CESA 1Coach 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.orgwww.swis.org

Agenda1.Introduction, Welcome2.Wisconsin RtI Center3.State of the State4.Coaching Roles and Responsibilities5.Upcoming Information6.Analyzing your Meetings7.Networking

IntroductionsWelcome!

Please share your name, school/school districtExternal or Internal coach

Number of years implementing PBISBeginning of the year ah hahs!

Group Norms

On-Line Modules

Wisconsin RtI Center

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 InterventionIs

what?An organizational framework

that

guides implementation of a multi-level system of

support

Does what?

to

achieve academic and behavioral success

for all

For what?

Multi-Level System of Support

Increasing IntensitySystematically providing differing levels of intensity of supports based upon student responsiveness to instruction and intervention

Tier 3/Intensive Level 1-5%

Tier 2/Selected Level 5-15%

Tier 1/Universal 80-90%

Attendance

Math (Acceleration)

A Student’s Snapshot

Reading (Intervention)

PE

Hallway Behavior

Strengths &Challenges

Language Arts

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

2010 2011 20120

200

400

600

800

1000

1200

471

795

1009

323

681

916

64

280

518

TrainedImplementingFidelity

2010 2011 20120%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

64280

518259

401

398

148

114

93

18101486

1270

Not trainedNot implementingImplementingImplementing with Fidelity

All Wisconsin Schools

PBIS Trained Schools

2010 2011 20120%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Not implementingImplementingImplementing with Fidelity

14%

14%

50%

51%

31%

55.0%

35%

9%

39%

231,257 Students

Use all or some of these state data slides

Early Child

hood

Elementary

MiddleHigh

Pk-8Pk-12

Other0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

12

29178

50

69

4 14

11

199

66

88

18

4123

39

18

23

5

1

4

77

473204

330

68

2149

Not TrainedNot ImplementingImplementing, No FidelityFidelity

Training and Implementation by School Level

Early Child

hood

Elementary

MiddleHigh

Pk-8Pk-12

Other0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

12291

78

50

69

4 14

11

19966

88

18

4 12

3 39 18 235

1 4

Not ImplementingImplementing, No FidelityFidelity

Training and Implementation by School Level

1 school >25% >50% >75% >100%0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

45.99% 43.38%36.44%

24.30%16.92%

District Implementation

212

200168

11278

June 2012

ImplementingFidelity

CESA #1 Data

45 school districts29 districts have at least 1 school trained and implementing PBIS!

More data at future meetings – stay tuned!

Coaches RolesInternal 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 1Internal 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 CoachPERFORMANCE 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 Calendarhttp://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 2/3Internal coach

• Link to Tier 1

• Systems coaching around vision, values, goals

• Facilitate systems conversation/team

Complete Coaching Self AssessmentComplete 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

1 Still Learning

2Building skills, not

yet fluent

3Fluent

Using Data to Make Decisions Writing precisions statement and developing action plans

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 1Coach Networking

Wisconsin PBIS Network/RtI Center

Regional Technical Assistant Coordinators:Marlene Gross Ackeret

Lori Cameron

Tier 2

Agenda1.Introduction, Welcome2.Wisconsin RtI Center3.Maintaining a Strong Foundation4.Analyzing your Meetings5.Networking

On-Line Modules

Wisconsin RtI Center

Tier 2/3 CoachingExternal coach• Support to schools

Expert in interventions • Provide intervention content follow up• Provide ongoing consultation around process and

student plansAttend systems conversations and problem-solving

meetingsCoordinate process/fidelity dataEnsure that process data is used for action planning

• Link to districtAttend principal meetingsAttend district leadership meetingsMeet with District coordinator

External Coach – Tier 1 and 2External 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 pre-conference

• Work with school/district administrators and internal coaches to develop annual action plan

Coaching at Tier 2/3External Coach - Content coaching, error correction• Who?

District behavioral expertiseFlexibility in scheduling – travel between schools or

between districts• Developing skill set

Attend training with teamsAttend 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 AssessmentComplete Personal Goal Setting

1. Complete the Self Assessment, and identify a few areas that you wantto 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?