external coach forum summer 2013 systems change

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External Coach Forum Summer 2013

Systems ChangeSystems Change



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Systems Change

“For every increment of performance I demandfrom you, I have an equal responsibility toprovide you with the capacity to meet thatexpectation”

(R. Elmore, 2002)



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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



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Implementing PBIS

We must thinkcarefully about ourpurpose, players,and position todetermine prioritiesand courses ofaction (Harn, 2008)



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Implementation Blueprint



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• 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.‐



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Build Parallel Systemic Processes

1. Provide school teams with a process toaddress the presenting challenge (SWPBS)

2. Develop a parallel process for district to support school implementation and continue to expand with integrity (District Leadership Team )



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Implementation Blueprint and Self Assessment

Positive 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

http://www.wisconsinpbisnetwork.org/assets/files/SWPBS_ImplementationBlueprint_vSep_23_2010.pdf



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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





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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



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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?

Insert Timer

Add action steps to your master action plan

document



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External Coach Forum Summer 2013

Systems ChangeWorking Smarter



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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



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The Response Work Smarter

• Do less…better• Do it once• Invest in clear outcomes• Invest in a sure thing• Be strategic about problem

solving



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InitiativeTeamCommittee

Purpose Outcome(data)

Target Group

Staff Involved Linked to SIP: Yes or No



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Target Group


District PBIS team

Support PBIS imp. In district

BOQ, BAT, ODR, SAS

All students and staff

Sally, Joe, Henry, Frank, Liz, Katie, Angie

Y, to district goals

District Wellness

Improve staff culture

All staff Sally, Joe, John Indirectly

Reading Committee

Support Reading inst.

WKCE, AIMS

All staff Sally, Frank, Liz Y

Math Committee

Support Math instruction

WKCE, AIMS

All staff Sally, Frank, Liz Y

District Leadership

Guide the district

Sally, Joe, Henry, Frank, Liz

Y, writes them

Coordinator Committee

Communicate between coord

Coordinators

Coordinators N

District RTI Support RTI Imp. In district

SPED data, AIMS

All Staff and Students

Sally, John, Fred, Lisa, Heidi

Y



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Target Group


Safety Committee

Plan for crisis and safety

All staff & students

Sue, Beth, Henry, Charles

N

Elem. Principals

coordinate Elem. Principals, Sally, Joe, Henry

N

Secondary Principals

coordinate Secondary Principals, Sally, Joe, Henry

N

Cultural Relevance

Ensure CR All students

Sally, Joe, Henry, Liz, Angie, Katie

Y

Professional Development

Provide info to staff

All staff Tom, Katie, Henry N

Social/emotional

Plan SEL instruction

All students & staff

Sue, Lisa, Beth, Tom

Y

Summer School Planning

Plan summer school

Students attending summer school

Joe, Henry, Laurie, Sue

N



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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?



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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?

Insert Timer

Add action steps to your master action plan

document



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Precision Statements for Action Planning

Using what you know to inform where you go



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Statewide BoQ



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Statewide SAS



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Statewide TIC



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8/14/2013 30American

Indian

Asian

Black

Hispan

ic/Lati

no(a)

Multi-racia

l

Pacific Is

land

White0

0.5

1

1.5

2

2.5

Risk relative to White subgroup (2012-2013)Risk relative to State Risk Average (2012-2013)

State SWIS User at Fidelity Aggregate Data



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Develop Hypothesis

Discuss andSelect

Solutions

Develop andImplementAction Plan

Evaluate andRevise

Action Plan

Problem Solving Meeting Foundations

Team Initiated Problem Solving (TIPS) Model

Identify Problems

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.

Collect and Use

Data

PBIS Assessment

Data & Recognition Applications



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Problem Identification Questions

What is the problem?Who is involved?Where is it happening?When is it happening?Why is it happening?



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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.



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Precision Statement #2During 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.



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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.



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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.



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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.



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How Will We Know it Worked?1. Increased state fidelity tool subscale scores in targeted

areas based on aggregated state averages.2. Decrease in the relative risk ratios for getting ODR

contact for enrolled subgroups.3. Increased overall fidelity scores on state aggregated

fidelity tools.4. Demonstration schools will see measured improvement

on classroom based self assessments around practices and culturally responsive practices.

5. Decrease in overall numbers of office discipline referrals over next three years.



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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.



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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.



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



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Develop Hypothesis

Discuss andSelect

Solutions

Develop andImplementAction Plan

Evaluate andRevise

Action Plan

Problem Solving Meeting Foundations

Team Initiated Problem Solving (TIPS) Model

Identify Problems

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.

Collect and Use

Data

District PBIS Assessment

Data & Student Outcome Data



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Problem Identification Questions

What is the problem?Who is involved?Where is it happening?When is it happening?Why is it happening?



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Wild Goose Gallery Walk



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Your Data & Action PlanningUse 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



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Reflection & Share OutLook 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.



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How funky is your chicken, How loose is your goose?

So come on all you Coaches,And shake your caboose!

Have a honking good year!

external coach forum summer 2013 systems change

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