External Coach Forum Summer 2013 Systems Change

1. External Coach Forum Summer 2013 Systems Change Systems Change

2. Systems 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)

3. Big Ideas • Implementation is not a single event • A mission‐oriented process involving multiple decisions, actions, and corrections‐ • Continuous Improvement • Anchored to tiered framework • Always connected to strategic plan

4. Implementing PBIS We must think carefully about our purpose, players, and position to determine priorities and courses of action (Harn, 2008)

5. Implementation Blueprint

6. Team Members who have authority • Team has specific role and function • Uses an Implementation Plan to guide effort • Linked to the district performance plan • Ongoing funding source • Team informed of best practices with outcomes that influence policy decisions and support the new ways of doing business • Job descriptions that reflect best practice • Standards and Protocols that clearly define an active implementing district level team and building level team • Partnership with Mental Health Agencies, Core Service Agencies • Visibility and Dissemination‐ Board Presentation, Associations, etc.

7. Build Parallel Systemic Processes • Provide school teams with aprocess to address the presentingchallenge (SWPBS) 2. Develop a parallel process fordistrict to support schoolimplementation and continue to expandwith integrity (District LeadershipTeam )

8. Implementation Blueprint and Self AssessmentPositive Behavior Interventions and Supports Technical Assistance Center on Positive Behavioral Interventions and Supports U. S. Department of Education, Office of Special Education Programs September 25, 2010 Implementation Blueprint and Self Assessment

10. Implementation Planning and Self Assessment Appendix A, page 99 3-5 year action planning format included in resources http://www.pbis.org/evaluation/evaluation_blueprint.aspx

12. Think, Pair, Share • 4 minutes - look through the Implementation Planning and Self- Assessment – beginning page 99 • 4 minutes – share 1 “ah-ha”, and 1 “oh no” with a shoulder partner • Share out with large group

13. Planning for Use • How does this fit with your MLSS ? How can you use the self-assessment for Academics and Behavior (PBIS) RtI? • How will you bring The Blueprint back to your District or School Leadership team? Add action steps to your master action plan document Insert Timer

14. External Coach Forum Summer 2013 Systems Change Working Smarter

15. Wisconsin’s Vision in detail...

16. The Challenge • Multiple initiatives • Fragmented/overlapping services & activities • Ineffective/inefficient practices • Poorly developed & implemented support systems • Incomplete or agreement/implementation • Inefficient approach to decision making • Unpredictable/inefficient & non-data based • Inadequate amount of time

17. The ResponseWork Smarter • Do less…better • Do it once • Invest in clear outcomes • Invest in a sure thing • Be strategic about problem solving

21. What Do You Notice? • Committees/Teams with a common: • Purpose? • Outcome? • Target group? • Staff membership? • Can anything be combined? • Can anything be eliminated? • HOW DOES COMMUNICATION HAPPEN?

22. Planning for Use • How does this fit with your MLSS ? How can you use the “Working Smarter” for Academics and Behavior (PBIS) RtI? • How will you bring “Working Smarter” back to your District and School Leadership teams? Add action steps to your master action plan document Insert Timer

23. Precision Statements for Action Planning Using what you know to inform where you go

24. Statewide BoQ

25. Statewide SAS

26. Statewide TIC

28. State SWIS User at Fidelity Aggregate Data

29. Identify Problems Team Initiated Problem Solving (TIPS) Model Develop Hypothesis Evaluate and Revise Action Plan PBIS Assessment Data & Recognition Applications Collect and Use Data Discuss and Select Solutions Develop and Implement Action Plan Problem Solving Meeting Foundations Newton, J.S., Todd, A.W., Algozzine, K, Horner, R.H. & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon unpublished training manual.

30. Problem Identification Questions What is the problem? Who is involved? Where is it happening? When is it happening? Why is it happening?

