tertiary planning team training and retreat renew ......the apex high school model: positive...
TRANSCRIPT
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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
www.iod.unh.edu