Tracy Piper, Ed.D. Hemet Unified School District

Download Tracy Piper, Ed.D. Hemet Unified School District

Post on 07-Jan-2017




1 download


<ul><li><p>Tracy Piper, Ed.D.</p><p>Hemet Unified School District</p></li><li><p>The Hemet Unified School District (HUSD), located in Riverside County in Southern California, covers one of the largest geographic areas of any district in California with more than 700 square miles of diverse topography and serves both suburban and rural communities with a current enrollment of just under 22,000 students. </p></li><li><p> HUSDs student population is: 55% Hispanic, 29% White, 8% African American and 41% Native American. </p><p> Socioeconomic disadvantage is a pervasive issue for HUSDs student population; district wide the free-and-reduced-price-meals rate is 83%. </p><p> English learners make up 12% of the student body and the special education population comprises 15% of HUSD students. </p></li><li><p> McIntosh, K., Mercer, S. H.,Nese, R. N. T., Strickland-Cohen, M. K., &amp; Hoselton, R. (in press, accepted 7-16-2015). Predictors of sustained implementation of school-wide behavioral interventions and supports. Journal of Positive Behavior Interventions.</p></li><li><p>District-wide MTBF Implementation:</p><p> 11 elementary sites</p><p> Three K-8 schools</p><p> 4 middle schools</p><p> 4 comprehensive high schools</p><p> One continuation school</p><p> One community day school</p></li><li><p> Hemet Unified School Districts Unduplicated Pupil Percentage is 81.77%</p><p> Providing an LCFF need of $24,658,495</p><p> District LCAP Goals: College and Career Readiness, Academic Proficiency, Attendance</p></li><li><p>Year 1 Reporting</p><p>Long-Term OutcomesResources and Inputs</p><p>District SCTI team that actively </p><p>coordinates implementation</p><p>District funding, visibility, and </p><p>political support and coordination </p><p>with LCAP goals</p><p>External MTBF trainers, PLUS </p><p>advisors, and evaluation support</p><p>Release time for school teams to </p><p>attend training and coordinate </p><p>MTBF implementation</p><p>Boys Town Social Skills in </p><p>Schools and Why Try curricula</p><p>Restorative Practices</p><p>Elementary counselors through </p><p>USDOE grant</p><p>Middle Grades School Climate </p><p>Alliance/REL</p><p>Action Team Planning </p><p>National Technical Assistance </p><p>Center on PBIS</p><p>Medium-Term Outcomes</p><p>Improved student, staff, and </p><p>parent perceptions of school </p><p>climate</p><p>Improved student attendance</p><p>Decrease in student suspensions </p><p>and expulsions (including those </p><p>related to possession or use of </p><p>drugs or alcohol)</p><p>Decrease in student office </p><p>discipline referrals </p><p>Reduce disparities in student office </p><p>discipline referrals, suspensions, </p><p>and expulsions based on </p><p>race/ethnicity and disability </p><p>Short-Term Outcomes</p><p>Increase in number of schools </p><p>that are implementing a MTBF </p><p>with fidelity</p><p> Installation of district MTBF </p><p>coaches and school teams </p><p> Increase in the fidelity of </p><p>implementation of MTBF in </p><p>schools</p><p> Increased use of the student </p><p>data system by school staff</p><p>Increase District SCTI team </p><p>capacity for coordinating MTBF</p><p>Creation of updated student codes </p><p>of conduct</p><p>Creation of a fair and effective </p><p>discipline plan</p><p>Activities</p><p>Training for two district MTBF coaches</p><p>MTBF training workshop for site and </p><p>district based MTBF coaches (2 days/yr)</p><p>MTBF training workshop for site-based </p><p>MTBF teams (4 days/yr)</p><p>District MTBF coordinators provide </p><p>technical assistance to school staff </p><p>PLUS training workshop for adult </p><p>advisors for data collection and enhanced </p><p>student voice</p><p>Refinement of student data system and </p><p>training for school staff</p><p>Implementation of MTBF in after-school </p><p>programs</p><p>Initiate process for updating the student </p><p>codes of conduct to support SCTI</p><p>Initiate process for developing a fair and </p><p>effective discipline plan, including student </p><p>input</p><p>HUSD SCTI measurable objectives bolded</p><p>Improved student academic </p><p>achievement</p><p>Improved safe school climate</p><p>SeeGPRA Performance </p><p>Report</p></li><li><p>1. Builds capacity for implementing a sustained, school-wide multi-tiered behavioral framework: PBIS Status and Needs Assessment of all district schools, May-June 2014 Benchmarks of Quality (BoQ) completed with site-based PBIS teams at all district schools, August 2014 PBIS Leadership Conference and Project Directors Meeting, October 2014 Finalized project evaluation logic model in collaboration with evaluator, December 2014 PBIS Counselor on Special assignment hired February 2015 Dr. Rob Horner made site visit to HUSD February, 2015 and held meetings with District PBIS </p><p>Implementation Team, Cabinet Barbara Kelly, California PBIS Technical Assistance Center made presentation at Assistant Principals </p><p>Academy, February 2015 2015-2016 PBIS site teams training action planned designed and approved, May 2015 PBIS training dates for 2015-2016 calendared, May 2015 SWIS Orientation session for Cohort 1 principals, June 2015 SWIS facilitator training registration complete for Project Director and Counselor on Special </p><p>Assignment for November 2015 In-Person Professional