Creating an ISD & Creating an ISD & District Level District Level

Infrastructure to Infrastructure to Promote Promote

SustainabilitySustainabilityMary BechtelMary Bechtel

Kim St. MartinKim St. Martin

RationaleRationale

There is a discrepancy between schools who There is a discrepancy between schools who are implementing with fidelity and those who are implementing with fidelity and those who are not.are not.

Schools agreed to implement but were not Schools agreed to implement but were not fully aware of what they were getting fully aware of what they were getting themselves into and unclear as to the roles themselves into and unclear as to the roles and responsibilities of team and building staff.and responsibilities of team and building staff.

Selective abandonment is happening by Selective abandonment is happening by building level leadership.building level leadership.

If the district supports the initiative, why are If the district supports the initiative, why are stakeholders selectively abandoning?stakeholders selectively abandoning?

RationaleRationale

ISD Coaches are serving multiple ISD Coaches are serving multiple roles at all levels.roles at all levels.

““Missing link” is the lack of Missing link” is the lack of relationship building with central relationship building with central office staff who hold the vision for office staff who hold the vision for the district and have the power to the district and have the power to maintain focus.maintain focus.

So if that is the case, how does an So if that is the case, how does an ISD build capacity and provide ISD build capacity and provide support at the district level?support at the district level?

PurposePurpose

Develop a sustainable ISD level Develop a sustainable ISD level infrastructure.infrastructure.

Develop a sustainable district level Develop a sustainable district level structure to support sustainabilitystructure to support sustainability

Provide support to building level Provide support to building level coaches and district coaches to coaches and district coaches to improve district capacity.improve district capacity.

Promote sustainability of academic and Promote sustainability of academic and behavioral data, systems and practices.behavioral data, systems and practices.

Building Capacity: One Building Capacity: One Layer at a TimeLayer at a Time

MiBLSi Regional CoordinatorMiBLSi Regional Coordinator Provides technical assistance to schools Provides technical assistance to schools

needing additional support (principal needing additional support (principal assistance, leadership team assistance, assistance, leadership team assistance, teacher/staff assistance) teacher/staff assistance) The triangle can also be applied to schools The triangle can also be applied to schools

(green, yellow, and red zones)(green, yellow, and red zones) Develops the coaching capacity at the ISD Develops the coaching capacity at the ISD

levellevel Provides initial contact with central office Provides initial contact with central office

staff by discussing the level of support they staff by discussing the level of support they will receive from their local ISDwill receive from their local ISD

ISD Coaches: 2ISD Coaches: 2ndnd Layer Layer

Goal: Great coaches find ways to work Goal: Great coaches find ways to work themselves of a job!themselves of a job!

Roles and Responsibilities:Roles and Responsibilities: Builds relationshipsBuilds relationships Initial member of District Level Leadership PLCInitial member of District Level Leadership PLC Accurately identifies needs of schools and links Accurately identifies needs of schools and links

them to the appropriate resourcesthem to the appropriate resources Facilitator Facilitator Advocate for schools and the district as a wholeAdvocate for schools and the district as a whole Provides training to schools/district Provides training to schools/district

ISD Coaches: Building ISD Coaches: Building CapacityCapacity

ISD Coaches meet on a monthly ISD Coaches meet on a monthly basis with Regional Coordinator.basis with Regional Coordinator.

Meeting focus:Meeting focus: Skill development Skill development Case presentationCase presentation Consistency in coaching techniqueConsistency in coaching technique Coordination of evaluation effortsCoordination of evaluation efforts Identification of school/district needs Identification of school/district needs

for professional development support as for professional development support as identified and discussed at District identified and discussed at District Leadership PLCLeadership PLC

District Leadership TeamDistrict Leadership Team

Mission: To develop a sustainable Mission: To develop a sustainable district-level “Response to district-level “Response to Intervention” infrastructure that will Intervention” infrastructure that will improve student achievement and improve student achievement and behavior by building capacity among behavior by building capacity among all staff in the district.all staff in the district.

