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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
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
Enter info below
Robert Moton
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?
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How are we doing?
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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
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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
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