Building Systems With Them,
Not For Them
Google Folder with Resources
https://bit.ly/4jzzGMu
Meet the Trainer- Danielle Triplett
Danielle Triplett, M.Ed.
PBIS Applications Training Team
Training@pbisapps.org
Meet the Trainer
Presenter
Meet the Trainer- Mara Lynaugh
Mara Lynaugh
PBIS Applications Training Team
Training@pbisapps.org
Meet the Trainer
& Empty Nester (eek!)
Presenter
Educational and Community Supports
PBISApps is a not-for-profit organization supporting educators to create more effective, equitable learning environments for all students through high-quality data systems and training. We are embedded in a research unit at the University of Oregon called Educational and Community Supports (ECS). ECS focuses on federal and state funded projects supporting research, teaching, and technical assistance through the Center on PBIS.
PBISApps is run by Educational and Community Supports (ECS), a research �unit at the University of Oregon since 1977. Lead by Kent McIntosh, PhD, �ECS focuses on federal and state funded projects supporting research, teaching, and technical assistance through the PBIS OSEP Technical Assistance Center.
Get Ready to Engage
Get ready to engage!
Make a group of 3-5
with the people seated near you. Introduce yourselves.
Reflect & Share
1
If we can’t have an impact in our school, how are we supposed to have an impact in the world?
Student~ Why is student voice
important in education?
2
“Data doesn’t give us the answers, it tells us what questions to ask.”
Rob Horner
3
“... The problem does not typically lie in the analysis of data. The problem lies in the corresponding actions. It is important to move the actions from being driven solely out of compliance to involving
curiosity, compassion,
and a commitment to improvement.”
Kathryn A. Page~ Voice Matters: Uncovering systemic barriers to school improvement through voice circles
4
“We need to settle for a pretty good solution that’s equipped with so many built-in feedback loops that it can’t help but get better over time.”
Dan Heath~ Upstream
Which quote resonates with you today?
Why?
Learning Objective 1
Learning Objectives
Define how the TFI 3.0 centers authentic partner engagement in effective PBIS implementation.
Identify strategies to foster authentic engagement of students, families, community partners and staff.
Describe how one school and district used engagement strategies to drive continuous improvement.
Google Folder with Resources
https://bit.ly/4jzzGMu
Tiered Fidelity Inventory 3.0
EQUITY
Classroom
Mental Health
Crisis Response
Voice
SCALES
Tier 3
Tier 2
Tier 1
SUB SCALES
Leadership Team
Systems
Practices
Data
Layering of Tiers
Tier 1
Tier 2
Tier 3
TFI 3.0 Leadership Team: Team Composition
Item 1.1
Tier 1 leadership team includes the following roles: 1-2 Tier 1 system coordinators (e.g., coaches), a school
administrator, a representative group of educators (e.g., grade level or departmental representation, general and special education, certified and non- certified staff), students, family members who do not work for the school district, members from marginalized groups, relevant community partners (e.g., mental health providers), and individuals who actively provide expertise in the following areas:...
Item 2.1
Tier 2 leadership team (or Tier 2 and 3 combined team) includes the following roles: 1-2 Tier 2 system
coordinators (e.g., coaches), a school administrator, a representative group of educators (e.g., grade level or
departmental representation, general and special education, certified and non-certified staff), members from
marginalized groups, relevant community partners (e.g., mental health providers), and individuals who actively provide expertise in the following areas:...
Item 3.1
Tier 3 leadership team (or combined Tier 2 and Tier 3 Team) includes the following roles: 1-2 Tier 3 systems
coordinators (e.g., coaches), a school administrator, a representative group of educators (e.g., grade level or
departmental representation, general and special education, certified and non-certified staff), members from
marginalized groups, relevant community partners (e.g., mental health providers), and individuals who actively provide expertise in the following areas:...
TFI 3.0 Systems: Student Engagement
Item 1.15
Tier 1 leadership teams purposefully and regularly engage students that are representative of (a) the schools’
demographics and (b) any marginalized groups in co-designing and actively revising the content
and the implementation of foundational Tier 1 practices based on the regular review of schoolwide and community data.
Item 2.10
Tier 2 leadership team purposefully and regularly engages students that are representative of the schools’
demographics and any marginalized groups in the regular review of schoolwide and community data in order to identify systemic barriers that may contribute to over or under representation of student groups in Tier 2 supports, and co-design and actively revise the selection and adaptation of Tier 2 interventions and the implementation of
Tier 2 foundational practices
Item 3.10
Tier 3 leadership team purposefully and regularly engages students that are representative of the school’s
demographics and any marginalized groups in the regular review of schoolwide and community data in order to identify systemic barriers that may contribute to over or under representation of student groups in Tier 3 supports, and co-design and actively revise the selection and adaptation of interventions and the implementation of Tier 3 foundational practices.
TFI 3.0 Systems: Family & Community Engagement
Item 1.16
Tier 1 leadership teams purposefully and regularly engage families and community members that are representative of (a) the schools’ demographics and (b) any marginalized groups in co-designing and actively
revising the content and the implementation of foundational Tier 1 practices based on the regular review of schoolwide and community data.