Uniqueness of District Uniqueness of District Leadership TeamsLeadership Teams

Although this presentation is providing Although this presentation is providing a model for a District Leadership a model for a District Leadership Team, each school district is comprised Team, each school district is comprised of their own set of needs. This model of their own set of needs. This model must be adapted to fit large, medium, must be adapted to fit large, medium, and small school districts. It must be and small school districts. It must be adapted to fit urban, suburban, and adapted to fit urban, suburban, and rural school districts. rural school districts.

One size does NOT fit all!One size does NOT fit all!

GoalsGoals

To develop common, agreed-upon district To develop common, agreed-upon district outcomesoutcomes

Review school-wide formative Review school-wide formative academic/behavior related data from academic/behavior related data from schools to ensure the implementation of schools to ensure the implementation of effective academic and behavioral effective academic and behavioral systems and practicessystems and practices

To allow district leadership the To allow district leadership the opportunity to participate in a data-opportunity to participate in a data-driven PLCdriven PLC

GoalsGoals To develop coaching capacity through skill To develop coaching capacity through skill

development and training in order to development and training in order to prepare coaches to meet building and prepare coaches to meet building and district needs.district needs.

To actively coordinate implementation To actively coordinate implementation effortsefforts

To create an organizational umbrella To create an organizational umbrella composed of adequate funding, broad composed of adequate funding, broad visibility, and consistent political supportvisibility, and consistent political support

To develop a foundation for sustained and To develop a foundation for sustained and broad-scale implementation with the broad-scale implementation with the assistance of coaching supportassistance of coaching support

Suggested ParticipantsSuggested Participants

Central office staff (superintendent Central office staff (superintendent and/or assistant superintendent)and/or assistant superintendent)

Building principalsBuilding principals District level behavior coachDistrict level behavior coach District level literacy coachDistrict level literacy coach ISD/RESA level coachISD/RESA level coach Transportation supervisorTransportation supervisor Business ManagerBusiness Manager

Other Participants Other Participants Depending on the size and demographics of the Depending on the size and demographics of the

school district, other representation may include:school district, other representation may include: Safe and Drug Free SchoolsSafe and Drug Free Schools School Psychology and CounselingSchool Psychology and Counseling Title or other related initiativesTitle or other related initiatives Student HealthStudent Health Parents and Family MembersParents and Family Members StudentsStudents School-wide DisciplineSchool-wide Discipline Character EducationCharacter Education Alternate ProgrammingAlternate Programming Data or Informed ManagementData or Informed Management Multiculturalism and Affirmative ActionMulticulturalism and Affirmative Action(www.pbis.org)(www.pbis.org)

Roles and Roles and ResponsibilitiesResponsibilities

Chairperson: works with team to Chairperson: works with team to prepare agenda and facilitates meetingprepare agenda and facilitates meeting

Recorder: Recorder: Records minutes and decisions that take Records minutes and decisions that take

place during meetings. place during meetings. Collaborates with chairperson to integrate Collaborates with chairperson to integrate

the information gathered into an action the information gathered into an action plan following every meeting. plan following every meeting.

Promptly disseminates minutes to all team Promptly disseminates minutes to all team members members

Roles and Roles and Responsibilities Responsibilities

Central Office: Central Office: Identifies PBS and improving student Identifies PBS and improving student

achievement as high priorityachievement as high priority Collaborates with members to establish Collaborates with members to establish

an action plan an action plan Secures funding to sustain effortsSecures funding to sustain efforts Identifies key individuals to promote Identifies key individuals to promote

Roles and Roles and ResponsibilitiesResponsibilities

Principals & District Academic and Principals & District Academic and Behavioral Coaches: Behavioral Coaches: brings building level action plans and brings building level action plans and

relevant data to meetings. relevant data to meetings. Comes prepared to present on progress Comes prepared to present on progress

in completing action plans. in completing action plans. Comes prepared to share strengths and Comes prepared to share strengths and

needs related to systems, data, needs related to systems, data, practices.practices.