Development Webinars</p></li><li><p>2. Enhances capacity by providing training and technical assistance to schools: Dr. Rob Horner made site visit to HUSD February, 2015 and held meetings with all </p><p>principals and department directors and Cohort 1 principals 2015-2016 PBIS site teams training action planned designed and approved, May </p><p>2015 Tiered Fidelity Instrument (TFI) Walk-Throughs held at all Cohort 1 schools (11) </p><p>March-April 2015 Fully facilitated TFI assessments held with all Cohort 1 schools, May 2015</p><p>3. Demonstrates a partnership with a technical assistance provider, such as the PBIS Technical Assistance Center: Barbara Kelly formally engaged as contracted TA consultant through June 2016, </p><p>California PBIS Center</p></li><li><p>Baseline data were not set prior to Year </p><p>1</p><p>Cross-school average score on the TFI for </p><p>Tier 1</p><p>Percent of the cross-school </p><p>average score out of the total possible score</p><p>This is a GPRA</p></li><li><p>Rancho Viejo Middle</p><p>Hemet, California</p><p>School Year: 2014-15</p><p>Date Completed: 5/20/2015</p><p>Tier I: Universal SWPBIS Features</p><p>Teams 5/20/15</p><p>1. Team Composition: Tier I team includes a Tier I systems coordinator, a school administrator, a family </p><p>member, and individuals able to provide (a) applied behavioral expertise, (b) coaching expertise, (c) knowledge </p><p>of student academic and behavior patterns, (d) knowledge about the operations of the school across grade levels </p><p>and programs, and for high schools, (e) student representation.</p><p>1</p><p>2. Team Operating Procedures: Tier I team meets at least monthly and has (a) regular meeting format/agenda, </p><p>(b) minutes, (c) defined meeting roles, and (d) a current action plan.</p><p>1</p><p>Feature Total: 2 of 4</p></li><li><p>Evaluation 5/20/15</p><p>12. Discipline Data: Tier I team has instantaneous access to graphed reports summarizing </p><p>discipline data organized by the frequency of problem behavior events by behavior, location, </p><p>time of day, and by individual student.</p><p>1</p><p>13. Data-Based Decision Making: Tier I team reviews and uses discipline data and academic </p><p>outcome data (e.g., Curriculum-Based Measures, state tests) at least monthly for decision-</p><p>making.</p><p>0</p><p>14. Fidelity Data: Tier I team reviews and uses SWPBIS fidelity (e.g., SET, BoQ, TIC, SAS, </p><p>Tiered Fidelity Inventory) data at least annually.</p><p>2</p><p>15. Annual Evaluation: Tier I team documents fidelity and effectiveness (including on </p><p>academic outcomes) of Tier I practices at least annually (including year-by-year comparisons) </p><p>that are shared with stakeholders (staff, families, community, district) in a usable format.</p><p>0</p><p>Feature Total: 3 of 8</p></li><li><p>Baseline data were not set prior to Year </p><p>1</p><p>Ratio of all 5th</p><p>grade students in the district who scored </p><p>high</p><p>Percent of all 5th grade </p><p>students in the district who </p><p>scored high</p><p>This is a Project </p><p>outcome, not a GPRA</p></li><li><p> All schools using common systems Focus initially on fidelity Building data collection capacity to assess student discipline patterns Establishing training for Data Use not just data collection. Schools aware that data being reviewed regularly at district office. Coaching and professional development integral to building internal </p><p>capacity for sustainability at the site and district levels Integration of district/state/federal initiatives i.e. Local Control </p><p>Accountability Plan with regard to school climate and student and parent engagement</p><p> External evaluators Evaluation Progress Report, updated at least annually.</p></li><li><p>Cohort 1 (Completed Year 1) Cohort 2 (Preparing for Year 1)</p><p>Chronic Non-Attenders -166 -89</p><p>Suspension Incidents +1 +110</p><p>Suspension Days -311 +64</p><p>Expulsions -22 (District-Wide)</p></li><li><p>SCTI Grant LCAPStaff, Program Coordinator, 1 Coach Additional Coach</p><p>Consultants to train our coaches PBIS Technicians (Tier 2/3 Support)-All Traditional Middle and High Schools</p><p>Release Time for Site Based Team Training PLUS Program</p><p>Extra Duty Pay for Site Based Teacher Leads Increased Alternative Education Options</p><p>Conferences-State=Middle School, National=High School, International=Middle School</p><p>Training for Student Support and CWA staffs</p><p>Membership Fees</p><p>I</p></li><li><p>Cohort 1 Schools</p><p>Cawston ElementaryHamilton K-8Fruitvale ElementaryValle Vista Elementary</p><p>Acacia Middle Dartmouth Middle</p><p>Alessandro HighHamilton HighTahquitz HighWest Valley High</p><p>Cohort 2 Schools</p><p>Bautista Creek ElementaryCottonwood K-8Harmony ElementaryIdyllwild K-8Jacob Wiens ElementaryLittle Lake ElementaryMcSweeny ElementaryRamona ElementaryWhittier ElementaryWinchester Elementary</p><p>Diamond Valley Middle</p><p>Hemet High</p></li><li><p> HUSD was one of 71 recipients nationwide.</p><p> Provides $1.6 million for 5 years, 2013-2014 through 2018-2019.</p><p>Expected outcomes: </p><p>Improve student attendance</p><p>Reduce Exclusionary Discipline Practices: office discipline referrals, suspensions and expulsions</p><p>Implement of a multi-tiered system of supports</p></li><li><p>Valerie Velez, M.P.H.</p><p>Hemet Unified School District</p><p>(951) 765-5100, ext. 3210</p><p></p></li></ul>


View more >