susan barrett . outcomes build action plan using self assessment state, lea, cluster??? 1....
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OutcomesBuild Action Plan Using Self Assessment
State, LEA, cluster???
1.Introduce Topic2.Discuss3.Action Plan
3
PBS Systems Implementation LogicPBS Systems Implementation Logic
Leadership Team
Management Team
FundingMarketing
Visibility Political Support
Training Coaching Evaluation
Active Coordination
Local School Teams/Demonstrations
Braiding Initiatives
Implementers BlueprintSelf Assessment
“More like guidelines”Provides common language and framework
Outcomes Use revised self assessment to build local
infrastructure Discussion Next Steps to ensure we sustain and move forward
for expansion (more schools or “up the triangle”?)
Core
Sup
port
Prog
ram
: Pr
ovid
ed to
all,
inte
nded
to re
ach
mos
t.
Continuum of SupportsContinuum of Supports
The required resources to address the
problem increases
The need to enhance
environmental structures increases
The frequency for collecting
and acting upon
information increases
As the magnitude of the problem increases….
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 IdentifiedImplementation Phase should determine FTE
Access to Ongoing Training and Technical Assistance – Support
Meeting with other coordinators is critical!!
Local Management TeamCreating protocols/standards (State v
Local)
Funding
Partnership Agreements Folks in charge have to understand 3-5 years,
systems changeMD ExampleBlending InitiativesSocial Marketing
Economic Benefits, Serendipity( TN example)GrantsBe careful what you wish for…
Marketing and VisibilityWho 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!!
www.pbismaryland.org
Colorado- Marketing exemplarBe Careful
10
Multiple levels of VisibilityState 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
EvaluationWhat are your questions?Do you have the tools to answer?Can you get the answer quickly?Easy, Efficient, RelevantEconomic BenefitsBehaviorAchievementRegular Feedback to all Stakeholders- MD
example
December 10, 2007
Management Team meets with Assistant Superintendent of Student Services and Special Education
7
18
30
5257
81
90
116110
310
18
47 47
64
82
113110
43%
56%60%
90%
82%79%
91%
97%100%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
0
20
40
60
80
100
120
140
1999 2000 2001 2002 2003 2004 2005 2006 2007
Trained and Implementing by Cohort
Trained Implementing % of Trained Implementing
NOTE: Retrained schools will be counted in the most recent retraining year only.
13
65
50
72
18
5
19
9
31
7
27
5
11
48
4
32
50
7 8
30
12
2
1412
1013
64
33
70
18
2
17
6
30
1
27
3
11
45
4
31
37
7 6
24
9
2
1311 10
100% 98%
66%
97%100%
40%
89%
67%
97%
14%
100%
60%
100%
94%
100%97%
74%
100%
75%80%
75%
100%
93% 92%
100%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
0
10
20
30
40
50
60
70
80
Alle
gany
Anne
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ndel
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mor
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ty
Balti
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ert
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oll
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Gar
rett
Har
ford
How
ard
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eorg
es
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en A
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ial
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arys
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ot
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Implementing/Inactive by LSS
Trained Implementing % of Trained Implementing
0%10%20%30%40%50%60%70%80%90%
100%
1999 2000 2001 2002 2003 2004 2005 2006 2007
% of schools submitting data
30
60
97286
IPI Fall 2007
Preparation Initiation Implementation Maintenance
473
# of schools reporting:
Evaluation Question: Are schools in beginning or advanced stages of implementation?Data Source: Implementation Phases InventoryOverall, the IPI data suggest a relatively advanced level of self-reported implementation among the schools in Maryland
T eam Implementation C hec klis tS pring 2007
85.6 86.874.8 76.7 71.9
95.0
80.8 77.0 75.5
51.9
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63.170.6
90.0 85.0 85.0 90.0100.0
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100.0
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ys
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S A
vera
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•Problem solving teams with admin support and• teacher buy- in•Established Universal or SW Practices•Behavior Support Coach•Local Facilitator or Coordinator•Action Plan with outcome measures•Tools to assess fidelity and outcomes•Sustainability mechanisms (ongoing training, recognition)•Data Facilitator
SW-PBS Framework and Logic can easily be link other major education initiatives
RtI, Character Ed, Drop Out Prevention, Bully prevention
SW-PBS can also be linked to other major mental health initiatives
School-based MH, Systems of Care
“We have a unique opportunity and responsibility to promote integration of services for students across a continuum that meets all students’ needs”
What is Coaching Capacity?Why Coach? presentationPersonnel & resources organized to facilitate,
assist, maintain, & adapt local school professional development implementation efforts
Coaching is set of responsibilities, actions, & activities
Self AssessmentRoles and ResponsibilitiesCan you get your data easily? www.pbismaryland.org
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
Big Ideas#1 Schoolwide systems need to be in place to
support all students prior to building secondary and tertiary systems, therefore need to focus on SW PBIS coaches (at the universal level) first!
