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CESA 1Coach Networking
Wisconsin PBIS Network/RtI Center
Regional Technical Assistant Coordinators:Marlene Gross Ackeret
Lori Cameron
Tier 1
In Partnership with OSEP’s TA Center on Positive Behavior Support
Co-Director’s: Rob Horner, University of Oregon, and George Sugai, University of Connecticut
www.pbis.orgwww.swis.org
Agenda1.Introduction, Welcome2.Wisconsin RtI Center3.State of the State4.Coaching Roles and Responsibilities5.Upcoming Information6.Analyzing your Meetings7.Networking
IntroductionsWelcome!
Please share your name, school/school districtExternal or Internal coach
Number of years implementing PBISBeginning of the year ah hahs!
Group Norms
On-Line Modules
Wisconsin RtI Center
Wisconsin RtI Center
Our mission is to support schools through the phases and sustainability of their RtI system implementation.
The core reason that the Wisconsin RtI Center exists is to develop, coordinate and provide high-quality professional development and technical assistance…as well as to gather, analyze and disseminate RtI implementation data to enhance the support of schools’ implementation.
Principles for RtI in Wisconsin:
1.RtI is for ALL children and ALL educators.
2.RtI must support and provide value to effective practices.
3.Success for RtI lies within the classroom through collaboration.
4.RtI is a framework for academics and behavior together.
5.RtI supports and provides value to the use of multiple assessments to inform instructional practices.
6.RtI is something you do and not necessarily something you buy.
7.RtI emerges from and supports research and evidence based practice.
Wisconsin RtI
An organizational framework that guides implementation of a multi-level system of support to achieve academic and behavioral success for all
Response to InterventionIs
what?An organizational framework
that
guides implementation of a multi-level system of
support
Does what?
to
achieve academic and behavioral success
for all
For what?
Multi-Level System of Support
Increasing IntensitySystematically providing differing levels of intensity of supports based upon student responsiveness to instruction and intervention
Attendance
Math (Acceleration)
A Student’s Snapshot
Reading (Intervention)
PE
Hallway Behavior
Strengths &Challenges
Language Arts
Science
Your Turn
With a shoulder partner, discuss the following:
• Where is your school at • in the RtI process?
• In the understanding that PBIS is RtI for behavior?
• What can you do to increase the integration of RtI for all content areas? (behavior, reading math)
3 Years’ Growth
2010 2011 20120
200
400
600
800
1000
1200
471
795
1009
323
681
916
64
280
518
TrainedImplementingFidelity
2010 2011 20120%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
64280
518259
401
398
148
114
93
18101486
1270
Not trainedNot implementingImplementingImplementing with Fidelity
All Wisconsin Schools
PBIS Trained Schools
2010 2011 20120%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Not implementingImplementingImplementing with Fidelity
14%
14%
50%
51%
31%
55.0%
35%
9%
39%
231,257 Students
Use all or some of these state data slides
Early Child
hood
Elementary
MiddleHigh
Pk-8Pk-12
Other0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
12
29178
50
69
4 14
11
199
66
88
18
4123
39
18
23
5
1
4
77
473204
330
68
2149
Not TrainedNot ImplementingImplementing, No FidelityFidelity
Training and Implementation by School Level
Early Child
hood
Elementary
MiddleHigh
Pk-8Pk-12
Other0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
12291
78
50
69
4 14
11
19966
88
18
4 12
3 39 18 235
1 4
Not ImplementingImplementing, No FidelityFidelity
Training and Implementation by School Level
1 school >25% >50% >75% >100%0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
45.99% 43.38%36.44%
24.30%16.92%
District Implementation
212
200168
11278
CESA #1 Data
45 school districts29 districts have at least 1 school trained and implementing PBIS!
More data at future meetings – stay tuned!
Coaches RolesInternal Coach Universal/Tier 1
Coaching for “emerging” teams in process of establishing major systems elements
At least monthly :(a) Facilitate team meetings, (b) Make contact (e.g., email, telephone) administrator, (c) Review and report school data, (d) Complete and/or check team progress on Team Implementation Checklist and Self-Assessment Survey (e) Facilitate action planning based on survey results(g) Acknowledge team progress and outcomes(h) Report school progress to district and state leadership.
Internal Coach Coaching for “established” teams, that are focused on action plan implementation emphasis on:
a) Monitoring accuracy and consistency of implementation (Team Implementation Checklist, Self Assessment Survey, Benchmarks of Quality),
(b) Maximizing targeted outcomes, (c) Increasing implementation efficiency,
(d) Acknowledging progress and outcomes,
(e) Communicating progress to district and state leadership, (f) Facilitating review of data and action plan enhancement
Internal Coach Tier 1Internal Coach – roles and responsibilities• Plan and facilitate team meeting
– Pre-meeting (30 min-1hour)• Agenda, facilitation prep with minute taker, data manager, external
coach to create agenda - send to team members. 30 min-1 hour.
