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SCALING UP, ACROSS AND
BEYOND
2012 OSEP Project Directors ConferenceWashington, DCJuly 23-25, 2012
Session Description
We’ve all heard the term “scaling up”, and perhaps also heard the term “scaling across”, and have been encouraged to utilize these strategies. But, what do they mean in practice? And exactly how does one decide to scale up...and where do you start?
Learner Outcomes
1. Articulate “scaling up, across, and beyond”. 2. Understand the importance of having criteria
for going to scale.3. Understand first steps to consider in a
scaling up/across effort. 4. Understand effective strategies that are
common to each level of scale up. 5. Understand similarities and differences for
scaling up initiatives at the national, state, and project level.
6. Identify incentives and barriers for scaling up initiatives.
Going to scale: Panel organization
Moderator: Donna Sobel, University of Colorado Denver
Presenters: Susan Bailey Anderson Kathy McNulty George Sugai Donna Sobel
OSEP Planning Committee: Jennifer Coffey Linda Krantz Veronica McDonald Bill Sharpton
Scaling-up at project, SEA/State, multiple states & national levels
• Donna Sobel is the project director of the OSEP 325T Project, Achieving Special Education Equity through Diversity and the Acting Director of CU Denver’s Center for Faculty Development. She teaches in the Urban Community Teacher Education program and has lead reform initiatives resulting in inclusive, culturally responsive pedagogy being taught across the general education teacher training program.
Donna Sobel, Ph.D., Associate Professor in the School of Education & Human Development’s Special Education program at the University of Colorado Denver
• Susan Bailey-Anderson has been the Montana SPDG Director for 15 years. Susan has worked for Montana’s Office of Public Instruction for 26 years. She is currently the Unit Manger for Professional Development in the Division of Special Education. Susan is a Montana native has extensive experience as a special educator in Montana public schools and holds a BS and MA from Montana State University-Billings.
Susan Bailey Anderson, Coordinator for the Montana Behavioral Initiative(MBI), Montana’s PBIS initiative
• Kathy McNulty has worked in the field of deaf-blindness since 1987. During this time she has helped to coordinate and deliver technical assistance to individual state deaf-blind projects, SEAs, LEAs and families in promoting appropriate interventions for children who are deaf-blind. Her current responsibilities on NCDB include oversight of NCDB’s Early identification and Family Engagement Initiatives.
Kathy McNulty, Associate Project Director ,National Consortium on Deaf-Blindness Helen Keller National Center for Deaf-Blind Youths and Adults (HKNC) • George Sugai has been a classroom teacher, program
director, personnel preparer, and applied researcher. His research and practice interests include school-wide positive behavior support, behavioral disorders, applied behavior analysis, classroom and behavior management, and school discipline. Currently he is the co-director of the OSEP Center on Positive Behavioral Interventions and Supports and director of the UConn Center on Behavioral Education and Research. He also is co-investigator on the OSEP Center on State Implementation and Scaling of Evidence-based Practices.
George Sugai, Ph.D., Professor and Carole J. Neag Endowed Chair in the Neag School of Education at the University of Connecticut.
Scaling up, across and beyond is the capacity to planfully endure
Realities that impact scaling-up, across and beyond……….
Declining resources
Competing needs and priorities
Accountability at local, state and national levels
Personnel expertise and changes
Our journey of “going to scale”This work is messy, tension-filled, complex, and emotional as it calls into question long-held beliefs about what we’ve “always done” and realization of our own limitations as we travel our personal paths while trying to support others (educators, policy makers, families, communities) in their work.
This work is NOT linear and it is never finished– it requires ongoing systems and structures for dialogue, collaboration, and fine-grained alignment.
Engaging in this work calls for a commitment to the “science of implementation”.
University of Colorado Denver
URBAN COMMUNITY TEACHER EDUCATION
Research Intensive Urban University
Graduate (85%) & Undergraduate (15%) Elementary (K-6) Secondary (7-12) SPED (K-12) 350-400 teacher candidates
Integrated/Merged approach to preparing general & special educators
Professional Development School clinical model with co-teaching as a foundational approach
CONCEPTUAL FRAMEWORK
325-T Grant: Achieving Special Education Equity through Diversity: ASEED
Thoughtful , explicitly connected learning
opportunities
Internship Experience
sCourses
Maximizing a social justice framework
focusing on the unique
knowledge, skills and dispositions
of highly effective urban
teachers.
Initial steps for consideration: Ensuring this work lives far beyond any one person
Everything we know about
collaborative relationships holds true and impacts
sustainability.
