CESA 1 Coach Networking Wisconsin PBIS Network/RtI Center Regional Technical Assistant Coordinators: Marlene Gross Ackeret Lori Cameron Tier 1 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 Agenda 1.Introduction, Welcome 2.Wisconsin RtI Center 3.State of the State 4.Coaching Roles and Responsibilities 5.Upcoming Information 6.Analyzing your Meetings 7.Networking Introductions Welcome! Please share your name, school/school district External or Internal coach Number of years implementing PBIS Beginning of the year ah hahs! Group Norms Wisconsin RtI Center On-Line Modules Wisconsin RtI Center Our mission is to support schools through the phases and sustainability of their RtI system implementation. The core reason that the Wisconsin RtI Center exists is to develop, coordinate and provide high-quality professional development and technical assistance… as well as to gather, analyze and disseminate RtI implementation data to enhance the support of schools’ implementation. Principles for RtI in Wisconsin: 1. RtI is for ALL children and ALL educators. 2. RtI must support and provide value to effective practices. 3. Success for RtI lies within the classroom through collaboration. 4. RtI is a framework for academics and behavior together. 5. RtI supports and provides value to the use of multiple assessments to inform instructional practices. 6. RtI is something you do and not necessarily something you buy. 7. RtI emerges from and supports research and evidence based practice. Wisconsin RtI An organizational framework that guides implementation of a multi-level system of support to achieve academic and behavioral success for all Response to Intervention Is what? An organizational framework Does what? guides implementation of a multi-level system of support that to For what? achieve academic and behavioral success for all Multi-Level System of Support Systematically providing differing levels of intensity of supports based upon student responsiveness to instruction and intervention Increasing Intensity Tier 3/Intensive Level 1-5% Tier 2/Selected Level 5-15% Tier 1/Universal 80-90% Math (Acceleration) Reading (Intervention) PE Strengths & Challenges Language Arts Hallway Behavior Attendance Science Your Turn With a shoulder partner, discuss the following: • Where is your school at • in the RtI process? • In the understanding that PBIS is RtI for behavior? • What can you do to increase the integration of RtI for all content areas? (behavior, reading math) 3 Years’ Growth 1200 1009 1000 916 795 800 681 Trained 600 518 471 400 Fidelity 323 280 200 64 0 2010 Implementing 2011 2012 All Wisconsin Schools 100% 90% 80% 70% 60% 1486 1270 1810 Not trained Not implementing 50% 93 40% 114 30% 20% 10% 0% 148 398 401 518 259 64 280 2010 2011 2012 Implementing Implementing with Fidelity PBIS Trained Schools 100% 90% 14% 9% 31% Use all or som state data 80% 39% 70% 50% 60% 50% Not implementing 55.0% Implementing 40% Implementing with Fidelity 30% 51% 20% 10% 35% 14% 231,257 Students 0% 2010 2011 2012 Training and Implementation by School Level 100% 90% 80% 68 473 204 70% 60% 77 50% 39 40% 199 5 Not Trained 18 Not Implementing Implementing, No Fidelity 4 23 3 11 21 18 66 30% 20% 49 330 88 1 69 4 291 78 10% 12 12 4 50 14 0% Early Elementary Middle Childhood High Pk-8 Pk-12 Other Fidelity Training and Implementation by School Level 100% 3 39 18 90% 5 23 1 4 4 12 18 80% 70% 199 66 11 60% 88 50% Not Implementing 40% 30% 20% 291 12 Fidelity 78 4 50 10% 0% Implementing, No Fidelity 69 14 District Implementation 100% 90% 80% 70% 60% 50% 45.99% 43.38% 36.44% 40% 30% 212 24.30% 200 20% 168 10% 16.92% 112 78 0% 1 school >25% >50% >75% >100% June 2012 Implementing Fidelity CESA #1 Data 45 school districts 29 districts have at least 1 school trained and implementing PBIS! More data at future meetings – stay tuned! Coaches Roles Internal Coach Universal/Tier 1 Coaching for “emerging” teams in process of establishing major systems elements At least monthly : (a) Facilitate team meetings, (b) Make contact (e.g., email, telephone) administrator, (c) Review and report school data, (d) Complete and/or check team progress on Team Implementation Checklist and Self-Assessment Survey (e) Facilitate action planning based on survey results (g) Acknowledge team progress and outcomes (h) Report school progress to district and state leadership. Internal Coach Coaching for “established” teams, that are focused on action plan implementation emphasis on: a) Monitoring accuracy and consistency of implementation (Team Implementation Checklist, Self Assessment Survey, Benchmarks of Quality), (b) Maximizing targeted outcomes, (c) Increasing implementation efficiency, (d) Acknowledging progress and outcomes, (e) Communicating progress to district and state leadership, (f) Facilitating review of data and action plan enhancement Internal Coach Tier 1 Internal Coach – roles and responsibilities • Plan and facilitate team meeting – Pre-meeting (30 min-1hour) • Agenda, facilitation prep with minute taker, data manager, external coach to create agenda - send to team members. 