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Susan Barrett
Sheppard Pratt Health System
Going to Scale: Essential Features of the Blueprint at the
District Level
www.pbis.org
www.scalingup.org
Outcomes• Define the features and procedures for
moving evidence-based educational practices from demonstrations to large-scale adoptions
• Provide State and District Examples
• Provide Lessons Learned
• Provide Next Steps
• Identify Key Resources
Problem Statement
“We give schools strategies & systems for developing positive, effective, achieving, & caring school & classroom environments, but implementation is not accurate, consistent, or durable. Schools need more than training.”
Sustainability + Scaling
Organizational capacity for & documentation of accurate (90%) &
expandable implementation of evidence-based practice across
desired context (e.g., district, classroom,
school-wide, nonclassroom) over time w/ local resources & systems for
continuous regeneration.
Education• 65 million kids
• 6 million teachers and staff
• 100,000 schools
• 3,143 counties
• 60 states & U.S. jurisdictions
Start with the end in mind…
• What will it take to have 100,000 replications that produce increasingly effective outcomes for 100 years?
– Fixsen
Creating Implementation Capacity
• Start with too many overqualified people
• “Generation 1” practitioners become: – Generation 2 interviewers, trainers,
coaches, evaluators
– Generation 3 administrators, directors, and leaders
– Generation 4 state and federal officials
Fixsen 2008
You have knowledge about the Blueprint
• State/District will be successful if:– They start with sufficient resources and
commitment
– They focus on the smallest changes that will result in the biggest difference
– They have a clear action plan
– They use on-going self-assessment to determine if they are achieving their plan
– They have access to an external agent/coach who is supportive, knowledgeable and persistent.
Implementers Blueprint
• Self Assessment
• More like guidelines
• Provides a common language
Leadership Team
FundingVisibility Political
Support
Training Coaching Evaluation
Local School Teams/Demonstrations
SWPBS Implementers’ Blueprint Elements
Leadership Team
SWPBS Implementers’ Blueprint
• Representation from key stakeholders
• Meet regularly with a regular process
• Complete regular self-assessment and long term action planning
• Led by Coordinator with FTE
–Language is important
e.g. OISM, MISI- “Stayin Alive”
–Integration Teams? Who are the players?
Do you have folks who can assign dollars to a budget? change policy like job descriptions, code of conduct?
Do you have Community Partners?
–Management team- to do the day to day activities, planning, visiting schools, etc
Roles and Responsibilities may change over time depending on implementation phase
–Establish a Partnership Agreement
Local Coordinator Identified
–Implementation Phase should determine FTE
–Access to Ongoing Training and Technical Assistance – Support
–Meeting with other coordinators is critical!!
–Local Management Team• Creating protocols/standards (State v Local)
Roles and Functions of Coordinator
• How many hats do you wear?
– Systems Change Agent,
– Trainer, Facilitator, Accountant, PR, Policy writer, Politician, Researcher, Computer Genius, Website Developer, Presenter….
• Role changes over time-PROCESS – Can you build your skill to keep up?
– Who will be your system of support?
FundingVisibility Political
Support
SWPBS Implementers’ Blueprint
• Identify recurring
funding sources
• 3 to 5 yrs. of support
• Disseminate results
to multiple audiences
•Websites
•Newsletters
•Conferences
•Media (TV, etc.)
• Presentations to:
school boards,
state departments
• Write into policy
• Connect with key
administrators
LEADERSHIP ACTIVITIES
Funding
–Partnership Agreements
• Folks in charge have to understand 3-5 years, systems change
–MD Example
–Blending Initiatives
–Social Marketing
• Economic Benefits, Serendipity( TN example)
–Grants
–Be careful what you wish for…
Where does your funding come from? examples
• Loudoun County Public Schools, VA
– Department of Pupil Services
– VDOE Training and Technical Assistance Center
• Charleston County School District, SC
– General Operating Funds
– Title Funds
– IDEA
– SS/HS Grant and additional grants
– Business Partners
Local Political Support • Superintendent
• Deputy Superintendent
• Assistant Superintendent for Instruction
• Assistant Superintendent for Pupil Services – Student Services
– Special Education
• Assistant Superintendent for Support Services– Transportation
– Food Services
– Maintenance
Training Coaching Evaluation
SWPBS Implementers’ Blueprint
BUILD CAPACITY
(training expertise)
• Support coaches
• Ensure coaches
implement with
fidelity
• Establish community
of learning
BUILD CAPACITY
(implementation
expertise)
• Support school
teams
• Ensure teams
implement with
fidelity
DATA-BASED
DECISION MAKING
• Create data systems
•Fidelity
•Student outcomes
• Design process for
evaluation
• Establish eval cycles
COORDINATION ACTIVITIES
Evaluation• What are your questions?
