1/28/2013
Introductions and Agenda
Tertiary Planning Team Training
and Retreat
Wisconsin PBIS Network
• Tertiary Systems Features- PBIS in
High Schools
• RENEW Implementation
• TeamFormation
November13, 2012
JoAnne Malloy, Ph.D.
Project Director, IOD at UNH
Acknowledgements
List 3-5 Objectives for the Day
• Lucille Eber. Illinois PBIS network.
• George Sugai, Rob Horner: OSEP Technical Assistance
Center on Positive Behavioral Interventions and
Supports (www.pbis.org)
• National Implementation Research Network:
www.fpg.unc.edu/~nirn/
• Steve Goodman, Michigan Implementation Network:
www.min.cenmi.org
• Michigan’s Integrated Behavior and Learning Support
Initiative (MiBLSi):
Miblsi.cenmi.org
Planned Outcomes
Activity
• Your team will understand the difference between
individual student teams and a tertiary level planning
team
• Your team will develop a clear and concise mission
statement including your target population
• Your team will develop a clear process for referral,
person centered planning and individualized teams.
• Your team will develop a detailed written plan with
goals
• Timelines
STEP 1: Identify 2-3 students who you feel need
tertiary level supports:
– Types of problems exhibited
– Academic performance
– Social/emotional characteristics
– Issues outside of school
Step 2: How does the school respond to each of
these students now?
1
1/28/2013
Implementing a Systematic Approach:
One System -- Not Fifty
Activity (cont.)
Step 3: What should the school’s response be?
What would the ideal be?
STEP 4: What is needed to reach the ideal?
STEP 5: What is are the gaps between what is
needed and what exists?
A systematic approach to behavioral support means:
1. A Multi-tiered continuum of support
2. Data-driven decisions throughout the continuum
3. Implementing practices that encourage positive behavior &
discourage repetitive concerning behavior
– Implementing practices with fidelity
4. Implementing systems that decrease staff stress and
support staff to implement effective practices
5. Promote Tier 1 consistency among staff and administration
The APEX High School Model: Positive Behavior Interventions &
Supports & RENEW
Malloy, Agorastou & Drake, 2009 Adapted from Illinois PBIS Network, Revised Sept.,
2008 & T. Scott, 2004
Student Progress Tracker;
Individual Futures Plan
Tier
3/Tertiary
RENEW and
Wraparound
Classes chosen
with behavior
supports in place
Simple Individual
Interventions
Competing Behavior Pathway,
Functional Assessment Interview,
Weekly Progress Report
(Brief FBA/BIP, Schedule/
Curriculum Changes, etc)
Tier 2
Youth identifiedemotional and
behavioral
support needs
(Behavior and Academic Goals)
ODRs, Attendance,
Tardies, Grades,
Credits, Progress
Reports, etc.
Tertiary Level Process in High Schools
Universal:
Small Group
Interventions
(CICO, Social and
Academic support
groups, etc)
RENEW
MAPPING and
PLAN
DEVELOPED
Placement into
alternative
program or
classes
TEAM
DEVELOPED
(PARENT,
YOUTH, KEY
STAFF)PROBLEM
SOLVES and
Decides
Other Options
Extended
Learning
Opportunities,
Work-based
Learning, Job
Collaboration
with outside
agencies- mental
health vocational
rehabilitation
School-Wide Assessment
School-Wide Prevention Systems
STAGES of IMPLEMENTATION
The NIRN
(Fixsen, Blasé, 2005)
Exploration/
Adoption
Implementation
Research:
A Synthesis of the
Literature
Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005).
Implementation Research: A Synthesis of the Literature. Tampa, FL: University of South
Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation
Research Network (FMHI Publication #231).
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
11
• Should we do this?
Installation
• Put resources and systems in
place
Initial
Implementation
• Initial pilots and assess results
Full Implementation
Innovation
Sustainability
• The practice was successful,
adopt system- wide
• Adopt variations of the practice
and assess results
• Make this the way of doing
business
2
1/28/2013
Improvement Cycles
ASSESSING READINESS
Cycle – Do over and over again until the intended benefits are realized
• Is RENEW the right think to do? And can we do it
the right way?
• Is there a commitment to RENEW? Has that
commitment been assessed and quantified?
Plan
(Operationalize)
• Are there benchmarks developed to assess and or
determine readiness?
Do
Act
(Trial)
(Adjust)
• What readiness standards are set to insure
personnel are ready to implement?
Study
• What system benchmarks are in place to insure
readiness for implementation?
