1 What is at the heart of it all? Interest in High Schools u - PDF document

How to use the Zoom Na$onal PBIS Leadership Community platform of Prac$ce for Secondary School Leadership Revisited: Using Data and Adaptive Skills to Increase Buy In JoAnne Malloy September 7, 2017 Webinar Agenda Acknowledgements u The National CoP in Secondary Leadership: u Susan Barrett, Sheppard Pratt Health Systems and the National Mission, Norms and Communities of Practice PBIS Center (10 minutes) u Jennifer Freeman, Center for Behavioral Education & Research at the University of Connecticut u Review Adaptive vs Technical Skills (20 min) u Brigid Flannery, College of Education at the University of Oregon u What are adaptive skills and why are they important? u Steve Goodman, Michigan's Integrated Behavior and Learning Support Initiative (MIBLSI) u Discussion: What are your adaptive skills? u Patti Hershfeldt, Sheppard Pratt Health Systems and National u Data that predicts school dropout- how to PBIS Center use the data to create and maintain buy-in u JoAnne Malloy & Kathy Francoeur, University of New Hampshire (30 min) u Kent McIntosh, College of Education at the University of Oregon u Next Secondary Leadership Academy call- u Jessica Swain-Bradway, Midwest PBIS Network Agenda ‘Communities of practice are groups of people who share information, insight, experience and tools about an area of common interest.’ Introduction: Community of Practice Etienne Wenger 1

What is at the heart of it all? Interest in High Schools… u Coaching high school teams u the ‘community ,’ its membership, relationships and interactions u External coaching at a high school- IOWA u RI--- SPDG merging PBIS and RTI- pulling in social u the ‘domain or context,’ its identity and focus emotional learning--- district level- aligning initiatives u CA TA Center training – supporting coaching- facilitating u the ‘practice,’ its methods, knowledge and a CoP for high schools expertise u TN TA Center- supporting PBIS u Aligning SI, MTSS, and PBIS- how to get practices nested u the ‘value’ it brings to its members, the into the MTSS model- communication and data willingness to learn, contribute to existing components knowledge and practice u WISC SCTG u Coordinator in WISC---Coaching Why establish a CoP? Major Themes of Our Leadership Academy u A mechanism to promote rapid sharing of knowledge and expertise across diverse interest groups u How to gain buy-in u How to align all of our initiatives u Provides a forum to explore and test ideas u How to align PBIS implementation u Opportunity to generate new knowledge and practice with CCR and competency-base instruction u Is responsive to emerging issues and opportunities u What does implementation look like? What are the skills needed to implement effectively? *(Cashman, Linehan, Purcell, Rosser, Schultz, & Skalski, 2014) Objectives of Our Community PBIS National TA Center High of Practice School Workgroup u Create a forum to discuss critical issues related to implementation of PBIS in the unique contexts of middle and high schools, u Share best practices and implementation examples with respect to u Jessica Swain-Bradway u Addressing discipline disproportionality, u Brigid Flannery u The integration of mental health and substance abuse supports in u Jennifer Freeman schools, u Stephanie Martinez- USF u College and career readiness, and u Youth leadership u Professional development models u Team structure and facilitation u Data collection and use u Develop tools and information that will promote best practice in PBIS leadership. 2