#2. Prior Experience and EndorsementAttendance at previous introductory PBIS team
training sessionsCoaches experienced with school team
implementation team member
Supervisor endorsementDistrict agreements & support given
Big Idea #3Not enough to be expert in PBIS content knowledge, you also need
facilitation skillsCurriculum included in coaches PD: Using PBIS Team Implementation Checklist Preparing for Using the School-wide Data Management System Using Data to Guide Decisions Using the Tools Using Data to Guide Instruction: Common Area Routines and Practices Leading the Development of Teaching School-wide Behavior Expectations
Teaching Behavior Assessing Classroom Management Developing and Using Strategies for Generating Ideas Learning Walk Facilitation Skills Assessing Committee / Workgroups Year-end Evaluation Action Planning
#4On-site coaching:Clearly identify roles of External and Internal
Coach, Team Leader and Team MembersWho develops an agenda?
Feedback on agendaData analysis- Who prints reports?
Feedback on data discussionAction planningFeedback on:
Running a meeting Opening, staying with agenda, closing, action steps Guiding questions Problem solving Participant Timelines
#5Need to plan for sustainability and
capacity buildingOn-going professional development available
to cultivate new building coaches Turnover and burnout Continuous regeneration
CoachingFocus on Role and Functions- not personFTE/Job DescriptionDoes your boss know what you do?Internal v. ExternalCommunity of PracticeFundingBuy InStaff Turnover
CoachingData Facilitator- Do your schools know how to
use the tools/forms? ReadinessComputer ApplicationDecision Making
Primary v. Precision
“Executive Coaching”-
TrainingRegular Training CycleCurriculum- Illinois, MO, VA, ORTrainers- TOTFocus on outcomesDifferentiated InstructionReadinessFollow Up
Type of Skill to be TrainedSkinner (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.
Final thoughtsStay close to school’s needsDo SETs, visits, ongoing feedback from
various roles etc.Other topics need to be addressed
SustainabilityScalingExpansion
Sustainability
Scaling Up the Triangle
Scaling UpDoes not simply equal more schools or every school
within a district/region/stateOutcome = increasing school’s adoption and
sustained use of evidence-based practices with integrity that lead to improved academic and social outcomes for students with accompanying organizational supports to allow replication
New initiatives should be adopted with:1. Formal assessment of how they may or may not
connect with other initiatives
2. Documented evidence of effectiveness
3. Well defined and relevant outcome indicators
4. Mechanism for assessing and evaluating their fidelity of treatment
(Adelman & Taylor, 2003)
Best evidence documents what doesn’t work:
Information dissemination aloneTraining by itself
What worksLong term, multi-level approaches
Skills-based training
Practice-based coaching
Practioner performance-feedback
Program evaluation
Facilitative administrative practices
Methods for systems intervention
•Develop partnerships with skilled researchers•Establish a community of practices at
implementation sites•Share lessons learned across functional purveyor
teams from different programs
Expansion
From 60 to 600: The Perfect Storm
Maryland 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
Oregon 229 schools Louisiana 285 schools
Missouri 183 schools Georgia 171 schools
5 Year action planExample
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