Braiding Initiatives

1. Braiding Initiatives August 18th Session 22 1:00 – 2:30 August 2010 Marla Dewhirst Technical Assistance Director, IL PBIS Network marla.dewhirst@pbisillinois.org

2. 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

3. Mission Impossible! • Video (Source: John Hill, Milwaukee Public Schools) Thanks, John.

4. CORE ELEMENTS

5. Let’s Consider: • Leadership • Family, School and Community Partnerships

7. 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

8. 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.

9. 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?

10. Let’s Consider • Team Based Implementation • Evidence Based Practices

11. Video Clip www.youtube.com/watch?v=bllazKRgwHM Rethinking the Scale Up Challenge

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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.

19. 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.

20. 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

21. 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!

22. 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.

23. Sample Team Matrix

24. Challenge

25. 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.

26. RTI Continuum of Support for ALL Math Science Spanish Reading Soc skills Soc Studies Basketball Label intervention…not student Dec 7, 2007

27. Let’s Consider • Data Driven Decision Making • Professional Development and Coaching

28. 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)

29. Data Audit Form-Data Systems-What is in place and is it working? Data Usage -How is data being used?

30. 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

31. 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?

32. Data-Data Systems-What is in place and is it working? Data Usage -How is data being used?

33. 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?

34. 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?

35. 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?

36. 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?

37. 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

38. Robbins Elementary School • Andrew Thiel, Principal

39. Approach to Success: Exemplar

40. 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

41. 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

42. 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

43. 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.

44. Demographics • 281 Students* • 78% Low Income* • 30.6% Mobility • 41.3% LEP • n * = variance

46. 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

47. IASPIRE DemonstrationSite – Central Region • 2006-2007SY • Second year of PBIS implementation

48. 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)

49. 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.

50. Evolution with PBIS and RtI • Data-based decision-making • Supervision • Higher expectations for teacher accountability • Core Team