Embed Size (px)
Citation preview
Sustaining and Scaling the Sustaining and Scaling the Implementation of Positive Implementation of Positive
Behavioral Interventions and Behavioral Interventions and Supports: State Examples ISupports: State Examples I
Susan Barrett – MarylandSusan Barrett – Maryland
Howard Muscott - New HampshireHoward Muscott - New Hampshire
Char Ryan-- MinnesotaChar Ryan-- Minnesota
Guiding QuestionsGuiding Questions
How do you support teachers to implement best practices in schools?
How do you support school teams to guide this process?
How do you support districts to guide this process?
How do you support state to guide this process?
What are the differences between supporting 60 schools to 600 to 6000?
Implementation LevelsImplementation Levels
Student
Classroom
School
State
District
4
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
You have knowledge about the You have knowledge about the BlueprintBlueprint
State/District will be successful if:State/District will be successful if:– They start with sufficient resources and They start with sufficient resources and
commitmentcommitment– They focus on the smallest changes that will result They focus on the smallest changes that will result
in the biggest differencein the biggest difference– They have a clear action planThey have a clear action plan– They use on-going self-assessment to determine if They use on-going self-assessment to determine if
they are achieving their planthey are achieving their plan– They have access to an external agent/coach who They have access to an external agent/coach who
is supportive, knowledgeable and persistent.is supportive, knowledgeable and persistent.
Implementers BlueprintImplementers Blueprint
Self AssessmentSelf Assessment
More like guidelinesMore like guidelines
Provides a common languageProvides a common language
Phase OnePhase One Commitment to School Level Commitment to School Level
ImplementationImplementation
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– ES, MS, HS, Alt, JJES, MS, HS, Alt, JJ
Comparison of SET Implementation and Office Referral Reduction
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
1E 2E 3E 4E 5E 6E 7E 8E 9M 10M 11M
Group Cost BenefitGroup Cost Benefit
Office Referral ReductionOffice Referral Reduction
Across 12 PBIS Schools =Across 12 PBIS Schools =5,6065,606 If students miss If students miss 45 45 minutes of instruction for each minutes of instruction for each
Office Referral, 5,606 X 45=Office Referral, 5,606 X 45=252,270 minutes252,270 minutes4204.50 hours or 4204.50 hours or
700 days 700 days of instructional time recovered!!!!!of instructional time recovered!!!!!
Group Cost BenefitGroup Cost Benefit
Office Referral Reduction Across Office Referral Reduction Across
12 PBIS schools= 12 PBIS schools= 5,6065,606 If one Office Referral=15 minutes of If one Office Referral=15 minutes of
administrator time, then 5,606 x 15=administrator time, then 5,606 x 15=84,090 minutes84,090 minutes
1401.15 hours or 1401.15 hours or
233 days233 days of administrator time recovered and reinvested.of administrator time recovered and reinvested.
TransformationTransformation
More than a behavior initiativeMore than a behavior initiativeThe foundation of the academic house you are The foundation of the academic house you are trying to buildtrying to buildSystemic School Reform ModelSystemic School Reform Model
Colorado APBS 2008Colorado APBS 2008
““Bottom Up and Top Down”Bottom Up and Top Down”Student Services Example
Phase TwoPhase Two
Commitment to Capacity BuildingCommitment to Capacity Building– Demonstrated High Fidelity/High ImpactDemonstrated 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
Created Partnership AgreementsCreated Partnership Agreements– Roles and Responsibilities
FeaturesFeatures
Point of Contact and Coaches become Point of Contact and Coaches become Local CoordinatorsLocal 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
Phase ThreePhase Three
Commitment to Large Scale Commitment to Large Scale ImplementationImplementation– Large number of schools in each districtLarge number of schools in each district
– Sustain and Build Integrated Systems Model- Sustain and Build Integrated Systems Model- Braiding InitiativesBraiding Initiatives
Shelf LifeShelf Life
– Increased roles and duties within DistrictIncreased roles and duties within District
Phase Four- “Continuous Phase Four- “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 Organizational Framework allows for
integrationintegration– Educators as better consumersEducators as better consumers
Transfer Skill to Local School Transfer Skill to Local School SystemSystem
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 blueprint- model Develop action plan through blueprint- model
after state with local contextafter state with local context
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
Successes/SerendipitySuccesses/Serendipity
State- Non Profit- University PartnershipState- Non Profit- University Partnership– Protected FTEProtected FTE
Student Services and Special EducationStudent Services and Special EducationSchool Psych ConferenceSchool Psych ConferencePrior Relationship in each LSSPrior Relationship in each LSSSmall, functional state teamSmall, functional state teamSuccessful Demo SitesSuccessful Demo SitesWilling to talk to anyone who would listenWilling to talk to anyone who would listen
KEYS TO SUCCESSKEYS TO SUCCESSLeadership at State, Regional, District and School levelsLeadership at State, Regional, District and School levelsPrivate, Public, University partnershipPrivate, Public, University partnershipStandards and Protocols developed and implementedStandards and Protocols developed and implementedState-wide impact:State-wide impact:– 494 of 565 schools in all 24 systems are implementing 494 of 565 schools in all 24 systems are implementing
universal PBIS with fidelity. universal PBIS with fidelity. State and Regional Training CapacityState and Regional Training CapacityPBIS Maryland WEBSITE and DATABASE (PBIS Maryland WEBSITE and DATABASE (www.pbismaryland.org))Ongoing Technical Assistance-Coaching CapacityOngoing Technical Assistance-Coaching CapacityOngoing Evaluation/Progress Monitoring Ongoing Evaluation/Progress Monitoring Evaluation ToolsEvaluation ToolsOngoing Data Collection for Decision MakingOngoing Data Collection for Decision Making– SETs, SWIS, BOQSETs, SWIS, BOQ
Ongoing expansion of Local School System infrastructure—Ongoing expansion of Local School System infrastructure—staff designation and fundingstaff designation and fundingFederal GrantsFederal GrantsRigorous Randomized Evaluation Activity through grants Rigorous Randomized Evaluation Activity through grants received by JHUreceived by JHU
EvaluationEvaluation
What are your questions?What are your questions?