• Do you have the tools to answer?
• Can you get the answer quickly?
• Easy, Efficient, Relevant
• Economic Benefits
• Behavior
• Achievement
• Regular Feedback to all Stakeholders- MD example
Data Basepbs eval
Local data base
Decision MakingId gaps
Build solutions
Evaluation Questions
TemplateTools
Curriculum
Marketing and Dissemination
PresentationsNewsletters
Progress Reports
Evaluation Cycle
Start with the questions
• Build “Template”
• Id Tools
• Organize training materials-
–Non negotiable info
–Build from process tools
Evaluation
Identify stakeholders
– Assistant superintendents
– Coordination team
– Coaches
– School principals
Create & discuss implementation model
Predict external factors that may influence expected results
Input
Evaluation
• Activities
• Participation
• Short-term goals
OutcomesInput
Evaluation
• Implementation with fidelity
– Increased academic competence
– Positive school climate
– Increase time on task
– Decrease in office referrals
– Decrease in suspensions
OutcomesInput Impact
Data Base• Can you get access to the data quickly?
• Can others access easily? Id “others”?
• What reports will get generated? – Who, how often?
• What info will you use for decision making?– “move up triangle”- readiness?
– Staff development• Needs assessment- guide professional development
• What info will you use for dissemination and marketing?
Marketing and Visibility
–Who are your stakeholders?
–Do you have a spokesperson?
–Using the data to create newsletters, presentations, fact sheets, elevator business cards- important you can get access to what you need to make your case on the fly!!
–Newsletter, Annual Reports, Presentations
–www.pbismaryland.org
–Be Careful
30
Multiple levels of Visibility–State and Local Level: Presentations, Trainings,
Stakeholder meetings, Interagency efforts, (Transformation; Mental Health Integration; Wraparound)
–Multiple Media: Visual, Face to Face, Written, Website
–Multiple Audiences: School Administrations and Instructional Leaders; University staff; Legislators, Potential alternative funders; State and Local Political appointees; Juvenile Justice; Vendors in the System of Care; Parent and other advocacy organizations; Community Members
What is Coaching Capacity?
• Does the district have sufficient capacity for:
– District Training/Managing
– School Coaching
• Do the coaches have capacity/skill to respond to schools as a:
– Consultant
– Coach (facilitator)
– Intensive Coaching
Charleston PBIS Coach Rubric
School Need
Legend __ Rating Points
= Intensive Support Unsatisfactory 3
= Coaching Support Below Avg. – Avg. 2
= Maintenance Support Good-Excel 1
Assigning Coaches by Need
• Example of Typical PBIS coaching load:
1 Red Zone School 3 points
2 Yellow Zone Schools 4 points
5 Green Zone Schools 5points
8 Schools 12 Points
• Example of Red Zone School PBIS Specialist coaching load:
3 Red Zone Schools 9 points
1 Yellow Zone School 2 points
1 Green Zone School 1 point
5 Schools 12 Points
Skill Mastery Competency Level Data Practices Systems
Level One (Coaches): Fluency @ Universal
level ŅLeadÓ teams through
process (Direct)
Multiple data collection systems
Problem solving with Data
School-wide PBS essential features Effective Instruction Classroom management Rules to inform adoption of
practices Model school examples Basics of ABA PBS responses to problem
behavior
Meetings / Team roles Communication within building Consultation Targeted technical assistance Task analyze team generated universal
practices for implementation Codify practices into policy
Level Two (Coaches/Trainers): Established effective
school site(s) Fluency at Small
group and Individual student level
Work with school team chair (Indirect)
Train teams in universals
Research data collection tools (e.g., SET)
Direct observation data at individual student level
Advance ABA Functional Behavioral Assessment Social Skill instruction
Systematic (data-based) student identification for small group/ individual supports
Create/support student support team or process
Task analyze team generated small group/individual practices for implementation
Adapting universal systems to support generalization of small group /individual plans
Consult with other agencies/parents Codify practices into policy
Level Three (Coordinator): Work with multiple
schools Train teams universal
Š individual level Train coaches Establish district-wide
system
Evaluation of district-wide efforts
Data Šdecision rules to identify needed supports within/across schools
Link school needs (data-based) to district professional development
Effective professional development / training skills
Map district policy to essential features of PBS
Leadership team roles / meetings Communication across district Resource bank (ŅexpertsÓ & materials) Codify practices into policy
Training• Regular Training Cycle
• Curriculum- Illinois, MO, VA, OR
• Trainers- TOT
• Focus on outcomes
• Differentiated Instruction
• Readiness
• Follow Up- Returning Team Training
Type of Skill to be Trained
• Skinner (1974) distinguishes between two types of knowledge.
