Southern RIPCoach

MeetingDecember 5, 2013

Bob Braun, Char Ryan, Katie Schmitt, Linda Watson, SRIP Team

2/6

Review AGENDA

• Welcome• Outcomes• ITV• Announcements• Sub-Regional & Regional Sharing• Stages of Implementation• Effective Team Work• Working with data• Resource sharing• Sustainability

• Close

Outcomes

1. Coaches will report a satisfaction with group sharing at this meeting.

2. Coaches will learn the names of the Stages of Implementation and one possible task related to the stage they identify with.

3. Coaches will learn the 4 characteristics of effective teams.

Outcomes (continued)

4. Coaches will learn how to prepare a story based on their school’s data.

5. Coaches will learn one new resource.

6. Coaches will learn 1 aspect of sustainability.

Noticeable changesWe heard you, We responded.

• More frequent planned sharing periods.• Increased sharing at local (subregion) and full

site sharing (entire Southern MN) will occur.• Improved networking/resource sharing

ITV Etiquette

Announcements & “Newsy” news

• State and National Conferences – APBS Conference – Chicago March 5-8– MN PBIS Conference- MDE – June 19-20– S-RIP Sustainability Workshops-April 30

Sub-regional and Regional Sharing

Process complete at sub-region first• 1. Discuss successes that you have experienced

since the start of the school year? Big ideas, deeper questions, insights, etc)

• 2. Discuss any speedbumps you may have and want to bring to the large group.

Process complete at whole region• 3. Come back to the Whole region for large group

discussion-sharing

Stages of Implementation (Fixsen et al)

• National Center for Scaling up Research based Practice (NIRN)

• Implications

• Big ideas and take away messages

• Minnesota’s role in research

Coach tips at stagesExploration/Adoption

Installation Initial Implementation

Elaboration ImprovementRegeneration

1. Discuss if there is a need

1. Form a representative team

1. Begin to put practices in place

1. Assure practices are implemented with fidelity

1. Continue to assess fidelity

2. Pull together any data that suggests need

2. Establish basicData systems that will be efficient and accurate

2. Support staff in implementing practices

2. Identify local adaptations

2. Assist team respond to changes in context

3. Arrange for visits to other schools or from school staff

3. Establish effective teaming

3. Provide on-going support for staff

3. Assess efficiency and continuity

3. Continue to integrate with changing and new initiatives

Effective Teamwork

• Working with Data• Research from Kent McIntosh

• Team Initiated Problem Solving (TIPSII)

Four Keys to Effective Meetings1. Organization

• Team roles, predictable meeting process, meeting minute format

• Separate agenda items into three types

– Review status of previous problems

– Administrative logistics

– Problem Solving to determine if there are new problems

2. Data

• Access to the right information at right time in right format

3. Skills

• Problems defined with precision including a goal

• Comprehensive solution plans that “fit”

• Evaluation measures defined & monitored

• For each data source, define

– Implementation fidelity plan for each problem

– Impact of solutions for each problem

• For both fidelity and impact define

– the data that will be gathered

– how/when those data are gathered & reported

4. Adapt Solutions in response to data13

TIP

S I

I T

rain

ing

Man

ual (

2013

) w

ww

.uoe

cs.o

rg

Meeting FoundationsBrief Self Assessment

In place Partially in place Not in place

TIP

S I

I T

rain

ing

Man

ual (

2013

)

ww

w.u

oecs

.org

14

1. Start on Time2. End on time (or agree to extend and end at that time)3. Have facilitator/ minute taker/ data analyst

• Have Back Ups for each role4. Start with previous meeting minutes5. Have a public agenda format6. Next meeting scheduled7. Team members participate regularly & promptly8. Decision making authority is present during meetings9. Distribute meeting minutes within 24 hours of meeting

Define roles for effective meetings

• Core roles– Facilitator–Minute taker– Data analyst– Active team member– Administrator

• Backup for each role

TIP

S I

I T

rain

ing

Man

ual (

2013

)

ww

w.u

oecs

.org

15

Can one person serve multiple roles?

Are there other roles needed?

