Staff Buy-In Session E1

transcript

Staff Buy-InSession E1Marla Dewhirst, Consultant

marla.r.dewhirst@gmail.comRob Vanderloop, Principal, Hillcrest Elementary School,

Chippewa Fallsvanderrj@chipfalls.org

Tyler Nelson, Teacher, Mondovi School Districttnelson@mondovi.k12.wi.us

Paul Franzwa pfranzwa@mondovi.k12.wi.us

Agenda• Defining “Buy in”

– Problem?– Process?

• What are schools doing to promote buy in?– Teaming– Quality implementation– Meaningful meetings– Data based decisions– Whole school collaboration– Changing Culture rather than implementing a “program”– Wide variety of resources used– Establishing sustainability

Buy-in BasicsA. Teams - Representation from all areas, including parents and studentsB. Initial Implementation and Boosters - Pilot, initial, subsequent years, Fall/WinterC. Meetings - Weekly: Tier 2, Monthly: Tier 1 and all-staff (allocating time within the school day for meaningful meetings)

D. Using Data - Data drives all meetings, boosters, guides team focus, and keeps core components of PBIS fresh (remind, reteach, acknowledge)E. Collaboration - Listening to staff through surveys and team representativesF. Changing the Culture - Conversations with parents and staff; knowing,

defending, and believing in the "why“ of tiered behavioral supportsG. Utilizing Resources - RtI Behavior Specialist and PBIS Internal Coordinator

Defining and Setting the Goal: Culture Change

What data sources can we use?

Is there a problem…• School-wide Evaluation Tool (SET)• Benchmarks of Quality (BoQ)• Attendance / Turn-over • School-wide rewards

o Numbero Distribution across grade levels, teachers

• The reasons behind ODRs (teacher v office managed behaviors)

Teacher perception of the problem…• Teacher, staff surveys

Is PBIS the “Solution”?

Teacher perception of the solution…• Teacher and staff surveys:

– Is it your responsibility to create a positive learning environment?

– Is it your responsibility to teach social behaviors?• Staff discussions:

– Formal and informal

Why is Buy In Important?

CRITICAL MASS• Impact school-wide climate

o Not hallway wide, or 10th grade wide• Ensures the SW expectations, rewards, etc.

reflect “comfort level culture” of teachers• In addition to core leadership teams:

o Build “committees” of staff that are willing to participate in a few events / activities per year

Get PBIS off the ground and keep it off the ground!

• Critical mass of faculty and staff actively participating in PBIS activities:– Sufficient participation to fully staff work

groups,– Work committees – Friends of PBIS

– 90% + staff distribute school-wide reinforcers, (as measured by the SET/ BoQ)

– When given the opportunity 80% + staff provide feedback on PBIS (survey)

Get PBIS off the ground and keep it off the ground!

• Staff are familiar with PBIS philosophy:– 90% + staff members can summarize the basic

concepts of SW-PBIS (survey),– 90% + staff know 70% + of SW expectations (SET)

• Staff who are not actively participating in PBIS activities agree to not sabotage the process.

Buy into the triangle…

Defining “buy in”

• All students belong• Up the triangle

– Staff participation in teaching, acknowledging SW expectations

– Staff participation in training opportunities– Staff participation in implementation of secondary

and tertiary supports (95%-100%)

Cycle of Academic and Behavioral Failure: Aggressive Response

(McIntosh, 2008)

Teacher presents student with grade

level academic task

Student engages in problem behavior

Teacher removes academic task or removes student

Student escapes academic task

Student’s academic skills do not improve

So, which is it…

Academic problems lead to behavior problems?

Behavior problems lead to academic problems?

