State Scaling-up Workgroup

1. State Scaling-up Workgroup April 18, 2012

2. Welcome & Introductions

3. SWG Agenda • Roles & Group Norms; Terms of Reference • Discuss Chapters 1 & 2 • Introduction to PBIS • Introduction to RtI • Next Steps & Future Meeting Dates

4. www.wikispaces.org

5. State Scaling-Up Workgroup • Key implementation structure for building state capacity to align systems and policies in order to scale up evidence-based practices.

7. State Scaling-Up Workgroup • Builds, supports, & sustains the capacity of Regional Implementation Teams (RIT) • Facilitates communication among & between LEAs, RIT and Superintendent’s Leadership Council (SLC) • Promotes implementation functions across initiatives • Identifies and solves problems at the systems level using data • Promotes aligned data collection systems

9. Roles & Group Norms

10. Roles • Gatekeeper • Timekeeper • Note-taker • Communication Coordinator

11. Terms of Reference

12. Chapters 1 & 2 Discussion

13. Linoit.com

14. Positive Behavior Intervention and Support (PBIS)

15. Exceptional Children Division Behavior Support and Special Programs Positive Behavior Intervention and Support Initiative

16. What is Positive Behavior Intervention and Support? “…a framework or approach comprised of intervention practices and organizational systems for establishing the social culture, learning and teaching environment, and individual behavior supports needed to achieve academic and social success for all students.” (Sugai, et al, 2010, p. 13)

17. Traditional Discipline vs. PBIS Traditional Discipline • Focuses on the student’s problem behavior • Goal is to stop undesirable behavior, through the use of punishment • Primarily reactive Positive Behavior Intervention and Support • Replaces undesired behavior with a new behavior or skill • PBIS alters environments, teaches appropriate skills, and rewards appropriate behavior. • Primarily proactive

18. Your School Can Expect to:(Negative Positive) (Inconsistent Consistent)

19. Supporting Social Competence and Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior SYSTEMS DATA PRACTICES Positive Behavior Intervention and Support Supporting Student Behavior

20. CONTINUUM OF SCHOOLWIDE POSITIVE BEHAVIOR INTERVENTION AND SUPPORT Tertiary Prevention: Specialized Individual Systems for Students with High-Risk Behavior ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

22. Foundations of PBIS • Focused on building sustainable change (three to five year process) • Tailored to the unique needs of each individual school • Data-based decision making

23. Features of PBIS • Total staff commitment to managing behavior • School-wide, clearly defined expectations • Teaching component for behavior • System to recognize and acknowledge appropriate behavior • Clearly defined consequences for problem behavior that exist on a continuum • Plan to support students with chronic, challenging behaviors

24. School Requirements • Partnership Agreement • Training in all three PBIS Modules • Module One: Universals/Tier One • Module Two: Secondary/Tier Two • Module Three: Tertiary/Tier Three • System to collect and analyze data • Ongoing staff development at the school level

25. PBIS DATA • Implementation Data • Implementation Inventory Online (IIO) • School-wide Evaluation Tool (SET) • Outcome Data • Reduced ODR, OSS, ISS, etc. • Increased achievement, attendance, school climate scores, etc.

26. North Carolina PBIS

27. NC Schools Participating in PBIS Initiative

28. North Carolina PBIS

29. State Leadership Team Implementation Professional Development Evaluation State PBIS Consultant Regional Coordinators LEA Coordinator /Coach/Trainer Team Facilitator In-School Coach School Administrator Recorder Data Manager Timekeeper Communication Coordinator School Staff Students Parents Community

30. Outcomes Examples

31. PBIS

32. Suspension Rate and EOC/EOG Reading 08-09

33. Burnsville Elementary: Yancey County

34. Phillips Middle: Edgecombe County

35. Watauga High: Watauga County

37. Conclusions • Key points • Rigorous three to five year process • Requires active administrative involvement • One of the top three priorities for the school • Ongoing faculty commitment • Emphasis on using data for problem solving • Open to new ideas and embrace change

38. For More Information www.ncpublicschools.org/positivebehavior • Contact information for District Coordinators • Resources • Links • Data Collection Manual and Spreadsheets • Partnership Agreement www.pbis.org

40. What is RtI

41. NC DPI Definition of RtI “NC Responsiveness to Instruction (NCRtI) is a multi-tiered framework which promotes school improvement through engaging, high quality instruction by using a team approach to guide educational practices, using a problem solving model based on data to address student needs and maximize growth for all.”

42. Total School Improvement Model • Problem solving for all students • Setting goals for groups of students and individual students • Maximizing curriculum to meet needs of all students

43. Outcome Support structure for staff Curriculum, strategies, and materials staff should utilize Information for staff to utilize to make decisions PBIS.org

44. Educating in silos Educating Collaboratively Special Education AIG ESL Title I Slide adapted from Dale Cusumano, Ph.D

45. Model of Schooling • All district instruction and intervention services have a “place” in this model. • Critical Questions: • Where does it “fit” in the triangle? • How is it integrated with core instruction? • How will the impact on student performance be measured? Slide created G. Batsche.

46. Progress Monitoring 1-2x per month Progress Monitoring 1-2x per week Universal Screening for ALL students 3x per year Diagnostic Assessment Supplemental Student Needs Intensive Core Assessment 4

47. Layering of Support Intensive Support Supplemental Support Differentiated Core

48. Core Analysis: Problem Solving Universal Screening Formative Summative

49. Critical Components & Crosswalks

50. How’d We Do Today? • 1. Was today’s meeting a good use of our time? • 2. In general, did we do a good job of tracking whether we’re completing the tasks we agreed on at previous meetings? • 3. In general, have we done a good job of actually completing the tasks we agreed on at previous meetings? • 4. In general, are the completed tasks having the desired effects on the purpose of this workgroup?