with the youth and family that is designed to improve quality of life as defined by the youth/family.

individualized comprehensive teams plans19
Individualized, Comprehensive Teams/Plans

What Do Tertiary Plans include?

Supports and interventions across multiple life domains and settings (i.e. behavior support plans, academic interventions, basic living supports, multi-agency strategies, family supports, community supports, etc.)

What’s Different?

Natural supports and unique strengths are emphasized in team and plan development. Youth/family access, voice, ownership are critical features. Plans include supports for adults/family, as well as youth.

making rti work by wayne sailor jossey bass 2009
Making RTI Work by Wayne SailorJossey-Bass, 2009
  • A Good RTI Model enables teachers, administrators, and specialized staff to use screening information to:
    • Examine the relationship of problem behavior to academic indicators and vice versa
    • Have a valid and reliable basis to decide whether to engage a tem process leading to a level 2 or intervention
    • Have a basis for deciding when students should be moved up or down the intervention continuum
    • Have a basis for developing individual as well as group level interventions
    • Have a sound basis for requesting specialized assistance, materials or personnel
making rti work by wayne sailor jossey bass 200921
Making RTI Work by Wayne SailorJossey-Bass, 2009
  • Team process
    • Quality working structure – efficient meetings
    • Right people, right data (academic and behavioral)
    • Clear student and/or integrity outcomes for each meeting
  • Coaches
    • Knowledge, skills and experience in Math, Literacy, PBIS, Special Education, and RTI
    • Help guide implementation of RTI at the Classroom level
    • Really nice people – collaborative, caring, and strong!
slide22

Working Smarter

  • Eliminate all initiatives that do NOT have a defined purpose and outcome measure.
  • 2. Combine initiatives that have the same outcome measure and same target group
  • 3. Combine initiatives that have 75% of the same staff
  • 4. Eliminate initiatives that are not tied to School Improvement Goals.
activity 2 school audit for team committees form
Activity #2: School Audit for Team/Committees Form

What committees/teams already exist addressing academics, climate, safety, social skills, behaviors? Are you working smarter, or harder?

  • Share names of committees and your observations of their activities
  • Plan to follow up with this activity at your building.
slide26

RTI

Continuum of Support for ALL

Math

Science

Spanish

Reading

Soc skills

Soc Studies

Basketball

Label intervention…not student

Dec 7, 2007

let s consider27
Let’s Consider
  • Data Driven Decision Making
  • Professional Development and Coaching
decision support data systems
Decision Support Data Systems

Implementation Best Practices:

  • Includes intermediate and longer term outcome measures
  • Includes process measures (fidelity)
  • Measures are “socially important”
  • Useful data are:
    • Reliable (standardized protocols, trained data gatherers)
    • Reported frequently (e.g. weekly, quarterly)
    • Reported at relevant and “actionable” levels (e.g. student, classroom, school)
    • Widely shared
    • Practical to collect
    • Useful for and used for making decisions (PDSA)
data audit form data systems what is in place and is it working data usage how is data being used
Data Audit Form-Data Systems-What is in place and is it working? Data Usage -How is data being used?
challenges
Challenges..
  • Innovations at different levels of development
    • Early literacy well developed…behavior support emerging
    • Behavior support in elementary/middle..but not at high school
  • Multiple initiatives (with multiple or individual innovations)
  • Building the capacity needed for appropriate implementation
table talk
Table Talk

In what ways might the district collect information from your stakeholders (District and school administrators, general and special educators, parents, union, school board, etc.)?

In what ways are families involved in the data driven decision making?

In what ways might this be applied to individual schools? All schools or just some schools?

In what ways is support for administrators determined in regard to data driven decision-making?

is academic achievement improving

Academic Data

Is Academic Achievement Improving?

Is the school making AYP?

Is the % of students meeting/exceeding (reading and math) standards increasing?

Has the graduation rate improved?

Has the drop out rate declined?

Has the number of students retained decreased?

discipline data are discipline problems decreasing are schools safer
Discipline DataAre Discipline Problems Decreasing?Are Schools Safer?
  • Are office discipline referrals decreasing?
  • Are in school and out of school suspensions decreasing?
  • Were there any expulsions?
  • Is there a change in perceived safety predictability, and social quality of the school?
special education data are student placements in restrictive settings decreasing
Special Education DataAre Student Placements in Restrictive Settings Decreasing?
  • What is the ethnicity breakdown for students with IEPs?
  • What % of students have IEPs? Is this number decreasing?
  • Is the number of students referred to special education decreasing?
  • Is the number of students who qualify for special education decreasing?
  • Is the % of students receiving educational services in most restrictive environments decreasing?
  • Are certain groups, by ethnicity or disability, over represented in IEP or EE data?
activity 1 data audits
Activity #1: Data Audits
  • What would be a next step for your school/district to begin to look at trend data and identify next steps for school improvement?
  • Form a group of 3 and discuss this question:

What would your school/district data look like?