Not sure…

Probably a combination of both

Some Fundamental Principles• Academic Engaged Time (AET)

– AET predicts student performance better than any other variable, including:

• IQ• Language• SES• Disability• Culture/Race

– Amount of time students are engaged in quality instruction

– Includes evidence-based instructional strategies– Matched to student context, culture and relevance– With student engagement in the process

AET• Academic Engaged Time (AET)

– 330 minutes of instruction/day– 1650 minutes/week– 56,700 minutes/year– 15,700 minutes for Reading

• Minutes are finite in number• Loss of minutes=Loss of achievement• Minutes are the currency we use for

instruction

Time Cost of aDiscipline Referral

(Avg. 45 minutes per incident)

1000 Referrals/yr

2000 Referrals/yr

Administrator Time

500 Hours 1000 Hours

Teacher Time 250 Hours 500 Hours

Student Time 750 Hours 1500 Hours

Totals 1500 Hours 3000 Hours

A. Teams

Team Structure

• Building Principal• School/Community Mental Health Staff• Building or District Instructional Coach

(Reading, Math, and Behavior)• Special Education or Title 1 Teacher• Grade Level Teacher Representatives• Para-professional Representative*• Parent/Community Liaison*

Principal’s Role in Leading Implementation of PBIS

• Models Problem-Solving Process• Expectation for Data-Based Decision Making• Scheduling “Data Days”• Schedule driven by student needs• Instructional/Intervention Support• Intervention “Sufficiency”• Communicating Student Outcomes• Celebrating and Communicating Success

Core Skill Areas for ALL Staff

• Data-Based Decision Making Process• Coaching/Consultation• Problem-Solving Process• Data Collection and Management• Instruction/Intervention Development, Support

and Evaluation• Intervention Fidelity• Staff Training• Effective Interpersonal Skills

Exemplars

• resummerleadershippresentation\PBIS Committee Opportunities 2013-14.docx

• resummerleadershippresentation\Exemplars Tier II Team and Duties.docx

• ..\resummerleadershippresentation.mondovi\November Staff Meeting.pptx

• Document one idea you can use! Buzz and Share

B. Initial Implementation and Boosters

Components of a School-Wide Positive Behavior Support System

•Behavior Expectations•Teaching System•Classroom Support •Acknowledgement System•Violations System •Data Collection & Analysis•Team Process

Exemplars

• PBIS Video-Celebration - YouTube#t=27• resummerleadershippresentation

\Staff Expectations throughout the Building.docx

• ..\resummerleadershippresentation. modovi..3\Acknowledgement Slips.docx

C. Meetings

Four Keys to Effective Meetings1. Organization

• Team roles, predictable meeting process, meeting minute format

• Separate agenda items into three types– Review status of previous problems

– Administrative logistics

– Problem Solving to determine if there are new problems

2. Data

• Access to the right information at right time in right format

3. Skills• Problems defined with precision including a goal

• Comprehensive solution plans that “fit”

• Evaluation measures defined & monitored

• For each data source, define – Implementation fidelity plan for each problem

– Impact of solutions for each problem

• For both fidelity and impact define– the data that will be gathered

– how/when those data are gathered & reported

4. Adapt Solutions in response to data26

Using Meeting Minutes• Documentation

1. Logistics of meeting• Time, place, location, team members present• Agenda items for meeting

2. New problem statements, solutions/decisions/evaluation plan3. Previously defined problems/solutions/decisions/progress

monitoring4. General administrative topics

• topic, decisions made, tasks and timelines assigned

• Reviewing Meeting minutes

– Snapshot of what happened at the previous meeting and what needs to be reviewed during the current meeting

• Visual tracking of focus topics

– Prevents side conversations– Prevents repetition – Encourages completion of tasks

TIPS II Training Manual (2013) www.uoecs.org 28

Meeting Logistics

Previously Defined Problems

Administrative/ General Information & Issues

New Problems

Exemplars

• resummerleadershippresentation\acknowledgement committee minutes 9-19-2013.doc

• resummerleadershippresentation\PBIS Group Agreed Upon Norms for all meetings.docx

• ..\resummerleadershippresentation. modovi..3\14.Jan.16.docx

D. Using Data

DATA…so many uses

• Use data to:– Present the extent of “problems”

• EX: 55% of our referrals are for lateness's

– Pinpoint areas of focus• EX: Most lateness's happen on Mondays and Fridays

– Show improvements • EX: Since focusing “Responsible” on on-time behaviors

we’ve seen a 13% decrease in lateness's.

– Validate teacher concerns– Shape expectations, acknowledgments, roll-out

and booster activities

DATA, Validation station… Validate teacher concerns by identifying specific

problem behaviors through data review:ODRs, attendance, grades, state testing, graduation

rates, student and staff surveysData to create action plan.

