Braiding Initiatives

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Breakout Session 29
Braiding Initiatives for School Improvement
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Mandates Initiatives

• Positive Behavioral Interventions and Supports -
  PBIS
• No Child Left Behind - NCLB
• School Improvement Planning SIP
• Standards Aligned Classrooms
• Response to Intervention - RTI
• SEL Programming

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Dozen Common Core Concepts

• Leadership
• Family Engagement
• Data based Decision Making
• Universal Screening
• Progress Monitoring
• Standards Aligned Curriculum
• Evidenced Based Practice
• 3-Tiered Model of Interventions
• Differentiation for Academics and Behavior
• Team Based Implementation
• Student Involvement
• Sustainability

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School Improvement

• What does your system for school improvement in
  your district look like?
• Who do you have coordinating the process?
• How do you involve district stakeholders?
• What baseline and ongoing data do you use?
• How do you support academic and behavioral
  problem solving systems?
• What does your universal look like?
• How do you make decisions about students needing
  additional support?
• How do you address these core elements?

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School-Wide Systems for Student SuccessA
Response to Intervention (RtI) Model
Academic Systems
Behavioral Systems

• Tier 3/Tertiary Interventions 1-5
• Individual students
• Assessment-based
• High intensity

• 1-5 Tier 3/Tertiary Interventions
• Individual students
• Assessment-based
• Intense, durable procedures

• Tier 2/Secondary Interventions 5-15
• Some students (at-risk)
• High efficiency
• Rapid response
• Small group interventions
• Some individualizing

• 5-15 Tier 2/Secondary Interventions
• Some students (at-risk)
• High efficiency
• Rapid response
• Small group interventions
• Some individualizing

• Tier 1/Universal Interventions 80-90
• All students
• Preventive, proactive

• 80-90 Tier 1/Universal Interventions
• All settings, all students
• Preventive, proactive

Illinois PBIS Network, Revised May 15, 2008.
Adapted from What is school-wide PBS? OSEP
Technical Assistance Center on Positive
Behavioral Interventions and Supports. Accessed
at http//pbis.org/school-wide.htm
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Start with Strong Universal Support Systems---
Some Considerations

• Standards Aligned Curriculum with clear academic
  and behavioral targets for students
• Professional development for staff in systems,
  data and practices of your school improvement
  process
• Process for collaborative discussions around
  student achievement
• Problem solving model for planning and supporting
  students
• Data Collection System with easy access to staff
• Evaluation Tools to advise learning process,
  identify students needing additional support and
  document success
• School-wide implementation across all schools in
  district

Illinois PBIS Network, Revised May 15, 2008
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Continuum of Support for Tier 2/Secondary-Tier
3/Tertiary Level Systems

• Group interventions CICO, social or academic
  skills groups, tutor/homework clubs, etc.
• Group intervention with a unique feature for an
  individual student, (e.g. CICO individualized
  into a Check Connect mentoring/tutoring, etc.)
• Simple individualized function-based behavior
  support plan for a student focused on one
  specific behavior (e.g. simple FBA/BIP-one
  behavior curriculum adjustment schedule or
  other environmental adjustments, etc)
• Complex function-based behavior support plan
  across settings (e.g. FBA/BIP home and school
  and/or community)
• Wraparound More complex and comprehensive plan
  that addresses multiple life domain issues across
  home, school and community (e.g. basic needs, MH
  treatment, behavior/academic interventions) as
  well as multiple behaviors

Illinois PBIS Network, Revised May 15, 2008
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Social Competence Academic Achievement
Positive Behavior Support
Positive Academic Support
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Adapted from What is a systems Approach in
school-wide PBS? OSEP Technical Assistance
on Positive Behavioral Interventions
and Supports. Accessed at http//www. Pbis.org/sch
oolwide.htm
Supporting Student Behavior
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Systems Change Examples

• Teacher Teaming
• Student intervention IN ADDITION to full regular
  education curriculum
• Adjustments in school calendar, length of
  student/staff day
• Maximum use of Professional Development days
• Job Description adjustments

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Going to Scale with Effective Systems/Practices
If you invest, do it so it will last 10 years!

• Implement with high fidelity
• Must be durable
• Must be sustained (in place 5 years)
• Delivered by typical agents
• Outcome data used to adapt
• Modify to local setting
• Establish system

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BLUEPRINT
Visibility
Political Support
Funding
Leadership Team
Active Coordination
Evaluation
Training
Coaching
Local School Teams/Demonstrations
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One Districts Journey

• Peoria 150
• School District
• Peoria, Illinois