31. Precision Statement #1 During the 2012-13 school year, African American and American Indian enrolled students have a disproportionately higher risk of getting Office Discipline Referral in Wisconsin Schools implementing PBIS at fidelity and using SWIS than their white counterparts.

32. Precision Statement #2 During the 2012-13 school year, Wisconsin Schools implementing PBIS are showing significantly below fidelity scores on the BoQ, SAS and TIC in areas linked directly to student impact (practice or High Quality Instruction) in areas of reward systems, lesson plans, classroom systems, and violation systems.

33. Precision Statement #3 During the 2012-13 school year, Wisconsin schools implementing PBIS are also showing lower scores on collaboration or system components to support staff including having or following implementation plan, faculty commitment, information system and functional based support.

34. Action Plan • The Wisconsin RtI Center will provide more technical assistance and support to implementing PBIS teams and administrators in the beginning in the 2013-2014 school year, and continuing for three years, around the general topic of Classroom systems. • This system will focus on building district and building professional development regarding the prevention of punishment and other ineffective practices by replacing those ineffective strategies with teaching, acknowledging, and other function based strategies identified and delivered in classroom settings.

35. Action Plan - Continued • This support will be delivered through regional networking offerings, on-line instructional modules, and in U300 training days. • In addition, this material will include content and skill development for staff around culturally responsive practices and emphasis on the use and sharing of data related to practices and systems.

36. How Will We Know it Worked? Increased state fidelity tool subscale scores in targeted areas based on aggregated state averages. Decrease in the relative risk ratios for getting ODR contact for enrolled subgroups. Increased overall fidelity scores on state aggregated fidelity tools. Demonstration schools will see measured improvement on classroom based self assessments around practices and culturally responsive practices. Decrease in overall numbers of office discipline referrals over next three years.

38. Action Plan to Sustainability Plan • Funding – Covered through routine budget targeted for technical assistance. • Visibility – High frequency of data sharing, progress monitoring data sharing, multiple points of contact. • Political Support - DPI emphasis, authorization and involvement in module and material development, emphasis on increased capacity building. • Policy – Incorporated into current state mission/vision policies.

39. Action Plan to Sustainability Plan • Training – Training of teams and coaches in effective practices to build fluency and capacity. Teams will then train all staff and revisit periodically during fidelity checks. • Coaching – Extra support will be delivered outside of training to internal and external coaches to teach and build capacity within districts and buildings. • Evaluation – State Center will review, quarterly, implementation data with state leadership team and CR work group will review Ethnicity and ODR data. If progress is not being made, professional development for Center TACs and district support will be developed.

40. Your Turn • Use Practice Data Handouts & Chart Paper • Groups of 4 • Analyze Data • Use Problem Solving Process • Write Precision Statement • Write Action Plan/Solutions • Determine Monitoring Measures

41. Identify Problems Team Initiated Problem Solving (TIPS) Model Develop Hypothesis Evaluate and Revise Action Plan District PBIS Assessment Data & Student Outcome Data Collect and Use Data Discuss and Select Solutions Develop and Implement Action Plan Problem Solving Meeting Foundations Newton, J.S., Todd, A.W., Algozzine, K, Horner, R.H. & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon unpublished training manual.

42. Problem Identification Questions What is the problem? Who is involved? Where is it happening? When is it happening? Why is it happening?

43. Wild Goose Gallery Walk

44. Your Data & Action Planning • Use the Problem Solving Process to: • Determine Themes of Problems or “Needs” in your district • Write a Precision Statement • Write an Action Plan • Also consider: • Lessons from Geese Notes • Working Smarter Matrix • Implementation Blueprint • Who else needs to be involved (other district people representing other content)? • Resources you will need to implement the plan

45. Reflection & Share Out • Look at your Action Plan & Notes and think about today’s session: • Name one thing that gave you “wings” today. • Describe one thing you will need additional “lift” (support) to accomplish.

46. Have a honking good year! How funky is your chicken, How loose is your goose? So come on all you Coaches, And shake your caboose!