Roles and Roles and ResponsibilitiesResponsibilities

ISD Coaches:ISD Coaches: Models the process for facilitating Models the process for facilitating

District Level PLCDistrict Level PLC Models the use of data tools and Models the use of data tools and

supporting documents and their role in supporting documents and their role in the process of decision makingthe process of decision making

Maintains a “pulse” on buildings needs Maintains a “pulse” on buildings needs and district level needsand district level needs

Ensures the communication loop is Ensures the communication loop is flowing between building level flowing between building level leadership team, district level team, leadership team, district level team, ISD, and state level decision makers.ISD, and state level decision makers.

Example Agenda Example Agenda Purpose of a District Leadership Team: Academics & BehaviorPurpose of a District Leadership Team: Academics & Behavior To develop a sustainable district-level MiBLSi infrastructure that will improve student literacy and behavior by To develop a sustainable district-level MiBLSi infrastructure that will improve student literacy and behavior by

building capacity among all staff in the district.building capacity among all staff in the district. -- Handout-- Handout Roles & Responsibilities of District Leadership Team Members Roles & Responsibilities of District Leadership Team Members -- Handout-- Handout Outcomes, Data, Systems, PracticesOutcomes, Data, Systems, Practices -- Distribute District & School Organizational Binders-- Distribute District & School Organizational Binders 4. Structure of Support through MiBLSi 4. Structure of Support through MiBLSi 5. Behavioral Foundations 5. Behavioral Foundations Review of Majors & Minors (definitions from each school) Review of Majors & Minors (definitions from each school)

Do you have written definitions of majors and minors that align with SWIS? Do you have written definitions of majors and minors that align with SWIS? Have you reviewed these definitions with staff? Are staff in agreement with the definitions? Have you reviewed these definitions with staff? Are staff in agreement with the definitions? Do your referrals indicate alignment with the definitions? Do your referrals indicate alignment with the definitions?

Review of Classroom versus Office Managed Behaviors (definitions from each school) Review of Classroom versus Office Managed Behaviors (definitions from each school) Do you have written definitions of classroom versus office managed behaviors? Do you have written definitions of classroom versus office managed behaviors? Have you reviewed these definitions with staff? Are staff in agreement with the definitions? Have you reviewed these definitions with staff? Are staff in agreement with the definitions? Do your referrals and practices indicate alignment with the definitions? Do your referrals and practices indicate alignment with the definitions? Do your staff feel they have the tools and support they need to effectively handle classroom managed behaviors? Do your staff feel they have the tools and support they need to effectively handle classroom managed behaviors?

Review of General Procedures for Managing Problem BehaviorsReview of General Procedures for Managing Problem Behaviors Do you have a written description/flowchart of your general procedures for managing problem behaviors? Do you have a written description/flowchart of your general procedures for managing problem behaviors? Have you reviewed this description/flowchart with staff? Are staff in agreement with the description? Have you reviewed this description/flowchart with staff? Are staff in agreement with the description? Do your referrals and practices indicate alignment with the description? Do your referrals and practices indicate alignment with the description?

- - Handout: SWIS Readiness DocumentHandout: SWIS Readiness Document Review of SWIS data Review of SWIS data OtherOther Action PlanningAction Planning Next MeetingNext Meeting

Building Level Building Level Leadership TeamLeadership Team

Mission: To develop a sustainable Mission: To develop a sustainable building-level “Response to building-level “Response to Intervention” infrastructure that will Intervention” infrastructure that will improve student achievement and improve student achievement and behavior by building capacity among behavior by building capacity among all staff in the school.all staff in the school.

Interrelationship Between Interrelationship Between Building and District Level Building and District Level

TeamsTeams The district level leadership team The district level leadership team

should be responding to needs from should be responding to needs from the building level leadership teams. the building level leadership teams.

Principal, building level coaches, and Principal, building level coaches, and initially ISD coach are the common initially ISD coach are the common threads between the two groups.threads between the two groups.

This is not a duplication of efforts. This is not a duplication of efforts. The district level team has the right The district level team has the right people at the table with the power to people at the table with the power to allocate funds, time, energy, and most allocate funds, time, energy, and most important…focus!important…focus!

