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5/26/17 Common Language Organizations are groups of individuals - PDF document

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5/26/17 Common Language Organizations are groups of individuals whose collective behaviors are directed toward a common goal & maintained Effective Organizations by a common outcome Skinner, 1953, Science of Human Behavior Common

  1. 5/26/17 Common Language “Organizations are groups of individuals whose collective behaviors are directed toward a common goal & maintained Effective Organizations by a common outcome” Skinner, 1953, Science of Human Behavior Common Common Experience Vision/Values Quality Leadership SPLC, 12 Jan 2017 https://www.splcenter.org/20161128/trump-effect-impact-2016-presidential-election-our-nations-schools School Violence & Mental Health School Climate & Discipline Every Student Disproportionality & Succeeds Act School-Prison Pipeline 1

  2. 5/26/17 Reported, observed, experienced directly/indirectly by Climate affects students & members teaching & learning of staff, family & affects climate community Classroom & School Climate Academic Behavior Success Success Continuum of outcomes, data, practices, & systems. 12 May 2017 Multi-tiered Systems Support BIG IDEAS: Leadership emphasizes…. Shared set of implementation functions & responsibilities modeled, taught, & reinforced by individuals & teams Administrator Leadership Collective Leadership Student benefit & development of expert & high fidelity Shared implementation capacity Effective, efficient, & relevant selection, alignment, integration, & implementation of evidence-based practices Distributed Decision-based data systems Wahlstrom, Louis, Leithwood, & Anderson, 2010 Policy & Stakeholder Workforce Funding Systems Planning, Coordinating, & Support Capacity Alignment evaluating teaching & curriculum Promoting & participating in (ES .42) teaching learning & development (ES .84) Executive Functions LEADERSHIP TEAMING Implementation Strategic Resourcing Functions (ES .34) Evaluation & Behavioral Training Coaching Performance Expertise Feedback Ensuring orderly & Establishing goals & supportive environment (ES expectations (ES .35) .27) Local Implementation Demonstrations PBIS Implementation Blueprint www.pbis.org Robinson (2007) 2

  3. 5/26/17 PBIS aka MTSS, SWPBS, MTSS-B, MTBF, RtI-B… Continuum Intensive Few Framework for enhancing adoption & of Support implementation of Some Targeted for All Continuum of evidence-based interventions Label behaviors & to achieve practices…not people Academically & behaviorally important outcomes for All Universal All students Dec 7, 2007 School leadership & contributing factors Basic PBIS Implementation Framework on student learning. LEADERSHIP Regional/State Internal Coaching Support Leadership School Conditions School Student Benefit Behavior Team •SWPBS practices, data, •SWPBS systems •CWPBS •2 yr. action plan •Academic •Policy, funding, •Small group School •Data plan •Expectations & routines leadership, priority, Teachers •Individual student agreement •Leadership •Social skills Leadership •Team meeting schedule •Self-management District School Staff Behavior Team Classroom Conditions External Coaching Support Team Support Louis, Leithwood, Wahlstrom, & Anderson (2010) . Turnaround Pattern State Team District School General School leaders needed to turn school around Implementation Students Process Agreements Be instructional leader & organizational CEO Staff Principal, Superintendent Hiring & retaining quality teaching force important = Leadership Data-based Action Plan 5+ years to turn school around to last “ Plan ” Instructional leader transfers 3-4 years Evaluation Implementation ???? “ Check ” “ Do ” All Staff, Students, Administrators Center for Public Education 3