ASEED Leadership Team Associate Dean for Teacher &
Learning Associate Dean for Research Director of Urban Community
Teacher Education Executive Director of the
Center for Advancing Practice
Collaborative Council Site Professors and Site
Coordinators from 25 PDSs
Scaling-up strategies at the project level
PLANNING FOR GENERALIZATION
Across people
Across settings
Across varied skills
INCLUSIVE EDUCATION CONTENT: LEARNING PROGRESSION
Drawing upon a literature review, recommendations from local experts, and a review of pre-existing syllabi, a detailed matrix was developed to guide faculty in understanding essential skills needed by all teachers to work with students with disabilities and to identify how these content would be explicitly and strategically embedded in the program.
Categories were used to cluster skills: 1) Special education in context--perspectives,
concepts and people; 2) A study of individuals with special needs--
learning characteristics and issues of diversity; 3) Promising practices that foster inclusive
education; 4) Innovations mandated by legislation
Scaling up the ASEED project: Incentives and barriers
Building capacity [genuine expertise] across an entire preparation program around social justice, equity and inclusive practices.
Vision and leadership at high levels to stay committed to this work (resources, time, infrastructure).
Developmental shift of inclusive, culturally responsive pedagogy from a surface level to a developed and deepened understanding.
Authentic roles for the community to be meaningfully engaged as a true partner with IHEs and schools in this work.
Translating and drawing the connections of this work to the currency of today’s accountability and teacher effectiveness contexts.
A State StoryMontana’s Scaling
Up Process
• DI
• Flexible Grouping
• Peer Tutorin
g
• Family and
Community
• Interest Based
Learning• Multiple
Abilities Tasks
• Activity-Based
Instruction• Learner –
Center Practices
Scaling Up, Across and Beyond
Belonging for ALL
Practices Data
Montana’s Tri-lateral Framework
Establish a Framework
Partnership
Policy Research
Systems
Installation Stage Action Planning GuideSISEP Center
Identify practice, program, or initiative Identify level of change (statewide, regional, local) Identify Primary Focus. Identify Secondary Focus
Montana SPDGPractice- Implement MTSSLevel of Change- Building, District, StatePrimary Focus- Building level Principals, Teachers, Para’s,
and ParentsSecondary Focus- State level innovators
First Steps to Consider
Participation, Recruitment and SelectionRecruiting the right people (7 teams with strong leadership and expertise
in either MBI or RtI) Preparation and TrainingApplication, needs assessment, on-going training support Coaching, Consultation or MentoringProviding quality and adequate Consultation, Coaching and Mentoring
(REAL, on-site meetings, trainings and on-line workgroups.) Participant and Program EvaluationProduct and Process Evaluation (multiple data sources from RtI, MBI, PBIS) Internal SupportsStrong leadership (OPI Leadership from multiple departments and support
expertise from national resources) (RtI CoP) External SupportsSchool Administrators of MT, CoP’s, MT Association of School PsychologistsCommon Core
Use of SISEP Drivers
Leadership and process that supports Knowledge of Evidence Based Practices Understand and apply the science of best
practices Utilization of an improvement cycle Understand organizational change Build on-going relationships with innovators Provide purposeful multi-level communication
to promote problem solving Develop capacity to create, regenerate and
renew.
In Summary
Scaling-up Efforts to Identify Infants and Toddlers who are Deaf-Blind
National Consortium on Deaf-Blindness (NCDB)Kathy McNulty
Scaling Up Across the DB Network A Work in Progress
First Considerations:Why Early Identification?
Significant under-identification
Lack of a cohesive systemic approach across the DB Network
Availability of research (TRACE Project )
NCDB
EI Syste
ms
State DB
Projects
What is the Innovation?
A framework to increase early identification & referrals that includes:
▪ data-based decision making
▪ analysis of possible causes
▪ implementation of evidence-based strategies
What strategies were used at each level of scale up?
Exploration Analysis of the NCDB Child Count data EI Workgroup Focus Groups, Surveys , Review of Literature &
Research Installation
TA Tool Box of resources Review by state projects TA Support Team
Initial Implementation Pilot with 8 states Feedback, analysis & action planning
What were the incentives for scaling up?
Shared understanding of the importance to find the children early
High interest to receive TA on how to effectively collaborate with EI systems
Positive state examples
No reinventing the wheel
What were the challenges to scaling up?
52 projects that navigate different EI systems
Feasibility of all 52 projects having a staff person with expertise in EI
Part C’s non-categorical child count
Inconsistent exchange of information
Reluctance of families to hear the term deaf-blindness
Scaling-up Evidence-based Practices & Systems OSEP Project Directors’ ConferenceJuly 23 2012Washington DC
George SugaiUniversity of ConnecticutCenter on Positive Behavior Interventions & Supportswww.pbis.org www.scalingup.org
# Schools Implementing SWPBS since 2000
16,232
# of School Implementing SWPBIS by State
12 states >500 schools
4 states >1000 schools
OSEP PBIS Center Aug 2011
Proportion of Schools Implementing SWPBIS by State3 states > 60% schools
9 states > 40% schools
16 states >30% schools
OSEP PBIS Center Aug 2011
Algozzine, B., Wang, C., & Violette, A. S. (2011). Reexamining the relationship between academic achievement and social behavior. Journal of Positive Behavioral Interventions, 13, 3-16.