Do the tools/forms/surveys answer your Do the tools/forms/surveys answer your questions?questions?
Can you get the answers quickly?Can you get the answers quickly?– Easy, efficient, relevantEasy, efficient, relevant
Economic BenefitsEconomic Benefits
Regular Feedback to StakeholdersRegular Feedback to Stakeholders
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.
96% Rate of Return in 200896% Rate of Return in 2008
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 Inventory (IPI)Overall, the IPI data suggest a relatively advanced level of self-reported implementation among the schools in Maryland
Evaluation QuestionEvaluation Question: Are schools implementing School-wide PBIS?: Are schools implementing School-wide PBIS?Data SourceData Source: Team Implementation Checklist (TIC) (Target Criterion = 80%): Team Implementation Checklist (TIC) (Target Criterion = 80%)
Based on the average of the 327 checklists submitted, school teams report that Based on the average of the 327 checklists submitted, school teams report that 78% of items are in place.78% of items are in place.
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
78.3
63.170.6
90.0 85.0 85.0 90.0100.0
83.394.0
72.5
0.010.020.030.040.050.060.070.080.090.0
100.0
Alle
gany
Ann
eA
rund
elB
altim
ore
City
Bal
timor
eC
o.
Cal
vert
Car
olin
e
Car
roll
Cha
rles
Fre
deric
k
Har
ford
How
ard
Mon
tgom
ery
Prin
ceG
eorg
esQ
ueen
Ann
es
Som
erse
t
Spe
cial
St.
Mar
ys
Tal
bot
Was
hing
ton
Wic
omic
o
Wor
cest
er
LS
S A
vera
ges
Evaluation QuestionEvaluation Question: Are schools implementing SW-Positive Behavior Support?: Are schools implementing SW-Positive Behavior Support?Data SourceData Source: System-Wide Evaluation Tool (SET) (Objective Criterion = 80%): System-Wide Evaluation Tool (SET) (Objective Criterion = 80%)
-All regions met objective criterion-All regions met objective criterion-A pre-post comparison regional average shows a 69% increase.-A pre-post comparison regional average shows a 69% increase.
Evaluation QuestionEvaluation Question: Where is the location of behavior problems in Middle : Where is the location of behavior problems in Middle Schools?Schools?
Data SourceData Source: SWIS: SWISThe majority of the problem behaviors reported occur in the classroom followed The majority of the problem behaviors reported occur in the classroom followed
by hallways.by hallways.
OutcomesOutcomes
Good News/Bad NewsGood News/Bad NewsVisibility increasing/Overly enthusiastic Visibility increasing/Overly enthusiastic legislature resulting in mandated PBIS legislature resulting in mandated PBIS implementationimplementationInitiative has momentum/Maryland’s budget Initiative has momentum/Maryland’s budget doesn’tdoesn’tGreen zone training and implementation with Green zone training and implementation with fidelity is institutionalized/Yellow and Red Zone fidelity is institutionalized/Yellow and Red Zone training and implementation needs similar training and implementation needs similar structure and higher resourcesstructure and higher resources Districts are increasing capacity/State Districts are increasing capacity/State Leadership has to “let go” OF THE RIGHT Leadership has to “let go” OF THE RIGHT THINGS to ensure fidelity and sustainabilityTHINGS to ensure fidelity and sustainability
ChallengesChallenges
FundingFundingMandatesMandates3 Tiered Logic3 Tiered Logic22ndnd Generation Coordinators Generation Coordinators– Death, Taxes and AttritionDeath, Taxes and Attrition– Transfer of SkillTransfer of Skill
Rapid Expansion (25% increase each year)Rapid Expansion (25% increase each year)
Final ThoughtFinal Thought
““We have a unique opportunity and We have a unique opportunity and responsibility to promote integration of responsibility to promote integration of services for students across a continuum services for students across a continuum that meets all students needs.”that meets all students needs.”