  4. 5/26/17 Supporting Important Culturally E.g., Principal’s Role Equitable Academic & Social Behavior Competence Doing q Maintain standards regarding school innovations Business OUTCOMES q Make public statement of support for selected innovation q Establish representative leadership team to lead implementation Supporting Supporting q Provide team w/ time & resources Culturally Culturally Valid q Guide decision-making Knowledgeable Decision Making Staff Behavior q Model & reinforce implementation w/ fidelity q Attend & participate in team meetings PRACTICES q Recognize faculty & team for efforts q Serve as community spokesperson q Monitor & provide feedback on progress & impact Supporting Culturally Relevant Vincent, Randall, Cartledge, Evidence-based Interventions Tobin, & Swain-Bradway 2011; Sugai, O’Keeffe, & Fallon, Adapted from Colvin & Sprick, 1999 2012ab Development of Continuum of Capacity Development Practices & Systems (MTSS) DRAFT “ Process through which individuals, organizations, & societies 1. 2. 3. 4. 5. obtain, strengthen & maintain the capabilities to set & achieve Describe ALIGN INTEGRATE Organize SELECT their own development objectives over time” NEED & existing & defendable & practices SUPPORTING Supporting Important Culturally (United Nations Development Programme, 2009) Equitable Academic & Social expected new practices implementable around SYSTEMS to Behavior Competence OUTCOMES OUTCOME in w/ need & expected implement practices & Supporting Supporting Culturally Culturally Valid measurable expected ELIMINATE or outcome integrated Knowledgeable Decision Making Staff Behavior PRACTICES terms & w/ outcome pause practices with OUTCOME PRACTICES DATA SYSTEMS “Process through which individuals, data fidelity irrelevant Supporting Culturally Relevant “Ability of individuals, institutions & societies to organizations & societies obtain, strengthen & Evidence-based Interventions Student benefit Evidence-based Practice Data-aligned, perform functions, solve problems, & set & maintain the capabilities to set & achieve their practices implementation integrated, & tiered achieve objectives in a sustainable manner.” own development objectives over time.” Center implementation (UNDP, 2009 p. 53) for Disaster Reduction Initiative, Cadri.net fidelity continuum download 12 Sep 2015 BIG IDEAS: Leadership emphasizes…. Northeast PBI Nor BIS (NE NEPBI BIS) Ne Networ ork Shared set of implementation functions & responsibilities modeled, taught, & reinforced by individuals & teams The NEPBIS Network represents leaders in PBIS from 10 northeast states who collaborate to improve the efficiency and Student benefit & development of expert & high fidelity effectiveness of PBIS implementation in implementation capacity northeast schools and districts by enabling communications, information Effective, efficient, & relevant selection, alignment, exchange, political visibility, and technical integration, & implementation of evidence-based practices assistance. Decision-based data systems www www.nepbis.org 4

  5. 5/26/17 Policy & Stakeholder Workforce Funding Systems Northeast PBIS Advisory Group (NAG) Support Capacity Alignment Northeast PBIS Network Coordination Team Executive Functions LEADERSHIP TEAMING Northeast PBIS Network Director Implementation Functions Evaluation & Behavioral Training Coaching Performance Expertise Feedback CT DE MA NH NJ NY ME PA RI VT Meetings 2-3 times per year plus quarterly (or as needed calls) Local Implementation Demonstrations Policy & Coordination between Regional Stakeholder Workforce Funding Systems Support Capacity Alignment Conferences Executive Functions Attend the sixth Northeast PBIS Network Leadership Forum, and join us to develop a professional PBIS network that LEADERSHIP TEAMING will enhance our capacity to work smarter and more effectively on PBIS framework implementation in the northeast states. Implementation New this Content Strands : year: Functions IGNITE • School-wide PBIS (Tier 1) sessions SAVE THE DATE • Class-wide PBIS (Tier 1) • Advanced Tiers (2 & 3) • PBIS Implementation and Training MAY 18-19, 2017 • Special Settings • Academic Systems Mystic Marriott Hotel & Spa Evaluation & • Special Topics Behavioral 625 North Road (Rte 117) Groton, CT 06340 Training Coaching Performance Featured Keynotes : Expertise • Dr. Anthony Biglan Feedback Find us on the web: Oregon Research Institute • Dr. Diane Myers nepbis.org Texas Woman’s University Additional registration information will be available at nepbis.org . Local Implementation Demonstrations Sponsored by the OSEP Center on Positive Behavioral Interventions NEPBIS NE S T RA RAINING M AT ATERIALS : : T IE IER 1 1 L EA EADERSHIP T EA EAM & & C OA OACHES M EET EETINGS NEPBIS NE S TR TRAINING M AT ATERIALS : : T IE IER 2 2 L EA EADERSHIP T EA EAM & & C OA OACHES M EET EETINGS WHAT Who WHAT WHO Minimum membership: administrator, grade • 6 days of Team Training level representatives, support staff YEAR 1 Tier 2 Team: representative from Tier 1 • 3 days Coaches Meetings 2 Coaches team, coach, staff with behavioral • 4 days of Team Training • 2 days of TA per district Admin, Coach, Data Entry expertise, administrator, intervention coordinator • 3 days of Team Training Same above Coach, Coordinator, Behavior Support YEAR 2 • 2 days of TA per school • 3 days Coaches Meetings Same above Staff • 2 days of TA per district Same above • 2 days of Team Training Same above YEAR 3+ Same above • 3 days Coaches Meetings Same above • 2 days of TA per district Tier 2 Training offered to schools implementing Tier 1 with fidelity. 5

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