1 / 21

Tier 2/ Tier 3 Planning for Sustainability

Tier 2/ Tier 3 Planning for Sustainability. Rachel Saladis WI PBIS Network/Wi RtI Center Katrina Krych Sun Prairie Area School District. Systems Change. “For every increment of performance I demand from you, I have an equal responsibility to provide you with the capacity to meet that

halen
Télécharger la présentation

Tier 2/ Tier 3 Planning for Sustainability

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Tier 2/ Tier 3 Planning for Sustainability Rachel Saladis WI PBIS Network/Wi RtI Center Katrina Krych Sun Prairie Area School District

  2. Systems Change “For every increment of performance I demand from you, I have an equal responsibility to provide you with the capacity to meet that expectation” (R. Elmore, 2002)

  3. Big Ideas • Implementation is not a single event • A mission‐oriented process involving multiple decisions, actions, and corrections • Continuous Improvement • Anchored to tiered framework • Always connected to strategic plan

  4. Implementing PBIS We must think carefully about our purpose, players, and position to determine priorities and courses of action (Harn, 2008)

  5. LEADERSHIP TEAM • Primary function: leadership and coordination of multi- level system of support • Representation of appropriate range of share-holders • Individuals who have adequate and designated time to manage day-to-day operation • Individuals who put policy and action-planning into place • Individuals who inform leadership team on implementation outcomes • Individuals who have authority to determine implementation

  6. Self-assesses annually • http://www.wisconsinpbisnetwork.org/assets/files/SWPBS_ImplementationBlueprint_vSep_23_2010.pdf • Creates 3-5 year action plan based on self assessment • Quarterly meetings with solid purpose and process

  7. Training capacity • Tier 2 – 4 day series plus TA • Administrator, pupil service representative, special education representative, regular education representative, external coach, link to tier 1 team • Quarterly networking TA opportunities • Information/ professional development for full staff, new staff, families

  8. Tier 3 • RENEW/Wraparound • 4 day series – 1 day for systems team, 3 days for facilitators • Quarterly/monthly online technical assistance • Complex FBA/BIP – • 3 day series – 1 day for systems team, two days for facilitators • Quarterly/monthly technical assistance • Professional Development for full staff, new staff, parents

  9. Coaching Capacity • Coaching network that establishes and maintains MLSS work • Tier 1, internal and external coaches • Tier 2, tier 3 external coaches • .4 FTE for 3 schools • Technical assistance around systems challenges, and intervention errors • Provide ongoing support to implementers and facilitators

  10. Evaluation • Evaluation process and schedule • Extent to which teams are using tier 2, tier 3 supports, impact on student outcomes, implementation of leadership team action plan • School based information system in place • ODR – Big 5X2 • Tier 2 – Daily Progress Report data • Tier 3 – SIMEO, ISIS

  11. System level evaluation • Special education referrals, disproportionality, interaction between academic and behavior outcomes, ongoing progress monitoring, intervention and placement decisions • District Data Audit Tool • Annual report of implementation integrity and outcomes disseminated • BAT, MATT, Tier 3 intervention integrity tools

  12. Behavioral and Content Expertise • Multiple team members have expertise and experience to ensure implementation integrity • Training, coaching and evaluation • Reading, Mathematics, Behavior

  13. Funding • Stable funding sources for at least 3 years • Training, coaching, facilitation, collaboration time, systems support • Related initiatives assessed and integrated • Tier 2– targeted interventions for academics and behavior • Tier 3 – individualized interventions for academics and behavior • Staffing, curriculum, collaboration time

  14. Visibility • Stakeholders are informed about activities and accomplishments • Multi-level systems tool, Automated Tracking Tool • http://www.wisconsinpbisnetwork.org/coaches/resources.html • Data stories/success stories • Assure that recognition is visible and culturally and contextually relevant

  15. Political Support • Social behavior of ALL students is one of top 3-5 goals for the district • Document a functional link between academic gains, social behavior and school climate • Annual reporting to political body • Cabinet, school board, community mental health collaborators • Participation and support by chief administrator

  16. Policy • Policy statement developed and endorsed • Need and rationale, purpose and benefits, measurable outcomes, activities and operations for achieving objectives, evaluation strategy • MLSS responsibilities embedded in interview questions, job descriptions, new educator training • Dedicated intervention time, flexible work hours/ location

  17. Implementation data and outcomes reviewed semi-annually to refine policy • Aggregated MATT, BAT • Student outcome • Audit of existing related initiatives conducted annually to refine policy • Increased organizational efficiency, effectiveness, relevance, durability and scalability • Integrated action plan developed • Link Working smarter matrix

More Related