–Knowing About: can describe variables that influence a phenomenon.
• Example: Describe principles of reinforcement.
–Knowing How: can perform effectively
• Example: Shape the behavior of another.
• One form of knowing does not imply the other.
Returning Team TrainingNeeds Assessment
– Coaches
– Principals
– School teams
Summer Training
• Day 1
– Key note speaker
– Break-out sessions
• Day 2
– School team action planning
38
PBS Systems Implementation LogicPBS Systems Implementation Logic
Leadership Team
Management Team
FundingMarketing
Visibility Political Support
Training Coaching Evaluation
Active Coordination
Braiding Initiatives
1. Phase One: Commitment to School Level Implementation2. Phase Two: Commitment to Capacity Building3. Phase Three: Commitment to Large Scale Implementation
Phase One Commitment to School Level
Implementation
Will this work here?
– Establish Local Sites in Multiple Districts
– Small and Large
– Urban, Suburban and Rural
– ES, MS, HS, Alt, JJ
Features• Define Outcome
• DATA SYSTEMS PRACTICES– State Team with 5 Year Implementation Plan
• Site Visits
• Coaching
• Information System
• Awareness Activities (Visibility, Marketing)
– Coaching, Training
– Local Point of Contact- pacing will be different
– Funding,
Phase Two
• Commitment to Capacity Building
– Demonstrated High Fidelity/High Impact
– Demand Increases
– State Team won’t be able to keep up with demand
Features
• Point of Contact and Coaches become Local Coordinators
– Transfer role to local person
– Use phase of implementation to guide decision points
• Meet with local team to build action plan- model after state team
Phase Three• Commitment to Large Scale
Implementation– Large number of schools in each district
– Sustain and Build Integrated Systems Model- Braiding Initiatives
• Shelf Life
– Increased roles and duties within District
Phase Four• Innovation and Integration
– Demonstrated impact throughout
– Change/Adapt to fit culture every year
– Renew Commitment
– Easier, More Efficient, Cost Reduces
– Organizational Framework allows for integration
– Educators as better consumers
ExpansionMaryland 494 schools North Carolina 548 schools
Illinois 611 schools Colorado 405 schools
Florida 250 schools New York 322 schools
Michigan 181 schools Ohio 221 schools
New Mexico 130 schools West Virginia 215 schools
Virginia 210 schools Louisiana 285 schools
Missouri 278 schools Georgia 171 schools
Maryland
PBIS Maryland - Schools PBIS Maryland - Schools Trained and ImplementingTrained and Implementing
7
18
30
5257
81
90
116110
80
310
18
47 47
64
82
113 110
0
20
40
60
80
100
120
140
1999 2000 2001 2002 2003 2004 2005 2006 2007 2008*
Number of School Trained Number of Implementing Schools
Challenges• Funding
• Mandates
• 3 Tiered Logic
• 2nd Generation Coordinators– Death, Taxes and Attrition
– Transfer of Skill
• Rapid Expansion (25% increase each year)
Successes/Serendipity• State- Non Profit- University Partnership
– Protected FTE
• Student Services and Special Education
• School Psych Conference
• Prior Relationship in each LSS
• Small, functional state team
• Successful Demo Sites
• Willing to talk to anyone who would listen