Susan Barrett

Sheppard Pratt Health System

sbarrett@pbismaryland.org

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

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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

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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