Item 2.11
Tier 2 leadership team purposefully and regularly engages families and community members that are representative of the school’s demographics and (b) any marginalized groups in the regular review of schoolwide and community data in order to identify systemic barriers that may contribute to over or under representation of student groups in Tier 2 supports, and co-design and actively revise the selection and adaptation of Tier 2 interventions and the implementation of Tier 2 foundational practices.
Item 3.11
Tier 3 leadership team purposefully and regularly engages families and community members that are
representative of the school’s demographics and any marginalized groups in the regular review of schoolwide and community data in order to identify systemic barriers that may contribute to over or under representation of student groups in Tier 3 supports and co-design and actively revise the selection and adaptation of interventions and the implementation of Tier 3 foundational practices.
TFI 3.0 Systems: Faculty & Staff Engagement
Item 1.14
Tier 1 leadership teams purposefully and regularly engage all faculty and staff in co-designing and actively revising the content and the implementation of foundational Tier 1 practices and systems based on the regular review of schoolwide and community data.
Item 2.12
Tier 2 leadership team purposefully and regularly engages fall faculty and staff in the regular review of schoolwide and community data in order to identify systemic barriers that may contribute to over or under representation of student groups in Tier 2 supports, and co-design and actively revise the selection and adaptation of Tier 2 interventions and the implementation of Tier 2 foundational practices.
Item 3.12
Tier 3 leadership team purposefully and regularly engages all faculty and staff in the regular review of schoolwide and community data in order to identify systemic barriers that may contribute to over or under representation of student groups in Tier 3 supports and co-design and actively revise the selection and adaptation of interventions and the implementation of Tier 3 foundational practices.
TFI 3.0: Engagement Big Ideas
Purposefully and regularly engage
Representative of marginalized groups
Co-designing and actively revise
Selection and adaptation of interventions
Identify systemic barriers
Review of school and community data
TFI 3.0 Data: School & Community Data
Item 1.18
Tier 1 leadership team has regular access to and uses a variety of additional schoolwide (e.g., school climate surveys, attendance, nurse or counselor visit logs, universal screening) and community data sources (e.g., community resource profiles, basic needs [e.g., food and housing], health care access, community events), to develop and regularly re-evaluate a profile of overall strengths and needs that informs the development and
delivery of equitable Tier 1 foundational and classroom practices
Provides the
CONTEXT
for PBIS Implementation
Ladder of Involvement
Use this Model
(or another model)
for Adult Involvement Too!
Ladder of Involvement: Students Informed
4 Students Informed
and Assigned
School Staff host a classroom door decoration competition
highlighting PBIS expectations
5 Students Informed
and Consulted
School Staff survey
students for input on
Positive Acknowledgement System
Ladder of Involvement: Student Decision Making
6 Adult Initiated,
Shared Decisions with Student
PBIS Leadership Team asks a team of 5th grade students to survey classmates on acknowledgement system preferences. Students select with the Leadership Team
7 Student Initiated,
Student-Led Decisions
Student Council representatives are concerned that tardies are disrupting class. Student Council hosts a competition between classes for donuts.
8 Student Initiated,
Shared Decisions with Adults
4th Grade Students write a letter with concerns over bullying at recess. The students survey their classmates and co-develop an action plan with the Leadership Team
Turn & Talk: Increasing Involvement
What tier(s) are on top for you today?
Think of a recent engagement activity…
What level of involvement was it?
Learning Objective 3
Learning Objectives
Define how the TFI 3.0 centers authentic partner engagement in effective PBIS implementation.
Identify strategies to foster authentic engagement of students, families, community partners and staff.
Describe how one school and district used engagement strategies to drive continuous improvement.
Google Folder with Resources
https://bit.ly/4jzzGMu
MTSS Approach to Engagement
Few
~5%
Some
~15%
All
~80%
Tier 1
What opportunities can you provide to ALL partners?
Tier 2
What opportunities can you provide to SOME partners?
Tier 3
What opportunities can you provide to a FEW partners?
Engage ALL: School Climate Survey
Outcome measure with strong reliability and validity for measuring perceptions of school climate. The results are used to identify current status of school climate and to monitor progress over time.
Engage ALL or SOME: Feedback & Input Survey
Feedback measure for qualitative information about the experiences and suggestions of students, families, and school personnel. The results are used to inform action plans to improve the effectiveness, efficiency, equity, and sustainability of Tier 1 behavior support systems.
Engage ALL or SOME: Matrix Activities
24
Engage All: Increasing Participation
Engage Some: Data Driven Dialogue
Data Driven Dialogue
A protocol that guides participants
to make meaning of data
Predictions
Go Visual
Observations
Inferences
Benefits
Engage Some: Analyze Surveys with Kids
Analyze Surveys with Kids Tool
Students analyze and interpret survey results then produce suggestions for school improvement.
More! �including Make-Your-Own Tool
Benefits
Engage Some: Voice Circles
Voice Circles
Guided conversations where thoughtfully constructed questions are used to facilitate meaningful dialogue that encourages voice and agency.
