general session school-wide reform mary kealy & george sugai loudoun cty p.s., va osep center on...
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General Session
School-wide Reform
Mary Kealy & George SugaiLoudoun Cty P.S., VA OSEP Center on PBIS
July 20, 2009
www.pbis.org www.scalingup.org
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PURPOSE
School-wide Reform:
Consideration of policy &
practice implications• General Considerations (11:00
George)• General to Specific (District-Elementary-
Secondary)• Specific to General (SWPBS & Reform)
• District Example (11:40 Mary)• Comments & Questions (12:10 Q&C)
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School-wide Reform Challenges
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• Prof. dev.• Pers. prep.• Org. chg.• Evaluation• Leadership• Policy• Etc.
• Impl. fidelity• Evid. prac.• Prac. compt.• Cult. context• Family sup.• Etc.
“School Reform” (unvetted)
• Academic• Social beh.• Study skills• Specials• Post-sec.• Vocational• Recreational• Etc.
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Policy & Practice Examples & Considerations
Message
Policy context matters
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HR 2597 May 21, 2009
“Positive Behavior for Safe & Effective Schools” • ESEA funds for SWPBS
• Provisions
– Professional development
– Safe & Drug Free Communities
– Early intervening services & counseling programs
– Office of specialized instructional supports
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American Recovery & Reinvestment Act
IDEA & Title Recovery Funds
• Data systems
– E.g., SWIS
• SWPBS implementation, e.g.,
– Early Intervening Services IDEA
– School-wide Programs (ESEA Title I)
– Professional Development (ESEA Title II)
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Policy Practice Feedback Loops
Policy (Plan)
Practice (Do)
Structure
Procedure
Policy
Practice
Fixsen et al. (2005) NIRN. www.scalingup.org
Invest in
Informed policy-practice
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“Response-to-Intervention”
Invest in
RtI for All
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Responsiveness to Intervention
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based
•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based
•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)
•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)
•High efficiency•Rapid response
Universal Interventions•All students
•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Academic Systems Behavioral Systems
Circa 1996
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Effective Behavioral Interventions
Effective Academic Instruction
Systems for Durable & Accurate Implementation
Continuous & Efficient Data-based Decision Making
POSITIVE, EFFECTIVE
SCHOOL CULTURE(SWPBS)
=
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Responsiveness to Intervention
Academic+
Social Behavior
Invest in
Integrated/braided initiatives
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RTIContinuum of Support for
ALL
Dec 7, 2007
Invest in
Labeling behavior…not people
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SupportingStudent Behavior
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
Approach for operationalizing
best practice
Invest in
Systemic support for implementers
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Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS
• Readiness agreements, prioritization, & investments
• 3-4 year implementation commitment
• Local capacity for training, coordination, coaching, & evaluation
• Systems for implementation integrity
Invest in
Local implementation capacities
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ESTABLISHING CONTINUUM of SWPBS
~80% of Students
~15%
~5%
SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club•
TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning• •
PRIMARY PREVENTION• Teach SW expectations• Proactive SW discipline• Positive reinforcement• Effective instruction• Parent engagement•
SECONDARY PREVENTION• • • • •
TERTIARY PREVENTION• • • • •
PRIMARY PREVENTION• • • • • •
Invest in
Logically linked interventions
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Classroom
SWPBSPractices
Non-classroom Family
Student
School-w
ide
• Smallest #• Evidence-based
• Biggest, durable effect
Invest in
Fidelity implementation of evidence-based practices
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Initiative, Committee
Purpose Outcome Target Group
Staff Involved
SIP/SID
Attendance Committee
Increase attendance
Increase % of students attending daily
All students Eric, Ellen, Marlee
Goal #2
Character Education
Improve character
Improve character All students Marlee, J.S., Ellen
Goal #3
Safety Committee
Improve safety Predictable response to threat/crisis
Dangerous students
Has not met Goal #3
School Spirit Committee
Enhance school spirit
Improve morale All students Has not met
Discipline Committee
Improve behavior
Decrease office referrals
Bullies, antisocial students, repeat offenders
Ellen, Eric, Marlee, Otis
Goal #3
DARE Committee
Prevent drug use High/at-risk drug users
Don
EBS Work Group Implement 3-tier model
Decrease office referrals, increase attendance, enhance academic engagement, improve grades
All students Eric, Ellen, Marlee, Otis, Emma
Goal #2
Goal #3
Sample Teaming Matrix
Are outcomes
measurable?
