Building Capacityfor Scaling Up PBS

Heather Peshak George, Ph.D.Donald K. Kincaid, Ed.D.

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Objectives

Review PBIS Blueprint components Describe Florida’s Model for building capacity

at state, district, and school levels Review process, procedures, and tools Identify the critical questions that Texas

needs to answer Build a scalable and sustainable system for

Texas

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Components toSuccessful PBS Implementation

a) a Leadership Team to actively coordinate efforts

b) an organizational umbrella composed of adequate funding, broad visibility, and consistent political support

c) a foundation for sustained and broad-scale implementation established through a cadre of individuals who can provide: coaching support for local implementation a small group of individuals who can train teams on the

practices and processes of school-wide PBS a system for on-going evaluation

d) a small group of demonstration schools that documents the viability of the approach within the local fiscal, political and social climate of the state/district

Leadership Team

FundingVisibility Political

Support

Training Coaching Evaluation

Local School Teams/Demonstrations

SWPBS Implementers’ Blueprint Elements

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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

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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

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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

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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

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Local School Teams/Districts/Regions/ Demonstrations

SWPBS Implementers’ Blueprint

• Support schools/districts/regions implementing SWPBS– Coaching

– Funding

• Showcase schools/districts/regions with high fidelity and positive outcomes– Present data linking fidelity to student outcomes

– Arrange visits from key stakeholders

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Phase One:Phase One: Commitment toCommitment to

School/District/RegionSchool/District/RegionLevel ImplementationLevel Implementation

Will this work here?Will this work here?– Establish Local Sites in Multiple DistrictsEstablish Local Sites in Multiple Districts– Small and LargeSmall and Large– Urban, Suburban and RuralUrban, Suburban and Rural– North, South, East, West, CentralNorth, South, East, West, Central– ES, MS, HS, Alt, JJES, MS, HS, Alt, JJ

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Phase Two:Phase Two:Commitment to Capacity Commitment to Capacity

BuildingBuilding• Demonstrate High Fidelity/High ImpactDemonstrate High Fidelity/High Impact• Demand IncreasesDemand Increases• State Team won’t be able to keep up with State Team won’t be able to keep up with

demanddemand• Create Partnership AgreementsCreate Partnership Agreements

– Recruit local universities, colleges, RSCs, etc.Recruit local universities, colleges, RSCs, etc.– Roles and Responsibilities

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FeaturesFeatures

• Point of Contact (District Coordinator) and Point of Contact (District Coordinator) and Coaches become Local CoordinatorsCoaches become Local Coordinators– Transfer role to local personTransfer role to local person– Use phase of implementation to guide Use phase of implementation to guide

decision pointsdecision points• Meet with local team to build action plan- Meet with local team to build action plan-

model after state teammodel after state team

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Phase Three:Phase Three:Commitment to Large Scale Commitment to Large Scale

ImplementationImplementation

• Large number of schools in each Large number of schools in each district/regiondistrict/region

• Sustain and Build Integrated Systems Sustain and Build Integrated Systems Model- Braiding InitiativesModel- Braiding Initiatives– Increase the shelf lifeIncrease the shelf life

• Increased roles and duties within DistrictIncreased roles and duties within District

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Transfer Skill toTransfer Skill toLocal School SystemLocal School System

• Local Team and Coordinator IdentifiedLocal Team and Coordinator Identified– Access to support and technical assistanceAccess to support and technical assistance– ““Fostering the Pipeline of Leadership”Fostering the Pipeline of Leadership”– Develop action plan through blueprintDevelop action plan through blueprint

• model after state with local contextmodel after state with local context

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Phase Four:Phase Four:“Continuous “Continuous

Regeneration”Regeneration”• Innovation Innovation

– Demonstrated impact throughoutDemonstrated impact throughout– Change/Adapt to fit culture every yearChange/Adapt to fit culture every year– Renew CommitmentRenew Commitment– Easier, More Efficient, Cost ReducesEasier, More Efficient, Cost Reduces– Organizational Framework allows for integrationOrganizational Framework allows for integration– Educators as better consumersEducators as better consumers– Sustain and continue scaling upSustain and continue scaling up

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Factors to Consider in Developing Comprehensive

Evaluation Systems1) Systems Preparation

– Readiness activities2) Service Provision

– Training and technical assistance3) Evaluation Process

– Timelines4) Evaluation Data

– Implementation Fidelity, Impact on Students, Attrition, Client Satisfaction

5) Products and Dissemination– Reports, materials, presentations, etc.