Accurately Identifying Accurately Identifying Needs at All LevelsNeeds at All Levels

Behavior evaluation tools used to Behavior evaluation tools used to identify school and district level identify school and district level needs:needs: Benchmarks of Quality (B.O.Q.):Benchmarks of Quality (B.O.Q.):

The B.O.Q. is “used by teams to identify areas The B.O.Q. is “used by teams to identify areas of success, areas for improvement” in of success, areas for improvement” in implementing a school-wide PBS model implementing a school-wide PBS model (www.PBIS.org/tools.htm)(www.PBIS.org/tools.htm)

Schools must present documentation to support Schools must present documentation to support attainment of benchmarks. The documents not attainment of benchmarks. The documents not only serve to assist in rating a school in a only serve to assist in rating a school in a particular benchmark, but they are beneficial to particular benchmark, but they are beneficial to gather in a central location (district binder) in gather in a central location (district binder) in order to promote sustainability.order to promote sustainability.

Accurately Identifying Accurately Identifying Needs at All LevelsNeeds at All Levels

Checklist for Individual Student Systems Checklist for Individual Student Systems (C.I.S.S.)(C.I.S.S.)

““The C.I.S.S. is designed for school teams to self-The C.I.S.S. is designed for school teams to self-assess the implementation status of secondary assess the implementation status of secondary (targeted) and tertiary (intensive) behavior support (targeted) and tertiary (intensive) behavior support systems within their school. systems within their school. (Todd, Lewis-Palmer, Horner, (Todd, Lewis-Palmer, Horner,

Sugai, & Sampson, 2007)Sugai, & Sampson, 2007) Schoolwide Evaluation Tool (SET)Schoolwide Evaluation Tool (SET)

““The SET is a research-validated instrument that is The SET is a research-validated instrument that is designed to assess and evaluate the critical designed to assess and evaluate the critical features of school-wide effective behavior support features of school-wide effective behavior support across an academic school year.” across an academic school year.” (Todd, Lewis-Palmer, (Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Philips, 2003)Horner, Sugai, Sampson, & Philips, 2003)

Accurately Identifying Accurately Identifying Needs at All LevelsNeeds at All Levels

Reading evaluation tools used to Reading evaluation tools used to identify school and district level identify school and district level needs:needs: PET-R (elementary schools), SWEPT PET-R (elementary schools), SWEPT

(middle schools)(middle schools) MiBLSi Reading Team Implementation MiBLSi Reading Team Implementation

ChecklistChecklist

Coordination of Evaluation Coordination of Evaluation EffortsEfforts

ISD Coaches work with individual ISD Coaches work with individual schools to coordinate evaluations schools to coordinate evaluations (BOQ, CISS, SET)(BOQ, CISS, SET) Process:Process:

Coaches are given “Coaches Assessment Coaches are given “Coaches Assessment Folder” & “School Assessment Folders”Folder” & “School Assessment Folders”

Schedule an appointment to meet with Schedule an appointment to meet with schools individually to review the evaluation schools individually to review the evaluation tools, documentation necessary, and tools, documentation necessary, and evaluation processevaluation process

Timeline: all evaluations completed by April Timeline: all evaluations completed by April

Evaluation Evaluation ConsiderationsConsiderations

The documentation needed for the BOQ The documentation needed for the BOQ may be overwhelming to teams.may be overwhelming to teams.

The positive relationships you have The positive relationships you have established with your schools will help established with your schools will help ease their concerns.ease their concerns.

Stress the evaluation tools provide Stress the evaluation tools provide formative assessment data. It is not about formative assessment data. It is not about getting a “gold star.”getting a “gold star.”

All of the information must focus All of the information must focus conversations at the building level conversations at the building level leadership PLC and the district level leadership PLC and the district level leadership PLCleadership PLC

ConclusionConclusion

Everything we do for schools should Everything we do for schools should translate into improved outcomes for translate into improved outcomes for our children. our children.

Evaluating data, systems, and practices Evaluating data, systems, and practices from both behavioral and academic from both behavioral and academic vantage points provides a focus to vantage points provides a focus to building level and district level teams.building level and district level teams.

Remember the goal: to create fully Remember the goal: to create fully functioning districts who can continue functioning districts who can continue even without our support.even without our support.

This is a work in progress….stay tuned!This is a work in progress….stay tuned!