– During Meeting (1-2 hours per month)• Review previous action steps, assess intervention fidelity and
outcomes• Create precise problem statement based on data, Student outcome
AND fidelity assessment; action plan around data
– Post meeting• Distribute minutes/action plan to full team
• Insure that systems of teaching, acknowledgement and response to behavior are actively in place
• Facilitate Student Advisory meetings/activities to promote student voice
External Coach
Universal/Tier 1• Time Commitment: .2FTE/5schools
Tier 2 • Time Commitment: yr. 1: .4FTE/3 Schools yr.2: .4/6 schools
External CoachPERFORMANCE RESPONSIBILITIES
1. Participate in district and building level team meetings.
2. Identify schools, get administrative support, help schools identify team members for initial training.
3. Become familiar with district’s and/or school’s policies/procedures (e.g.: handbooks, budgets, staff development)
4. Support building level team meetings by providing technical assistance (e.g.: meeting dates, calendar tasks, agenda, communication with staff and others- community, parents, news and assist with action plan
development at all tiers).
External Coach 5. Provide on-going support and TA to Internal Coaches (Building
Level Leaders) through district level coaches’ meetings.
6. Oversee progress of district teams (e.g.: faculty, team, district and principals). 7. Insure school-wide data collection systems are established.
8. Collect data from schools (e.g.: School Profiles, ODRs <if not SWIS
school>, Phases of Implementation) and forward to coordinator, as needed.
9. Collaborate with Regional Coordinator to obtain data from PBS Surveys.
10. Provide TA on school-wide data analysis
External Coach
11. Provide TA on use of secondary interventions. 12. Provide TA on tertiary interventions and data analysis.
13. Assist schools in sustaining PBIS.
14. Participate in sub-region, statewide, and national trainings for PBIS.
15. Provide school-based trainings in collaboration with Regional Coordinators.
Coaches Calendarhttp://www.wisconsinpbisnetwork.org/coaches/coaching-calendar.html
Look over last month and this month; Action plan items to do, items to share with staff.
SAS: Schedule time, contact assessment coordinator to open window, get school code(s) and distribute with instructions to staff
Go over results and action plan with team(s)Set up time to share results with staff,
Coaching at Tier 2/3Internal coach
• Link to Tier 1
• Systems coaching around vision, values, goals
• Facilitate systems conversation/team
Complete Coaching Self AssessmentComplete Personal Goal Setting
•Look over the Responsibility Checklist•Are there areas that you need to put in place to answer the first half?•Complete the second half. Develop a goal for yourself based on your scores.•Is there a topic we should include in upcoming sessions to support your professional development?
Rate your Proficiency
1 Still Learning
2Building skills, not
yet fluent
3Fluent
Using Data to Make Decisions Writing precisions statement and developing action plans
Team Meetings Activity
Compare with the sample problem-solving agenda and meeting guidelines.
• How much of the meeting was spent on Problem Solving?
• Were the Problem Solving statements primary or precise?
• How many of the 7 points were used in the plan?
Identify areas to improve.Share with others for ideas.
CESA 1Coach Networking
Wisconsin PBIS Network/RtI Center
Regional Technical Assistant Coordinators:Marlene Gross Ackeret
Lori Cameron
Tier 2
Agenda1.Introduction, Welcome2.Wisconsin RtI Center3.Maintaining a Strong Foundation4.Analyzing your Meetings5.Networking
On-Line Modules
Wisconsin RtI Center
Tier 2/3 CoachingExternal coach• Support to schools
Expert in interventions • Provide intervention content follow up• Provide ongoing consultation around process and
student plansAttend systems conversations and problem-solving
meetingsCoordinate process/fidelity dataEnsure that process data is used for action planning
• Link to districtAttend principal meetingsAttend district leadership meetingsMeet with District coordinator
External Coach – Tier 1 and 2External Coach - Roles and Responsibilities• Planning/problem-solving with internal coach and
administrator– Year 1 –1-2 hours/month– Year 2 – 2-4 hrs w/t2 added
• Attend building PBIS team meetings, provide technical assistance to team– Tier 1 – 1-2 hours monthly– Tier 2 – 2x/month, 1-2 hours
• Attend technical assistance and networking opportunities – Networking: 1 day/month– External coach forums – 1.5 days/year + summer pre-conference
• Work with school/district administrators and internal coaches to develop annual action plan
Coaching at Tier 2/3External Coach - Content coaching, error correction• Who?
District behavioral expertiseFlexibility in scheduling – travel between schools or
between districts• Developing skill set
Attend training with teamsAttend networking and TA opportunities• Monthly networking – face-to-face/ online• External Coach forum – 1.5 days/twice a year
Independent research/reading/resource exploration
Complete Coaching Self AssessmentComplete Personal Goal Setting
1. Complete the Self Assessment, and identify a few areas that you wantto develop.
2. Share with large group, any topics we should be covering in upcoming Coaches Corner
Team Meetings Activity
1.Look over the agenda, data and minutes from your schools’ last meetings.
2.Compare with the sample problem-solving agenda and meeting guidelines.
3. Notes strengths and weaknesses.4.Identify areas to improve.5.Share with others for ideas.