Typically NOT the administrator

Facilitator Responsibilities• Before meeting, provides agenda items to Minute Taker

• During meeting, – starts meeting on time– Determines date, time, and location of next meeting– Manages the “flow” of meeting by adhering to the agenda– Prompts team members (as necessary) with the TIPS problem-solving

“mantra”– Is active participant in meeting

TIP

S I

I T

rain

ing

Man

ual (

2013

)

ww

w.u

oecs

.org

16

Facilitator Skills

– Ask questions• 75% of what a facilitator says should be in question form

– Implement group norms/agreements– Keep people on track (back on track)–Move through agenda in a timely fashion

• Need access to a clock/watch

TIP

S I

I T

rain

ing

Man

ual (

2013

)

ww

w.u

oecs

.org

17

Data Analyst Responsibilities

• Before meeting (items a-c to appear in written Data Analyst’s Report)– Describes potential new problems with precision (What, Who, Where, When,

Why)– Provides data (e.g., SWIS Big 5, Custom Reports) concerning the frequency/rate

of precisely-defined potential new problems– Provides update on previously-defined problems (i.e., precise problem statement,

goal & timeline, frequency/rate for most recently-completed calendar month, direction of change in rate since last report, relationship of change to goal)

– Distributes Data Analyst’s Report to team members– Asks Facilitator to add potential new problems to agenda for meeting

• At meeting– Leads discussion of potential new problems– Responds to team members’ questions concerning content of the Data Analyst’s

Report; produces additional data on request (e.g., additional Custom Reports)

• Is active participant in meeting

TIP

S I

I T

rain

ing

Man

ual (

2013

)

ww

w.u

oecs

.org

18

Data Analyst Skills

– Likes data– Fluency in navigating data set to generate

custom reports– Discriminates features/labels needed for

creating custom reports– Create a story from data summary

• For potential problems• Status on previously defined problems

– Prior to meetings generate data summaries for potential student problems and for previously defined student problems

TIP

S I

I T

rain

ing

Man

ual (

2013

)

ww

w.u

oecs

.org

19

What needs to be documented?

Meeting demographics• Date, time, who is present, who is absent• Agenda• Next meeting date/time/location/roles

Administrative/General information/Planning items– Topic of discussion, decisions made, who will do what, by when

Problem-Solving items• Problem statement, data used for problem solving, determined

solutions, who will do what by when, goal, how/how often will progress toward goal be measured, how/how often will fidelity of implementation be measured

Evaluation of Team Meeting (Mark your ratings with an “X”)

Our Rating

Yes No So-So

1. Was today’s meeting a good use of our time?

2. In general, did we do a good job of tracking whether we’re completing the tasks we agreed on at previous meetings?

3. In general, have we done a good job of actually completing the tasks we agreed on at previous meetings?

4. In general, are the completed tasks having the desired effects on student behavior?

TIP

S I

I T

rain

ing

Man

ual (

2013

)

ww

w.u

oecs

.org

21

End of Meeting Brief Debrief

Working with Data

• Understand it well• Use it often• Base your action plans on data• Communicate your successes

Questions to ask

• Looking at TIC and SAS-Are they consistent• Looking at either TIC or SAS identify the trends across

time-what are they and what might the implications be• What are the strengths name one• What are areas of need – name one• Using your own words describe one TIC/SET subscale that

is at 80% or more what would you tell the team and the staff

• Using your own words describe one subscale that indicates a need TIC/SET..what specifically would you say?

Example 1

SET

Example 2

SET BG

Your data

• TIC• SET• SAS

• Use same the same questions

Sharing Coach ResourcesCoach Satisfaction Surveys

• Coach Self-assessments across regions indicate low usage or reference to other state and federal websites.

• This session will demonstrate examples from both state and national websites for this audience.

Coach Resources• Team Training (3x year)• Coach Training (3 x year)• Sustainability Workshop• SRIP Regional Coaching (phone, email,• skype)• Each other-networking (as needed/wanted)• FaceBook PBIS MN, Twitter #pbis_mn PBIS Summer Institute (June 19-20 at MDE – FREE • State and national websites• –www.pbis.org www.pbismn.org • • www.pbisworld.com • S-RIP Dropbox view by invitation• Coaches’ calendar (free to you)• Coaches' Work Group•

• www.pbis.org• www.pbismn.org• www.pbismaryland.org• www.Miblsi.cenmi.org

Sustainability

• More work with Kent McIntosh• Where you’ve been

• Where you’re headed• Implications

Closing Comments

• Next steps• Further questions• What to expect?• Next meeting? April