Invest in
Decisions for working smarter
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www.pbis.orgHorner, R., & Sugai, G. (2008). Is school-wide positive behavior support an evidence-based practice? OSEP Technical Assistance Center on Positive Behavioral Interventions and Support.
www.pbis.org
click “Research” “Evidence Base”Invest in
Evidence-based practices
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Local School Teams/Demonstrations
PBS Systems Implementation Logic
Funding Visibility PoliticalSupport
Training Coaching Evaluation
Leadership Team
Active & Integrated Coordination
www.pbis.org “PBS
Implementation Blueprint”
Invest in
Systemic implementation logic
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SUSTAINABLE IMPLEMENTATION & DURABLE SCHOOL-REFORM THROUGH CONTINUOUS REGENERATION
ValuedOutcomes
ContinuousSelf-Assessment
Practice Implementation
EffectivePractices
Relevance
Priority Efficacy
Fidelity
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Main Messages….Invest in
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Schoolwide Reform Efforts
Successful Implementation:
A School District Perspective
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Mary V. Kealy, EdD
Assistant Superintendent for Pupil Services
Loudoun County Public Schools
Virginia, USA
President-Elect, Council for Administrators of Special Education
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Challenges
Successes
Lessons Learned
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System Change Initiatives
Early Intervention Inclusive Practices Positive Behavior Intervention
and Support (PBIS) Response to Intervention (RtI)
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Implementation Challenges
District Level
Evaluation
Data Management
Professional Development
Resources
Leadership
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Lessons Learned
AdministrativeLeadership
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Lessons Learned
CapacityBuilding
Model
AdministrativeLeadership
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Lessons Learned
CapacityBuilding
Model
ProfessionalDevelopment
AdministrativeLeadership
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Lessons Learned
CapacityBuilding
Model
ProfessionalDevelopment
Culture ofCollaboration
AdministrativeLeadership
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Lessons Learned
CapacityBuilding
Model
ProfessionalDevelopment
Culture ofCollaboration
Integrated Initiatives
AdministrativeLeadership
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Lessons Learned
Accountabilityand
Sustainability
CapacityBuilding
Model
ProfessionalDevelopment
Culture ofCollaboration
Integrated Initiatives
AdministrativeLeadership
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SchoolLevel
Data-DrivenDecisionMaking
Integrated Initiatives
Collaboration
MaintainingMomentum
Leadership
Staffing And
Resources
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Challenges
VisionAdministrative
Leadership
Resourcesand
Support
CollaborativeTeamwork
ActionPlans+ +
++
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Challenges
VisionAdministrative
Leadership
Resourcesand
Support
CollaborativeTeamwork
ActionPlans+ +
++
CONFUSION
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Challenges
VisionAdministrative
Leadership
Resourcesand
Support
CollaborativeTeamwork
ActionPlans+ +
++
ANXIETY
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Challenges
VisionAdministrative
Leadership
Resourcesand
Support
CollaborativeTeamwork
ActionPlans+ +
++
FRUSTRATION
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Challenges
VisionAdministrative
Leadership
Resourcesand
Support
CollaborativeTeamwork
ActionPlans+ +
++
SLOW CHANGE
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Challenges
VisionAdministrative
Leadership
Resourcesand
Support
CollaborativeTeamwork
ActionPlans+ +
++
FALSE STARTS
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Challenges
VisionAdministrative
Leadership
Resourcesand
Support
CollaborativeTeamwork
ActionPlans+ +
++
SUCCESSFUL IMPLEMENTATION
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Success: Show Me the Data! Successful implementation has led to
improvement both at the district and school level in: Student behavior Student achievement School climate
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7.13
4.372.98
0
2
4
6
8
2003-04 2004-05 2005-06
FCPS Elementary School: Suspension Rate
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FCPS Elementary School Pass Rate for Reading at Third Grade
44.3
67.7
82.2
0
10
20
30
40
50
60
70
80
90
2003-04 2004-05 2005-06
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17.11
15.67
14
15
16
17
18
2004-05 2005-06
FCPS Middle School:FCPS Middle School: Suspension Rate
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FCPS Middle School:FCPS Middle School:Pass Rate for Pass Rate for Eighth Grade English
67.6
89.1
0
10
20
30
40
50
60
70
80
90
2004-05 2005-06
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LCPS Middle School: Suspension Data
0
1020
30
40
5060
70
80
FY 08 FY 09
ISS
OSS
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Improved School ClimateSchool Climate Survey Responses from School Administrators
of PBS Schools in Loudoun County Public Schools (n=22)
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
My schoolpromotes commonexpectations and
teachesappropriate
student behaviors.
The school climatefor staff andstudents is
positive.
The learningenvironment is free
of undesirablestudent behaviors.
Students exhibitsocially-desirable
behaviors.
Students aremotivated for
learning.
Our school hasstrategies to
decrease problembehaviors.
Ra
tin
gs
(1
- S
tro
ng
ly D
isag
ree t
o 5
- S
tro
ng
ly A
gre
e)
BEFORE Implementing PBS AFTER Implementing PBS
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Improved Student BehaviorSatisfaction Level of School Administrators for Improving Student Behavior in Targeted Areas of the School (n=22)
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
Cafeteria Hallw ays Playground Bathrooms CommonAreas
OfficeReferrals
using Check-In Check-Out
Locker Area Buses PhysicalEducation
Using Datafor BehaviorInterventions
On-Time toSchool
Ra
tin
gs
(1
- L
east
to 5
- M
ost)
BEFORE Implementing PBS AFTER Implementing PBS
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Lessons Learned
Resourcesand
Supports
Accountabilityand
Sustainability
CapacityBuilding
Model
ProfessionalDevelopment
Culture ofCollaboration
Integrated Initiatives
AdministrativeLeadership
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Resources and Support
State
National
ResourcesAnd
support
Local
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Contact InformationDr. Mary V. Kealy
Loudoun County Public Schools
21000 Education Ct.
Ashburn, VA 20148