Burke, M. D., Hagan-Burke, S., & Sugai, G. (2003). The efficacy of function-based interventions for students with learning disabilities who exhibit escape-maintained problem behavior: Preliminary results from a single case study. Learning Disabilities Quarterly, 26, 15-25.
McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006). Demonstration of combined efforts in school-wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades. Journal of Positive Behavioral Interventions, 8, 146-154.
McIntosh, K., Horner, R. H., Chard, D. J., Dickey, C. R., and Braun, D. H. (2008). Reading skills and function of problem behavior in typical school settings. Journal of Special Education, 42, 131-147.
Nelson, J. R., Johnson, A., & Marchand-Martella, N. (1996). Effects of direct instruction, cooperative learning, and independent learning practices on the classroom behavior of students with behavioral disorders: A comparative analysis. Journal of Emotional and Behavioral Disorders, 4, 53-62.
Wang, C., & Algozzine, B. (2011). Rethinking the relationship between reading and behavior in early elementary school. Journal of Educational Research, 104, 100-109.
Academic-Behavior Connection
Bradshaw, C.P., Koth, C. W., Thornton, L. A., & Leaf, P. J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115
Bradshaw, C. P., Koth, C. W., Bevans, K. B., Ialongo, N., & Leaf, P. J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473.
Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148.
Bradshaw, C. P., Reinke, W. M., Brown, L. D., Bevans, K. B., & Leaf, P. J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26.
Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145.
Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14.
Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (in press). The impact of school-wide positive behavioral interventions and supports (SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial. Archives of Pediatrics and Adolescent Medicine.
RCT & Group Design PBIS Studies
• Reduced major disciplinary infractions
• Improvements in academic achievement
• Enhanced perception of organizational health & safety
• Improved school climate• Reductions in teacher reported bullying behavior & peer
rejection
Scaling Basic
IMPLEMENTATION
Effective Not Effective
PRACTICE
Effective
Not Effectiv
e
Maximum Student Benefits
Fixsen & Blase, 2009
Data-based Decision Making
DATA used to….. 1. Specify/define need
2. Select right evidence-based solution
3. Monitor implementation fidelity
4. Monitor progress
5. Improve implementationRULE: Start w/ socially
important questions.
Funding Visibility PolicyPoliticalSupport
Training CoachingBehavioral Expertise
Evaluation
LEADERSHIP TEAM(Coordination)
Local School/District Implementation Demonstrations
SWPBS Implementation Blueprint
www.pbis.org
Where are you in implementation process?Adapted from Fixsen & Blase, 2005
EXPLORATION & ADOPTION
• We think we know what we need, so we ordered 3 month free trial (evidence-based)
INSTALLATION
• Let’s make sure we’re ready to implement (capacity infrastructure)
INITIAL IMPLEMENTATION• Let’s give it a try & evaluate
(demonstration)
FULL IMPLEMENTATION• That worked, let’s do it for
real (investment)
SUSTAINABILITY & CONTINUOUS
REGENERATION
• Let’s make it our way of doing business (institutionalized use)
“Multi-Tiered Systems of Support”….
Whole-school, data-driven,
prevention-based framework
for improving learning
outcomes for all students
through layered continuum
of evidence-based practices
& systems
MTSSUniversal Screening, Continuous Progress Monitoring,
Continuum of Evidence-based Support, Implementation Fidelity, Team-Based Implementation, Data-based Decision
Making, Outcome Oriented
BehaviorSWPBS/PBIS
School-wide Discipline & Climate, Classroom
Management, Function-based Support,
AcademicsInstruction & Curriculum
Literacy, Numeracy, Social Studies, Physical Sciences, History, Physical Education,
Art, etc.
OtherFamily Engagement,
Community Participation, School
Mental Health
Basic“Logic”
SYST
EMS
PRACTICES
DATATraining
+Coaching
+Evaluation
Cultural/Context Considerations
Improve “Fit”
Start w/ effective, efficient, relevant, & doable
Prepare & support implementation
ImplementationFidelity
MaximumStudent
Outcomes
CommonVision/Values
Common Language &
Behaviors
Common Experience
Effective Organizations
QualityLeadership
SCALING UP, ACROSS AND BEYOND
Commonalities across
our work
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