School Climate Transformation Grants SEA Session October 26 2016 DESCRIPTION: The purpose of this presentation is to highlight the important influence of behavior success on academic engagement for all students, especially students with disabilities. Topics will include classroom and school climate, multi-tiered systems of support, response to intervention, social skills instruction, and culture. Examples and practices will be highlighted within a systems perspective. Bryan Williams & George Sugai Bryan.williams@ed.gov George.sugai@uconn.edu

PURPOSE To enhance (a) common understanding of SEA-SCTG grant purpose, expectation, & outcomes & (b) individual analysis & planning w/ respect to development of implementation capacity B: Where have we been? B: What’s on horizon? G: State implementation Systems G: Systems alignment All: Discussion & Q&A DESCRIPTION: The purpose of this presentation is to highlight the important influence of behavior success on academic engagement for all students, especially students with disabilities. Topics will include classroom and school climate, multi-tiered systems of support, response to intervention, social skills instruction, and culture. Examples and practices will be highlighted within a systems perspective.

US Department of Education 1:00-1:30 Where Have We Been & What’s on the Horizon?” Bryan Williams US Department of Education Review of Goals, Outcomes, & Expectations Progress to Date 2016 & Beyond Every Student Success Act Office of Safe & Healthy Students

George Sugai, PBIS TA Center 1:30-2:30 Review of Systems Implementation Best Practice & Organizational Implementation Capacity Development George Sugai, PBIS TA Center School Climate & Multi-tiered Systems of Support Core Features of State Implementation Systems Shaping Alignment from SEA to LEA to School to Classroom

School Climate & MTSS

Effective Organizations GOAL: Effective Teaching & Learning Environments School Classroom Common Language “Organizations are groups of individuals whose collective behaviors are directed toward a common goal & maintained by a common outcome” Skinner, 1953, Science of Human Behavior Effective Organizations Common Experience Common Vision/Values District State Quality Leadership

MTSS PBIS RtI PBIS RtI-A RtI-B SWPBS EBS

MTSS aka PBIS, RtI, SWPBS, MTSS-B, MTBF, RtI-B… for enhancing adoption & implementation of of evidence-based interventions to achieve & behaviorally important outcomes for students Framework Continuum Academically All

PBIS & MTSS Share Functions Implement w/ FIDELITY Develop CONTINUUM of Evidence-based Practices & Systems Develop LOCAL EXPERTISE & Implementation Fluency Use TEAM to Coordinate Implementation MONITOR PROGRESS Continuously SCREEN Universally Decide with DATA PBIS & MTSS Share Functions MTSS = PBIS, RtI, SRBI

Supporting Culturally Valid Decision Making Supporting Important Culturally Equitable Academic & Social Behavior Competence OUTCOMES Supporting Culturally Valid Decision Making Supporting Culturally Knowledgeable Staff Behavior SYSTEMS DATA CULTURE is one our major considerations, and CULTURAL INFLUENCE is reflected in high attention toward CULTURAL EQUITY of expectations CULTURAL VALIDITY of data CULTURAL RELEVANCE of practices CULTURAL KNOWLEDGE of implementers PRACTICES Supporting Culturally Relevant Evidence-based Interventions Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011; Sugai, O’Keeffe, & Fallon, 2012ab

Continuum of Support for All Universal Targeted Intensive Few Some NOTICE GREEN GOES IS FOR “ALL” All Dec 7, 2007

POSITIVE SCHOOL & CLASSROOM CLIMATE Definition: Shared norms, beliefs, attitudes, experiences, & behaviors that shape nature of interactions between & among students, teachers, & administrators Outcomes Data Practices Systems Academic Self- management Interpersonal Career & postsecondary Mental health Screening Progress monitoring Implementation fidelity ALL Leadership MTSS Teaming Professional development Evaluation Policy Exemplars demonstrations SOME FEW

POSITIVE SCHOOL & CLASSROOM CLIMATE Definition: Shared norms, beliefs, attitudes, experiences, & behaviors that shape nature of interactions between & among students, teachers, & administrators Outcomes Data Practices Systems Academic Self- management Interpersonal Career & postsecondary Mental health Screening Progress monitoring Implementation fidelity ALL Social skills Restorative discipline Leadership MTSS Teaming Professional development Evaluation Policy Exemplars demonstrations SOME Check in/out Targeted SS Check-connect FEW CBT FBA-BIP

DATA PRACTICES SYSTEMS HOMEWORK: Resource Mapping, Alignment, & Capacity Development What information do we have? What practices do we have/need? What systems do we have/need? DATA PRACTICES SYSTEMS

INCREASED EFFORT Responsive-to-Treatment Outcomes Data Practices Continuum Logic & Key PBIS Working Elements Outcomes Data Practices Systems INCREASED EFFORT Responsive-to-Treatment

State Implementation Systems

Implementation Drivers

Basic PBIS Implementation Framework SWPBS practices, data, systems Policy, funding, leadership, priority, agreement District Behavior Team 2 yr. action plan Data plan Leadership Team meeting schedule School Behavior Team SWPBS CWPBS Small group Individual student School Staff Academic Expectations & routines Social skills Self-management Student Benefit Regional/State Leadership Internal Coaching Support External Coaching Support Team Coaching Support

State Implementation & Scaling-up of Evidence-based Practices http://sisep.fpg.unc.edu/

DCA Action Planning

Topical Discussion: Program alignment Implementation Fidelity 2:45-3:45 Topical Discussion: Program alignment Implementation Fidelity Implementation Sustainability Accountability Leadership

a. What challenges have been experienced? 1. PROGRAM ALIGNMENT How well are practices, programs, intervention, etc. organized around expected outcomes & along a continuum of behavior supports? a. What challenges have been experienced? b. What strategies have been successful in addressing these challenges? c. What does success look like?

DATA PRACTICES SYSTEMS HOMEWORK: Resource Mapping, Alignment, & Capacity Development What information do we have? What practices do we have/need? What systems do we have/need? DATA PRACTICES SYSTEMS

2. IMPLEMENTATION FIDELITY How accurately, fluently, relevantly are practices, programs, interventions, etc. being implemented? a. What implementation fidelity challenges have been experienced? b. What strategies have been successful in addressing these challenges? c. What does successful implementation fidelity look like?

3. IMPLEMENTATION SUSTAINABILITY How durable, long-lasting, resistant, etc. is implementation of practices, programs, interventions, etc.? a. What challenges have been experienced? b. What strategies have been successful in addressing these challenges? c. What does success look like?

5. IMPLEMENTATION ACCOUNTABILITY To what extent & how are personnel, programs, systems, etc. held responsible for practice & system implementation? a. What challenges have been experienced? b. What strategies have been successful in addressing these challenges? c. What does success look like?

6. IMPLEMENTATION LEADERSHIP To what extent is leadership in place w/ authority to support practice & system implementation? a. What challenges have been experienced? b. What strategies have been successful in addressing these challenges? c. What does success look like?

Resources District Capacity Assessment Implementation Blueprint www.sisep.fpg.unc.edu Implementation Blueprint www.pbis.org/blueprint School Climate Technical Brief www.pbis.org/whatsnew

General Discussion & Wrap Up 4:00-5:00 General Discussion & Wrap Up Other topics, comments, questions, suggestions, other? (G) Next steps (B) Closing comments (B)