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Tertiary Planning Team Training and Retreat

Wisconsin PBIS Network November13, 2012 JoAnne Malloy, Ph.D.

Project Director, IOD at UNH

Introductions and Agenda

• Tertiary Systems Features- PBIS in High Schools

• RENEW Implementation

• TeamFormation

Acknowledgements

• 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

List 3-5 Objectives for the Day

Planned Outcomes

• 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

Activity

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?

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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?

Implementing a Systematic Approach: One System -- Not Fifty

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

Universal:

School-Wide Assessment

School-Wide Prevention Systems

Tier 2

Tier 3/Tertiary

RENEW and

Wraparound

Simple Individual

Interventions (Brief FBA/BIP, Schedule/

Curriculum Changes, etc)

Small Group

Interventions

(CICO, Social and

Academic support

groups, etc)

ODRs, Attendance,

Tardies, Grades,

Credits, Progress

Reports, etc.

Weekly Progress Report (Behavior and Academic Goals)

Competing Behavior Pathway,

Functional Assessment Interview,

Student Progress Tracker;

Individual Futures Plan

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

Tertiary Level Process in High Schools

Youth identified- emotional and

behavioral support needs

RENEW MAPPING and

PLAN DEVELOPED

TEAM DEVELOPED

(PARENT, YOUTH, KEY

STAFF)PROBLEM SOLVES and

Decides

Classes chosen with behavior

supports in place

Collaboration with outside

agencies- mental health vocational

rehabilitation Extended Learning

Opportunities, Work-based Learning, Job

Placement into alternative program or

classes

Other Options

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The NIRN

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).

Implementation

Research:

A Synthesis of the

Literature

© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008

STAGES of IMPLEMENTATION (Fixsen, Blasé, 2005)

• Should we do this? Exploration/

Adoption

• Put resources and systems in place Installation

• Initial pilots and assess results Initial

Implementation

• The practice was successful, adopt system- wide

Full Implementation

• Adopt variations of the practice and assess results Innovation

• Make this the way of doing business Sustainability

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ASSESSING READINESS

• 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?

• Are there benchmarks developed to assess and or determine readiness?

• What readiness standards are set to insure personnel are ready to implement?

• What system benchmarks are in place to insure readiness for implementation?

RENEW SYSTEMS READINESS TOOL

Improvement Cycles Cycle – Do over and over again until the intended benefits are realized

Act (Adjust)

Plan (Operationalize)

Do (Trial)

Study (Assess/Review)

Shewhart (1924); Deming & Juran (1948); Six-Sigma (1990)

Features of a Systematic Problem-Solving Model

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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)

RENEW Referral Process Example: Somersworth High School

• Problem Behavior

• Lack of Credits

• Failing

Student Not

Responding to

Universal

Interventions

Targeted Team:

•Quick FBA

Targeted Team:

Full FBA

Targeted Team:

Student Triaged for

RENEW

Student Referred to RENEW Point

person (Oversight Team)

RENEW Point person matches with

a RENEW Facilitator

Student receives initial Conversation

and begins RENEW

Training and Coaching

OUTCOMES

% of Participants who Demonstrate Knowledge, Demonstrate New Skills in a Training Setting,

and Use new Skills in the Classroom

TRAINING

COMPONENTS

Knowledge 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

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Coaching

Purposes:

• Ensures fidelity

• Ensures implementation

• Develops clinical and practice judgment

• Provides feedback to selection and training processes

• Grounded in “Best Practices”

RENEW Systems Features: Staff PD and Support

• 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

• 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?)

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)

INTEGRATED &

COMPENSATORY

CONSULTATION,

COACHING, &

MENTORING

PARTICIPANT

EVALUATION

-

DATA TO SUPPORT

PERFORMANCE

MANAGEMENT

Internal

ADMINISTRATIVE

SUPPORTS

-

THAT FACILITATE

IMPLEMENTATION

PARTICIPANT

RECRUITMENT &

SELECTION

PREPARATION &

TRAINING

External

SYSTEMS

INTERVENTIONS

Implementation and Sustainability Drivers

PROGRAM EVALUATION

-

DATA TO SUPPORT DECISION

MAKING

Adapted from Fixsen, D.L., Naoom, S.F., Blase, K., Friedman, R.M., & Wallace, F. (2005).

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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)

CICO

SAIG

Group w.

individual

feature

Complex

FBA/BIP

Problem Solving

Team

Tertiary

Systems Team

Brief

FBA/

BIP

Brief

FBA/BIP

WRAP

Secondary

Systems Team

Plans SW &

Class-wide

supports

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

Sept. 1, 2009

Universal

Team

Universal

Support

RENEW

FACILITATORS &

STUDENTS

WHERE ARE PRACTICES IMPLEMENTED?

Providing supports for

effective practices

implemented with fidelity

Providing feedback and

data on implementation

efforts

District Team

TERTIARY

PLANNING TEAM

DISTRICT TEAM

WISCONSIN PBIS

NETWORK

LUNCH

Implementation Stages Activity

Our Vision for RENEW in Schools

• RENEW is the planning process used to re-engage 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?

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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:

• 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. Inform facilitator of absence/tardy before meeting 2. Be prepared for meeting by completing previously assigned tasks 3. Avoid side talk: Remind each other to stay focused 4. Start and end on time 5. Be an active participant 6. Use electronic meeting minutes

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Meeting Foundation Elements

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

• 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

CONSENSUS

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.

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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.

• 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.

Levels of Agreement Tool Effective Consensus Process

• 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

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.

B

R

E

A

K

15

minute

2/11/2011

Collaborative Team Checklist

Meeting Norms

• Activity:

– Pet Peeves:

– Best Meetings Ever:

Implementation Team Meeting Notes Team Name:________________________________________________

Date:______________________ Moderator/Facilitator:________________________________________ Note Taker:_________________________________________________ AGENDA ITEMS: •

Item/ ISSUE (General) DECISION MADE ACTION ITEMS

(WHAT)

WHO WHEN

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Activity: Tertiary Level Checklist (TLC)

ACTIVITY: Goal Setting/Data

• 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 – Recruitment and Selection Practices

– Training Programs (pre and in-service)

– Supervision and Coaching Systems

– Interpretation of Outcome Data

DATA: “Trust… but verify…”

• Process Data (PROGRESS TRACKER)

• Fidelity (RENEW Integrity Tool)

Goal Setting Activity

Based upon the data:

By June of 2013, we will have accomplished:

• Specific measures:

Suggested Timeline for now-2013

• Use the PLANNING Tool to complete a plan.

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NEXT STEPS

• Plan to choose people to attend facilitator training

• Next Team Meeting (date and time):

• Agenda items:

• Roles (facilitator, note taker, timekeeper):

• Location

Meeting Evaluation

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