(Assess/Review)
Shewhart (1924); Deming & Juran (1948); SixSigma (1990)
RENEW SYSTEMS READINESS TOOL
Features of a Systematic Problem-Solving Model
RENEW Systems Feature:
Implementation
• Staff training and coaching schedule
• System for identifying and enrolling students who
need tertiary-level supports (at risk checklist
based upon risk of dropping out)
• Process for matching students with facilitators
• Process for developing resources with a team
process (special education, guidance, family
members, teachers on the teams)
• Process for keeping people informed and moving
along (action planning and monitoring)
15
RENEW Referral Process
Example: Somersworth High School
•
•
•
Training and Coaching
OUTCOMES
Problem Behavior
Lack of Credits
Failing
Targeted Team:
•Quick FBA
Student Not
Responding to
Universal
Interventions
RENEW Point person matches with
a RENEW Facilitator
Student receives initial Conversation
and begins RENEW
% of Participants who Demonstrate Knowledge,
Demonstrate New Skills in a Training Setting,
and Use new Skills in the Classroom
Targeted Team:
Full FBA
TRAINING
Knowledge
COMPONENTS
Targeted Team:
Student Triaged for
RENEW
Student Referred to RENEW Point
person (Oversight Team)
Skill
Demonstration
Use in the
Classroom
Theory and
Discussion
10%
5%
0%
..+Demonstration
in Training
30%
20%
0%
…+ Practice &
Feedback in
Training
60%
60%
5%
…+ Coaching
in Classroom
95%
95%
95%
Joyce and Showers, 2002
3
1/28/2013
Coaching
RENEW Systems Features: Staff PD and
Support
Purposes:
• Ensures fidelity
• Ensures implementation
• Develops clinical and practice judgment
• Provides feedback to selection and
training processes
• Grounded in “Best Practices”
• RENEW Facilitators are: Special Educators,
School counselors, vocational counselors,
(need school-to-career guidance and services),
General education teachers.
• Receive 3 days of training and additional
coaching support.
• Collect and use data to monitor progress,
achieve youth goals and outcomes.
RENEW Systems Feature:
Administrative Support
• Assist with resources (release time, training
supports)
• Empower staff to learn and practice
• Schedule and supported staff with training time
• Invest in problem-solving with individual student
teams
• Participate in individual student meetings, personal
commitment and modeling
• Make RENEW a priority as part of the PBIS
framework and system
RENEW Systems Feature: Data
• Initial data-based decisionmaking and
planning: Individualized
– Examples:
• Behavior problems (ODRS) (by teachers, subjects, use
the FBA)
• Attendance data: class and school
• Academic: Class failures, passes, grades, (by teachers,
subjects, time of day, instructional methods and
supports)
• Credit Gap Analysis (RENEW manual)
RENEW Systems Feature: Data
• Use transcripts, attendance data, progress
reports, behavior reports, the student’s
narrative, teacher and family input.
• Use data based on student’s MAPS: Goals;
barriers; needs; data.
• Progress monitoring (individualized): Data is
brought to every meeting
• Process Monitoring (are students being
served?)
Implementation and Sustainability Drivers
PARTICIPANT
EVALUATION
-
CONSULTATION,
COACHING, &
MENTORING
DATA TO SUPPORT
PERFORMANCE
MANAGEMENT
PROGRAM EVALUATION
DATA TO SUPPORT DECISION
MAKING
Internal
ADMINISTRATIVE
SUPPORTS
INTEGRATED &
COMPENSATORY
THAT FACILITATE
IMPLEMENTATION
PREPARATION &
TRAINING
External
PARTICIPANT
RECRUITMENT &
SELECTION
SYSTEMS
INTERVENTIONS
Adapted from Fixsen, D.L., Naoom, S.F., Blase, K., Friedman, R.M., & Wallace, F. (2005).
4
1/28/2013
RENEW Systems Feature: Tertiary
Team
• Identifies pool of youth who need RENEW
services
• Chooses/recruits RENEW facilitators and
schedules and support facilitator training
• Ensure delivery of the RENEW model, with
fidelity
• Monitors outcomes
3-Tiered System of Support- Illinois
Necessary Conversations (Teams)
Universal
Team
Plans SW &
Class-wide
supports
Universal
Support
Secondary
Systems Team
Problem Solving
Team
Tertiary
Systems Team
Uses Process data;
determines overall
intervention
effectiveness
Standing team; uses
FBA/BIP process for
one youth at a time
Uses Process data;
determines overall
intervention
effectiveness
CICO
Brief
SAIG
FBA/
BIP
Group w.
individual
feature
Complex
FBA/BIP
WRAP
Brief
FBA/BIP
Sept. 1, 2009
WHERE ARE PRACTICES IMPLEMENTED?
LUNCH
WISCONSIN PBIS
NETWORK
Providing feedback and
data on implementation
efforts
District Team
DISTRICT TEAM
TERTIARY
PLANNING TEAM
Providing supports for
effective practices
implemented with fidelity
RENEW
FACILITATORS &
STUDENTS
Implementation Stages Activity
Our Vision for RENEW in Schools
• RENEW is the planning process used to reengage students who are:
– off-track for graduation (defined by your school)
– chronically truant, repeatedly suspended, have
significant behavior problems, at risk of out of
school/district placement
• What is your vision?