(Childs, Kincaid & George, in press)

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Florida’s Service Deliveryand Evaluation Model

District Action PlanDistrict Readiness ChecklistSchoolReadinessChecklistNew School Profile (includes ODR, ISS, OSS)

TrainingOn-going technical assistance

FLPBS↓

Districts↓

Coaches↓

Schools

Mid-YearReports

End-of-YearReports

Impact on StudentsOutcome data (ODR, ISS, OSS)Florida Comprehensive Assessment TestSchool Demographic DataTeam Process Survey

Implementation FidelityBenchmarks of Quality, BATSchool Demographic DataSchool-wide Implementation FactorsTeam Process Survey

AttritionAttrition Survey

Client SatisfactionSchool-Wide Implementation Factors

Annual ReportsRevisions to training and technical assistance processNational, State, district, school dissemination activitiesWebsiteOn-line training modules

Systems Preparation

Service Provision

Evaluation Process

Evaluation Data

Products and Dissemination

(Childs, Kincaid & George, in press)

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The Need forAlternative Training

Formats• Funding

– FLPBS:RtIB Project funding– School/district funding

• Budget cuts• Fewer opportunities to travel

• Increased # of schools/districts• 200+ new schools each year

• Increasing levels of support (up the Tiers)

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Technology Selection

• Blackboard• Adobe ProConnect• Elluminate• Skype

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Content to be Applied

• Courses vs. “meetings”• Topics

– Tier 1 (3-day on site)– Tier 2 (1-day on site)– Coaches (1-day on site)– Classroom (1-2 days on site)– SWIS (2-3 hours on site)– District Coordinators (1-day on site 2-3x/yr)

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Web-based Tier 1Training Concept

• Components– Web-based multi-media modules

• PowerPoint voice-over or videos of PowerPoint presentations

• Integrated video• Case study• Activities• Checkpoints

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Concerns/Issues

• Secure log-in – Who participates– How long they are “logged on”– Completion of modules

• Verify it is a team process• Checkpoints to verify “on track”• Submission of “activity documentation” for

review• Opportunities for Q & A• Training evaluation (APBS: Pollard-Sage & Childs, 2009)

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Feedback from Participants

• Pros:• Works well with quick meetings (DC, SWIS)• Refreshers• Reduces the need for travel• Time efficient

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• Cons:• Hard to monitor completion• Need personal connection/outside expert • Impersonal• Not tech savvy• No opportunities for team sharing/connection• Non-verbal communication loss/confusion• Hard to ask questions/lack of immediate feedback• Previous experience with bad online trainings• Snacks!

Feedback from Participants

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Tier 1 Technology

• Blackboard Course– Upload all modules, activities– Participant access granted incrementally

• Some modules may be password protected• Sign-in and evaluations

– Upload completed activities for review by Project staff

• Elluminate Live – for “check in” sessions w/Project

• Opportunity for interactive feedback• Redirection and re-teaching if necessary

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Technology for TA Meetings

• Coaches– Adobe Pro Connect:

• mini-modules (prerecorded) for use at district monthly coaches meetings

• new Coaches• previous on-site training• coaches who come on during year/miss initial training

– Technical Assistance at a distance

• District Coordinators– Adobe Pro Connect: http://flpbs.fmhi.usf.edu

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Texas’

State Leadership Team

Mission

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What Questions Does Texas Need to Answer?

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Get ReadyGet Ready

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Resources

• Childs, K., Kincaid, D., & George, H.P. (in press). A Model for Statewide Evaluation of a Universal Positive behavior Support Initiative. Journal of Positive Behavior Interventions.

• George, H.P. & Kincaid, D. (2008). Building District-wide Capacity for Positive Behavior Support. Journal of Positive Behavioral Interventions, 10(1), 20-32.

• Sugai, G., Horner, R.H., Sailor, W., Dunlap, G., Eber, L., Lewis, T., Kincaid, D., Scott, T., Barrett, S., Algozzine, R., Putnam, R., Massanari, C., & Nelson, M. (2005). School-wide positive behavior support: Implementers’ blueprint and self-assessment. Eugene, OR: University of Oregon.

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Contact

Heather Peshak George, Ph.D.Co-PI, Co-Director & PBIS Research Partner

Phone: (813) 974-6440

Fax: (813) 974-6115

Email: flpbs@fmhi.usf.edu

Website: http://flpbs.fmhi.usf.edu