Benefits
Engage Some: Root Cause Analysis
Root Cause Analysis
Processes, protocols and perspectives that support a systematic investigation of contributing and foundational causes of challenges
Benefits
Engage Some: SWOT Analysis
SWOT Analysis
Guides you to identify your organization’s strengths and weaknesses, as well as broader opportunities and threats.
Benefits
Engage Some: Recruiting Participants
Engage Few: Expand the Leadership Team
Item 1.1
Tier 1 leadership team includes the following roles: 1-2 Tier 1 system coordinators (e.g., coaches), a school
administrator, a representative group of educators (e.g., grade level or departmental representation, general and special education, certified and non- certified staff), students, family members who do not work for the school district, members from marginalized groups, relevant community partners (e.g., mental health providers), and individuals who actively provide expertise in the following areas...
Engage Few: Effective Team Operating Procedures
Item 1.2
Tier 1 leadership team has (a) regular meeting format/agenda that prompts the regular review of Tier 1 practices, systems, and data, (b) minutes available to all staff for review, (c) established and regularly used team norms, (d) defined meeting roles , (e) regular two-way data sharing and communication with advanced tiers teams to inform decision making, (f) a current action plan, (g) procedure for evaluating fidelity of team operating procedures…, and (h) a formal process to monitor the impact of team norms and procedures on ensuring all team members are able to participate as equal partners.
Engage Few: Recruiting Team Members
Turn and Talk: Engagement Strategies
What currently exists that your school could take advantage of to increase engagement?
Community Data, Classes & Clubs,
Family Events, etc.
What are you currently doing that is working? What are opportunities for improvement?
What strategies have worked for you to increase participation in surveys and other feedback opportunities?
Learning Objective 2
Learning Objectives
Define how the TFI 3.0 centers authentic partner engagement in effective PBIS implementation.
Identify strategies to foster authentic engagement of students, families, community partners and staff.
Describe how one school and district used engagement strategies to drive continuous improvement.
Google Folder with Resources
https://bit.ly/4jzzGMu
https://bit.ly/4jzzGMu
School Climate & Student Wellbeing
Students and Educators Use School Data
to
Create a Profile of Strengths and Needs
and
Make Recommendations
Data Driven Dialogue
Course Grades
Instructional Coach
Counselor
Student
9th Grade On Track
& Graduation
ELD Teacher
Graduation Coach
Student
Behavior
Counselor
Administrator
English Teacher
Student
Attendance
Counselor
Leadership Teacher
Health Teacher
Student
SWOT Analysis with Voice Circles
Love how teachers greet us (good morning, good afternoon). Will help when you need it. They encourage you to be you.
School spirit (noticed it right off the bat, more than friends at other schools)**
WIN Time- teachers really engage during that time*
LINK Crew
Summit, Aspire, Migrant- lots of supports
Participation among our activities
Behavior overall (compared to other schools) (ex. Art work is respected)
Graduation rates are high
Amazing students- kids want to be here and engaged
Amazing teachers (school and general support) Care about students. Enjoy talking with teachers
Amount of activities (ex. Homecoming week)-
All students can come together successfully- Air Guitar, One lunch
A lot of choices in classes and pathways
Teachers are passionate
Good facilities
Counseling department growth- working to increase content delivered to students, making sure students are college ready, welcoming environment
Way teachers individually notice students
Students & Staff go out of their way to connect with people
Club options- diverse options*
Academic options (dual credits, etc)
Community created by activities and bringing people together
Opportunities!
Time to work in school (WIN, SOAR)
Participation in theater and athletics
Highest number of students participating in sports than ever before
Art Program (popular courses)
Strengths
Action Planning with Gallery Walk
Addressing Chronic Absenteeism
Educators conduct Family and Student Interviews
to
Inform Educator Root Cause Analysis and Recommendations
THEN
Students, Families, Educators, and Community Members conduct a Root Cause Analysis and make Recommendations together
2023-24: Technical Changes First
23-24 Staff Root Cause Analysis→ Partner Voice
Collective Efficacy:
Every team member committed to completing 3 interview
Systems to Support:
Google Form to collect responses
Weekly email reminders
Resource Allocation:
Minimal! Ask any or all of the questions when meeting with students and caregivers.
23-24 Staff Draft Recommendations for Action Plan
Empowering Families
Mental Wellbeing & Belonging
Supporting Families & Students
Focus on Learning & Engagement
2024-25 Students, Families, and Staff
Teachers
School Nurses
School Board Members
High School Students
Middle School Students
Families
Classified Staff
Counselors
Migrant Support
Administrators
2024-25 Community Partners
Medical Providers
Non-Profit Organizations
Social Service Agencies
Parks & Recreation
Government Officials
More!
Engagement Lessons Learned
Take advantage of clubs and classes!
Have a clear plan for follow up!
Get feedback from participants on the activity.
Engage a small team of partners to help plan.
Make sure Action Planning is Prioritized!!!
Key Takeaways
Turn and Talk: Action Planning
What is one idea you want to make sure you remember from today?
What is one concrete action you will take when you return to your school/district?
Resources
Q & A
Google Folder with Resources
https://bit.ly/4jzzGMu