5
1/28/2013
Mission Statement: Brainstorm Key
Words
•
•
•
•
Our team will be responsible for:
We will have oversight of:
We are concerned about:
We will do our work by:
Meeting Foundation Elements
• Define purpose of the team
– Decisions to be made, cycle of decision making,
and data source(s) to use
• Define roles & responsibilities
• Define team agreements about meeting
processes
1.
2.
3.
4.
5.
6.
Inform facilitator of absence/tardy before meeting
Be prepared for meeting by completing previously assigned tasks
Avoid side talk: Remind each other to stay focused
Start and end on time
Be an active participant
Use electronic meeting minutes
1/28/2013
32
Identify Team Member Roles
•
Team Leader - starts the meeting, reviews the purpose of the meeting,
facilitates the meeting by keeping the team focused on each step
•
Recorder - taking notes, transcribing the team’s responses on flip chart paper,
transparency, etc
•
Timekeeper- monitors the amount of time available keeps the team aware of
time limits by giving “warnings” (i.e., “10 minutes left”)
Data Specialist- is trained in entering and accessing data from the SWIS data
system
•
•
•
CONSENSUS
Content Specialist- competent with behavioral principles and assists in
analyzing data
Administrator- actively encourages team efforts, provides planning time,
feedback, and support initiatives
•
Communications – acts as the point person for communication between the
team and staff regarding PBIS and behavior issues
•
PBIS Coach- district-level (external) or school-based (internal) individual that
facilitates the team through the process, becomes the school’s main contact
Harkin, 2009
Consensus does NOT mean:
•
•
•
•
•
A unanimous vote
A majority vote
Result is everyone’s first choice
Everyone agrees
Conflict or resistance will be
overcome immediately
Levels of Agreement
Identify decision rule (e.g., 3 or above)
1. I enthusiastically agree!
2. Yes, I agree.
3. I have minor reservations, and generally agree. I
will actively support the decision of the group.
4. I have major reservations and would like more
dialogue before moving forward.
5. I will actively work against this idea. I do not
think it is in our best interest to move forward.
6
1/28/2013
Effective Consensus Process
Levels of Agreement Tool
HOW to USE it:
• Someone makes a statement that he/she needs consensus
on.
• If anyone holds up four or five fingers, the group has not
reached consensus. You will need more discussion or
dialogue.
I believe the group
has heard me; and
I can actively support
the group's decision
as the best possible at
this time, even if it is
not my first choice.
• If you get all “1” or “2” fingers showing, you can declare
consensus (“A decision with high level agreement.”)
• If you get some members showing “3” fingers, you might
make a list of concerns to see if the group can address them
prior to making a FINAL DECISION.
15
minute
• All group members contribute everyone’s opinions are voiced, heard and
encouraged
• Differences are viewed as helpful
• Everyone agrees not to sabotage the
action or decision made by the group
• Members agree to take responsibility for
implementation
• RESULTS in more sustainable
agreements
Collaborative Team Checklist
B
R
E
A
K
2/11/2011
Meeting Norms
• Activity:
Implementation Team Meeting Notes
Team Name:________________________________________________
Date:______________________
Moderator/Facilitator:________________________________________
Note Taker:_________________________________________________
AGENDA ITEMS:
Item/ ISSUE (General)
DECISION MADE
ACTION ITEMS
(WHAT)
WHO
WHEN
– Pet Peeves:
– Best Meetings Ever:
•
7
1/28/2013
ACTIVITY: Goal Setting/Data
Activity: Tertiary Level Checklist
(TLC)
• How many students in your school fall within the
Tertiary level of need?
• What are the data telling you (observe)?
• How many students can you support this year? Next
year?
• What do you expect the outcomes to be for those
students?:
– Attendance
– Courses passed
– Behavior problems reduced
Performance Assessment
Purposes:
• Measure fidelity
• Ensure implementation
• Reinforce staff and build on strengths
• Monitor Outcomes
• Feedback on functioning of
–
–
–
–
DATA: “Trust… but verify…”
• Process Data (PROGRESS TRACKER)
• Fidelity (RENEW Integrity Tool)
Recruitment and Selection Practices
Training Programs (pre and in-service)
Supervision and Coaching Systems
Interpretation of Outcome Data
Goal Setting Activity
Based upon the data:
By June of 2013, we will have accomplished:
Suggested Timeline for now-2013
• Use the PLANNING Tool to complete a plan.
• Specific measures:
8
1/28/2013
NEXT STEPS
Meeting Evaluation
• Plan to choose people to attend facilitator
training
• Next Team Meeting (date and time):
• Agenda items:
• Roles (facilitator, note taker, timekeeper):
• Location
Contacts
JoAnne Malloy, Ph.D.
Clinical Assistant Professor
Institute on Disability at the
University of New Hampshire
Joanne.malloy@unh.edu
www.iod.unh.edu
9