Welcome!January VTPBiS

Regional Coordinators Meeting

Agenda

• Welcome and Introductions• Topic Presentation and Discussion:

Implementation Dips and Strategies• Interactive Practice Using Data for Decision

Making• Information, Resources and Plan for Future

Meetings

Introductions

Pair Share: – Introduce yourself to your neighbor and comment

on one thing that you are particularly proud of.

As a large group:– Introduce yourself, your school or district/SU, and

tell the group how long your school has been implementing PBIS

Implementation Dips and Strategieshttp://youtu.be/oRBchZLkQR0

Common Implementation Dips

1. Implementation too loosely defined2. Implementation not managed well3. Results are poor or are not known4. The implementation has lost momentum

after some period of initial enthusiasm.5. Other?

#1: Implementation too loosely defined

Strategies:• Define and design all efforts within a multi-tiered

framework– Organize your system using this logic

• Use the same prevention and intervention procedures for both behavior and academic

• Create consistent “decision rules” for problem solving and solution finding

• Define PBIS within your cultural context and in a way that everyone can understand.

#2 Implementation not managed well

Strategies:• Administrator and leadership are key!!!• Create an environment where people feel safe• Use data tools and provide data information

to others regularly• Use Team meeting process (TIPS!!!)

Transparency with data

Protected time to work with

faculty

Protected team planning time

Shared participation

Demonstrate

Mutual Respect

for people and ideas

Seek first to

understand…then

to be understood

Honor agreements for meeting

Each person has equal voice

Assume best

intentions

Schedule

PBIS Time on

School

Calendar

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#3 Results are poor or are not known

Strategies:• Create effective and efficient data systems

and reporting mechanisms!• Understand your data so you can use it for

change and explain it to others• Share your data with others!

Market it!!!

Group Cost BenefitOffice Referral Reduction

Across 12 PBIS Schools =5,606 If students miss 45 minutes of instruction for each Office

Referral, 5,606 X 45=252,270 minutes4204.50 hours or

700 days of instructional time recovered!!!!!

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Cost-Benefit Analysis

School name

Average # of Average # of minutes staff need to process referral

5

Number of referrals April 2006 61

Average # of minutes student is out of class due to referral

22

Number of referrals November 2005

132

COST/BENEFIT ANALYSIS WORKSHEET

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Elementary School

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The Vermont Story How are we doing?

• In 2010, 78% of schools implemented with fidelity over two years.

• In 2011, 80% of schools implemented with fidelity over two years.

The Vermont Story How are we doing?

13

How are we doing?

14

How are we doing?

15

Our Challenge!

Support all Vermont PBIS schools and supervisory unions/districts to:

• implement PBIS with fidelity over time • experience a decrease in problem behaviors

and an increase in instructional time

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#4 The implementation has lost momentum after some period of initial enthusiasm

Strategies:• Use data -

– To survey staff perceptions (SAS)– To reward staff and student performance– To celebrate success– To narrow scope of focus (hallways, cafeteria)

• Take a break between “roll-outs”• Acknowledge incremental successes along the

way

Activity

• Break into small groups

• Review the list of implementation dips

• Discuss how you can recognize that they are occurring and what you can do to repair or prevent them from happening.

• Share one dip and strategy with the large group

18

Using data for problem solving

• Our goal is to help you practice using data to identify problems to help you support your Leadership Teams to create plans for change.

• To do this, we need to establish an environment where all feel safe to share with each other.

• What norms do we need to create for this purpose?

Common Questions for Identifying Problems and Finding Solutions

1.Do we have a problem?(identify)

2.What is the precise nature of our problem? (define, clarify, confirm/disconfirm inferences)

3.Why does the problem exist, & what can we do about it? (hypothesis & solution)

4.What are the actual elements of our plan? (Action Plan)

5.Is our plan being implemented, & is it working? (evaluate & revise plan)

Do we have a problem?

• A problem is a gap between the desired outcome or objective and current status.

• Data assists in defining the problem.

Problem Statements

• Ultimately, you want to write a “problem statement” that precisely specifies the problem you identified

• The more Ws (what, when, where, who… why) you incorporate into the problem statement, the more precise the problem statement will be

• The more precise the problem statement, the easier it will be to generate a solution that “fits” the problem

22

Use Schoolwide Information System (SWIS) Data to Achieve Precision

Question SWIS Table/Graph

What problem behaviors are occurring?

Referrals by problem behavior

When are problem behaviors occurring?

Referrals by time

Where are problem behaviors occurring?

Referrals by location

Who is engaging in problem behaviors?

Referrals by student

Why do problem behaviors keep happening

Referrals by motivation23

Activity

Interactive Practice: Creating Precise Problem Statements Using

SWIS

Wrap-up-Logistics

• Monthly Newsletters• PBIS Science of Implementation Leadership

Launch • TA & Coach availability to Schools• Topic-Based Trainings• Update Contacts List• Future Meetings