PBIS may “roll-out: differently at your school!Grants Pass High School: Universal reward during 1st

year was attendance reward. 100% attendance for 1 month period.Students given attendance “ticket” for monthly

drawing.

Data, Surveys away!

• Get staff feedback on – School-wide expectations– Acknowledgements– Policies– Data– Concerns– Celebrations

What data sources can we use?

Is there a problem…• School-wide Evaluation Tool (SET)• Benchmarks of Quality (BoQ)• Attendance / Turn-over • School-wide rewards

o Numbero Distribution across grade levels, teachers

• The reasons behind ODRs (teacher v office managed behaviors)

Teacher perception of the problem…• Teacher, staff surveys

Exemplars

• resummerleadershippresentation\April2014Data.pdf• resummerleadershippresentation

\Exemplars SURVEYS.docx• resummerleadershippresentation

\Exemplars Family Survey 2013-14.docx• resummerleadershippresentation

\PBIS Survey for Staff 2013-2014.docx• ..\resummerleadershippresentation.mondovi

\Summative Review of 2013-14.pptx• Document one idea you can use! Buzz and Share

E. Collaboration/Communication

Communication Loop for Staff

• Communication is two way

• System for staff feedback:– Surveys (on-line, paper pencil, secret ballots)– Q & A section at staff meetings– Voting at staff meetings

Start with Staff Input

• Is there a problem with current school climate? • AKA: How is business as usual working for you?

– Do office referrals reflect what is really happening in classrooms?

– Is it “acceptable” to use exclusionary discipline practices?

– Does the school policy reflect the PBIS perspective (proactive, preventative, predictable)?

Continuum of impact on student achievement for family engagement strategies

(the way they are typically done)

Lower impact

Higher impact

Celebrations

Parent resource rooms

Parent training events

Parent help on administrative tasks

Parent-teacher conferences

Home visits

Weekly data-sharing folders

Classroom observations

Back to school night

Interactive homework

Generic school newsletters

Fundraisers

Goal-setting talks

Performances and showcases

PotlucksFamily support

services

Regular, personalized communication

Positive phone calls home

Modeling of learning support strategies

Parent help on learning projects

Exemplars

• resummerleadershippresentation\Family Engagement Action Plan.doc

• resummerleadershippresentation\Celebration Activities Descriptions.docx

• PBIS playground - YouTube#t=34• Document one idea you can use! Buzz and

F. Changing the Culture

• Training for all staff• Create Leaders and workers for PBIS Tiers• Engage family in the process of PBIS• PBIS part of back to school process

– T-Shirts– Brochure– Information Boothhttps://www.youtube.com/watch?v=78HO8XCvsw0

G. Resources

Many Resources

• http://www.rti4success.org/• PBIS.org Home Page• PBISApps.org • APBS• Wisconsin PBIS Network• National Center for Intensive InterventionsJust to name a few!!! What ones do we choose – and what can help guide us to MTSS?

Sustainability

Management / Policy

• District Policy

• Administrative leadership – Active– Prioritize PBIS on meeting minutes, school-wide

communication, in daily practices

• School policies reflect PBIS– Student and faculty handbook– Disciplinary consequences

PBIS the PBIS-ers

• Build on what’s already in place: • Find components of PBIS already at work in classrooms and

reinforce teacher behaviors. • Team members, talk the talk and walk the walk: • Explicit expectations for teacher behaviors

o Teacho Model, lead, test

o Check for understanding o Repeated opportunities to practice correctly

o Reinforceo Recognition for staff behaviorso Rewards for staff behaviors

PBIS the PBIS-ers, EXAMPLES

• STAFF REWARDS:o PBIS parking spoto Administrator teaches class / takes dutyo Leave school early on a Fridayo Student assistant for a periodo Coffee card o PBIS Party – invite onlyo PBIS fridge in the teachers’ lounge

Exemplars

• Resources and Sustainability discussion• Document one idea you can use! Buzz and

Questions?

We thank you for your interest and time today!Let’s take time to debrief, ask questions and think about next steps for your school.

Staff Buy-In Session E1

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