What are “Adaptive” Problems Come Bundled Challenges? Adaptive challenges are those that require new learning, those for which there is no clear-cut problem definition and solution. Adaptive challenges require experimentation, discovery and/or adjustment to past practice. Adaptive change is about the human elements of change: values and beliefs, relationships and buy-in or lack thereof. When asking people to think differently, act differently and believe differently, the success rate is often less than if the solution relies on technical elements alone…technical information is necessary but not sufficient. http://www.ideapartnership.org/ Cashman, et al. (2014). Leading by convening: A blueprint for authentic engagement . Engaging Everybody Convene the group. Take responsibility for structuring each convening Leading by Convening: and follow up. Plan and monitor interac$on. A Blueprint for Authentic Engagement Create engagement strategies. Organize ac$vi$es. Communicate with decision makers. Dissemina2on Web Oversee review and evalua$on. Act as regular contacts for informa$on on the issue. Give advice and help the core team sense issues and Extended Partners adapt ac$vi$es in a variety of contexts. Habits of Interaction Make opportuni$es for the work to be reviewed within their personal networks. Bring their personal network informa$on back into Coalescing Ensuring Doing the the work of the Core group. Key Par2cipants Around Relevant Work Promote the cross-stakeholder approach to problem iden$fica$on and problem solving. Issues Participation Together Join the core team periodically when their exper$se is needed Elements of Interaction Core Team Volunteer to become involved and represent the perspec$ve of their organiza$on and/or network. Bring the perspec$ve of their role and/or organiza$on into the work. Adaptive Technical Operational Bring important learnings back to their networks. Iden$fy opportuni$es within their networks to Key Advisors showcase the learning. Hold both their organiza$onal iden$ty and the group iden$ty while interac$ng with the group. Depth of Interaction Iden$fy other prac$$oners and family members who may become ac$ve Feedback Network Receive informa$on. Informing Networking Collaborating Transforming Redistribute informa$on through newsleUers, news blasts, mee$ngs, etc. Communica2ons Links Submit informa$on from newsleUers, news blasts, mee$ngs, etc. Customize messages for their par$cular audience. One Way and Two Way Learning Plo Plo$ng Learning A ng Learning Ac/vi/es /vi/es in Four Qu Quadrants Informal Learning From With Formal Learning 3

Creating Active Engagement Measuring Progress: Qualitative Rubrics to Quantitative Comparisons Operational Decisions Informing Level Networking Level Collaborating Level Transforming Level Key actions and behaviors that require your Sharing/Disseminating: Exchanging: Engaging: Committing to approach issues through attention engagement and consensus building One-way communication Two-way communication Working together on the issue over time Convener/lead agency identifies the issue and A forum is used to bring a core group of The core group expands to include a wide array There is a unified and unwavering focus on the disseminates information in ways that stakeholders together with the intent of of stakeholders who unite and take joint action issue. Trust and respect are evident, even when encourage participation. gathering feedback to inform decisions on the on the issue. there are differences of opinion. The group issue. processes align toward a shared goal. Coalesce the stakeholders around the issue Convener/lead agency identifies stakeholder A core group of stakeholders works with the The expanded group of stakeholders Broad stakeholder networks share ownership representatives, and informs them of convener to identify/create an infrastructure for recognizes and values the work of others and influence in achieving the outcome. opportunities to participate. meaningful participation and shared learning. needed to achieve meaningful outcomes. Ensure relevant participation Convener/lead agency asks stakeholder A core group of stakeholders uses the The expanded group of stakeholders involves Broad stakeholder networks support their representatives to disseminate information on infrastructure to exchange information in their networks in bridging knowledge and constituents throughout the practice change. the issue understandable and mutually respectful ways. practice. Translate work into ways that others participate Convener/lead agency asks the stakeholder A core group of stakeholders use the The expanded group of stakeholders shares the Broad stakeholder networks exchange stories of representatives to convey the benefit in making infrastructure to exchange information about the stories of changes achieved because the practice change and outcomes. They changes throughout their networks. changes that are occurring. networks are more engaged in bridging communicate the changes in ways the advance knowledge and practice. acceptance and the changes are Communicate what is changing by actively enthusiastically embraced. doing work with the stakeholders Stakeholder representatives invite others to A core group of stakeholders intentionally share The expanded group of stakeholders embraces Within broad stakeholder networks, excellent participate in discussions on the changes being stories, exchange information and suggest shared leadership and participates in joint work examples of practice change are routinely Demonstrate what is changing by actively experienced. ideas for action. across the networks. observable. doing the work 19 A Systematic, Research-Based From the Chat: Framework IMPLEMENTATION W/ FIDELITY CONTINUOUS CONTINUUM OF u What are your adaptive skills? Give examples PROGRESS EVIDENCE-BASED MONITORING INTERVENTIONS CORE FEATURES CONTENT MTSS/PBIS UNIVERSAL EXPERTISE & SCREENING FLUENCY DATA-BASED TEAM-BASED DECISION MAKING & IMPLEMENTATION PROBLEM SOLVING What do you think is getting Using Data to Make Your Case in the way of PBIS buy in? for PBIS 4