3 pbis foci for effective behavior support
SYSTEMS (Support Staff Behavior)

Data-based decision making

Team based problem solving

Long term sustainability

DATA (Support Student Behavior)

On-going data use

RESEARCH VALIDATED PRACTICES

(Support Decision Making)

E.g., Social skills instruction

Functional behavioral assessment

Direct instruction

SYSTEMS

DATA

PRACTICES

3 PBIS Foci for Effective Behavior Support
robbins elementary school
Robbins Elementary School
  • Andrew Thiel, Principal
urbana school district as a system
Urbana School District as a System

District Leadership Team

External Coach for an integrated approach

District Improvement Plan

Goal that all buildings will be part of PBIS by 2010-2011SY

School Improvement Plans

Mandated SEL/PBIS/RtI on Title 1 Plans

district leadership team mission statement
District Leadership TeamMission Statement

We will help all students to develop by creating a multi-tiered, blended model of integration and support for academic, social, and emotional learning, by working together through a data-based, problem-solving process. We will work with families and community partners to help us build and create a positive culture for learning.

Created March 17, 2009 – Urbana District Leadership Team

team structure for core district and community leadership team
Team Structure for Core District and Community Leadership Team

District

Leadership Team

Integration

Workgroup

SEL, RtI, PBIS,

Mental Health,

SSHS grant

School

Data Assessment

Workgroup

Tier 3/Tertiary

Workgroup

Community Data

Assessment

Workgroup

martin luther king jr elementary school a professional learning community
Martin Luther King, Jr. Elementary School – A Professional Learning Community
  • Our mission at King School is to help our students develop the skills and knowledge necessary to make responsible life choices and positive contributions in a diverse society. In collaboration with home and community, we will respond to the needs of every child, ensuring that each child can and will learn.
demographics
Demographics
  • 281 Students*
  • 78% Low Income*
  • 30.6% Mobility
  • 41.3% LEP
  • n

* = variance

history with pbis
History with PBIS
  • Began in Fall 2005-2006
  • SWIS 2007-2008SY
  • What it has “looked like” in the last two years
    • Emphasis on teaching pro-social skills
    • Use of tools (ie. Phases of Implementation) to further progress
iaspire demonstration site central region
IASPIRE DemonstrationSite – Central Region
  • 2006-2007SY
  • Second year of PBIS implementation
rti greatest lesson it s a marathon not a sprint
RtI - Greatest Lesson:“It’s a marathon not a sprint”
  • 1st year: K-2 (reading only, data days, all students in Tier 2 or 3 progress monitored every 2-3 weeks with data entered on AIMS website)
  • 2nd year: K-5 (reading and math, pilot intervention groups K-1, pilot maze passages, SWIS & CnC, blend behavior and academics for RtI problem-solving)
  • 3rd year: K-5 (reading, math, behavior, intervention groups K-5, maze passages 3rd-5th , CICO on SWIS, blend academic, behavior & SEL for RtI problem-solving)
success stories
Success Stories
  • Data Days
  • 15-20 minute meetings with EVERY teacher after each benchmarking period (3 x’s a year)
  • Progress Monitoring: Most students every 2-3 weeks
  • Entered in AIMS website
  • ALL kindergarten students PM once a month
  • 3rd – 5th grade students are given maze once a month
  • Intervention Groups
  • Every grade level schedules 30 minutes of intervention time,

3 days a week, where EVERY child is receiving a Tier 2 intervention

2. The teaching objectives for intervention groups are determined based on grade level data and grade level SMART goals.

  • Behavior/SEL
  • Tier 2 interventions successfully working for targeted students. Universals are maintaining low numbers of major & minor referrals school-wide.
  • Majority of teachers are teaching “Cool Tools” and utilizing the Second Step Curriculum. The Caring School Community is being implemented as needed as a Tier 2 intervention.
evolution with pbis and rti
Evolution with PBIS and RtI
  • Data-based decision-making
  • Supervision
  • Higher expectations for teacher accountability
  • Core Team
core team
Core Team
  • Membership: List
  • Roles
    • Administrator
    • Teacher
  • Responsibilities

An Integrated Approach

where mlk is today
Where MLK is Today
  • Title 1 School-wide Plan drives action planning process academically, behaviorally and social-emotionally – RtI, SEL and PBIS
    • Increased emphasis on SEL
  • King is in the development stage of becoming a PLC
    • Using our mission statement and vision as our common purpose and the belief of "Learning for All" our collaborative teams are analyzing results, identifying goals and areas of concern, while constantly creating systems to provide students with additional time and support for learning.
  • Become a tertiary mental health integration site Fall 2009
time saved
Time Saved
  • From 249 ODRs in 2007-2008 to 131 ODRs in 2008-2009. A 53% reduction!
achievements
Achievements
  • 2006 & 2007 Academic Improvement Award
  • 2006 - 2007 - 2008Illinois Spotlight School
  • “Fully Implementing” status awarded by the Illinois PBIS Network for the 2008-2009SY
www pbis org www pbisillinois org www pbssurveys org www swis org
www.pbis.orgwww.pbisillinois.orgwww.pbssurveys.orgwww.swis.orgwww.pbis.orgwww.pbisillinois.orgwww.pbssurveys.orgwww.swis.org

Resources