30 min-1 hour. – During Meeting (1-2 hours per month) • Review previous action steps, assess intervention fidelity and outcomes • Create precise problem statement based on data, Student outcome AND fidelity assessment; action plan around data – Post meeting • Distribute minutes/action plan to full team • Insure that systems of teaching, acknowledgement and response to behavior are actively in place • Facilitate Student Advisory meetings/activities to promote student voice External Coach Universal/Tier 1 • Time Commitment: .2FTE/5schools Tier 2 • Time Commitment: yr. 1: .4FTE/3 Schools yr.2: .4/6 schools External Coach PERFORMANCE RESPONSIBILITIES 1. Participate in district and building level team meetings. 2. Identify schools, get administrative support, help schools identify team members for initial training. 3. Become familiar with district’s and/or school’s policies/procedures (e.g.: handbooks, budgets, staff development) 4. Support building level team meetings by providing technical assistance (e.g.: meeting dates, calendar tasks, agenda, communication with staff and others- community, parents, news and assist with action plan development at all tiers). External Coach 5. Provide on-going support and TA to Internal Coaches (Building Level Leaders) through district level coaches’ meetings. 6. Oversee progress of district teams (e.g.: faculty, team, district and principals). 7. Insure school-wide data collection systems are established. 8. Collect data from schools (e.g.: School Profiles, ODRs <if not SWIS school>, Phases of Implementation) and forward to coordinator, as needed. 9. Collaborate with Regional Coordinator to obtain data from PBS Surveys. 10. Provide TA on school-wide data analysis External Coach 11. Provide TA on use of secondary interventions. 12. Provide TA on tertiary interventions and data analysis. 13. Assist schools in sustaining PBIS. 14. Participate in sub-region, statewide, and national trainings for PBIS. 15. Provide school-based trainings in collaboration with Regional Coordinators. Coaches Calendar http://www.wisconsinpbisnetwork.org/coaches/coaching -calendar.html Look over last month and this month; Action plan items to do, items to share with staff. SAS: Schedule time, contact assessment coordinator to open window, get school code(s) and distribute with instructions to staff Go over results and action plan with team(s) Set up time to share results with staff, Coaching at Tier 2/3 Internal coach • Link to Tier 1 • Systems coaching around vision, values, goals • Facilitate systems conversation/team Complete Coaching Self Assessment Complete Personal Goal Setting •Look over the Responsibility Checklist •Are there areas that you need to put in place to answer the first half? •Complete the second half. Develop a goal for yourself based on your scores. •Is there a topic we should include in upcoming sessions to support your professional development? Rate your Proficiency Using Data to Make Decisions Writing precisions statement and developing action plans 1 Still Learning 2 Building skills, not yet fluent 3 Fluent Up-Coming Events Handouts: State-wide events Local events Team Meetings Activity Compare with the sample problem-solving agenda and meeting guidelines. • How much of the meeting was spent on Problem Solving? • Were the Problem Solving statements primary or precise? • How many of the 7 points were used in the plan? Identify areas to improve. Share with others for ideas. Networking Topics for networking? What? Who? CESA 1 Coach Networking Wisconsin PBIS Network/RtI Center Regional Technical Assistant Coordinators: Marlene Gross Ackeret Lori Cameron Tier 2 Agenda 1.Introduction, Welcome 2.Wisconsin RtI Center 3.Maintaining a Strong Foundation 4.Analyzing your Meetings 5.Networking Wisconsin RtI Center On-Line Modules Tier 2/3 Coaching External coach • Support to schools Expert in interventions • Provide intervention content follow up • Provide ongoing consultation around process and student plans Attend systems conversations and problem-solving meetings Coordinate process/fidelity data Ensure that process data is used for action planning • Link to district Attend principal meetings Attend district leadership meetings Meet with District coordinator External Coach – Tier 1 and 2 External Coach - Roles and Responsibilities • Planning/problem-solving with internal coach and administrator – Year 1 –1-2 hours/month – Year 2 – 2-4 hrs w/t2 added • Attend building PBIS team meetings, provide technical assistance to team – Tier 1 – 1-2 hours monthly – Tier 2 – 2x/month, 1-2 hours • Attend technical assistance and networking opportunities – Networking: 1 day/month – External coach forums – 1.5 days/year + summer preconference • Work with school/district administrators and internal coaches to develop annual action plan Coaching at Tier 2/3 External Coach - Content coaching, error correction • Who? District behavioral expertise Flexibility in scheduling – travel between schools or between districts • Developing skill set Attend training with teams Attend networking and TA opportunities • Monthly networking – face-to-face/ online • External Coach forum – 1.5 days/twice a year Independent research/reading/resource exploration Complete Coaching Self Assessment Complete Personal Goal Setting 1. Complete the Self Assessment, and identify a few areas that you want to develop. 2. Share with large group, any topics we should be covering in upcoming Coaches Corner Team Meetings Activity 1.Look over the agenda, data and minutes from your schools’ last meetings. 2.Compare with the sample problem-solving agenda and meeting guidelines. 3. Notes strengths and weaknesses. 4.Identify areas to improve. 5.Share with others for ideas. Networking Topics? What? Who?