Using the Self Assessment to Expand and Sustain SWPBS

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Using the Self Assessment to Expand and Sustain
SW-PBS

• Susan Barrett
• www.pbis.org
• www.pbismaryland.org

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Outcomes

• Build Action Plan Using Self Assessment
• State, LEA, cluster???
• Introduce Topic
• Discuss
• Action Plan

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PBS Systems Implementation Logic
Marketing Visibility
Funding
Braiding Initiatives
Political Support
Leadership Team Management Team
Active Coordination
Training
Coaching
Evaluation
Local School Teams/Demonstrations
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Implementers Blueprint

• Self 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?)

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As the magnitude of the problem increases.
The need to enhance environmental structures
increases
The frequency for collecting and acting upon
information increases
The required resources to address the problem
increases
Core Support Program Provided to all, intended
to reach most.
Continuum of Supports
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Leadership Team

• 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

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• 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)

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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

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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!!
• www.pbismaryland.org
• Colorado- Marketing exemplar
• 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

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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

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PBIS Maryland Partner Meeting

• December 10, 2007
• Management Team meets with Assistant
  Superintendent of Student Services and Special
  Education

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(No Transcript)
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(No Transcript)
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91 Rate of Return
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Evaluation Question Are schools in beginning or
advanced stages of implementation? Data Source
Implementation Phases Inventory Overall, the IPI
data suggest a relatively advanced level of
self-reported implementation among the schools in
Maryland
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Evaluation Question Are schools implementing
School-wide PBIS?Data Source Team
Implementation Checklist (Target Criterion
80)Based on the total average of the 327
checklists submitted, school teams report that
78 of items are in place.
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Evaluation Question Are schools implementing
SW-Positive Behavior Support?Data Source SET
(Objective Criterion 80)-All regions met
objective criterion-A pre-post comparison
regional average shows a 69 increase.
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Evaluation Question Do 80 of the students in
MD Elementary PBIS schools using SWIS receive 0
or 1 office referrals?Data Source SWIS PBIS
Elementary schools in Maryland using SWIS report
that 92 of their students receive 0 or 1 office
referral.
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Evaluation Question Where is the location of
behavior problems in Middle Schools?Data Source
SWISThe majority of the problem behaviors
reported occur in the classroom followed by
hallways.
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We have 500 schools that have

• 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

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Recommendations

• 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

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What is Coaching Capacity?

• Why Coach? presentation
• Personnel resources organized to facilitate,
  assist, maintain, adapt local school
  professional development implementation efforts
• Coaching is set of responsibilities, actions,
  activities
• Self Assessment
• Roles and Responsibilities
• Can you get your data easily?
• www.pbismaryland.org

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Coach Competencies
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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 Endorsement
• Attendance at previous introductory PBIS team
  training sessions
• Coaches experienced with school team
  implementation
• team member
• Supervisor endorsement
• District agreements support given

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Big Idea 3

• Not enough to be expert in PBIS content
  knowledge, you also need facilitation skills
• Curriculum 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

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4

• On-site coaching
• Clearly identify roles of External and Internal
  Coach, Team Leader and Team Members
• Who develops an agenda?
• Feedback on agenda
• Data analysis- Who prints reports?
• Feedback on data discussion
• Action planning
• Feedback on
• Running a meeting
• Opening, staying with agenda, closing, action
  steps
• Guiding questions
• Problem solving
• Participant
• Timelines

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5

• Need to plan for sustainability and capacity
  building
• On-going professional development available to
  cultivate new building coaches
• Turnover and burnout
• Continuous regeneration

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Coaching

• Focus on Role and Functions- not person
• FTE/Job Description
• Does your boss know what you do?
• Internal v. External
• Community of Practice
• Funding
• Buy In
• Staff Turnover

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Coaching

• Data Facilitator- Do your schools know how to use
  the tools/forms?
• Readiness
• Computer Application
• Decision Making
• Primary v. Precision
• Executive Coaching-

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Training

• Regular Training Cycle
• Curriculum- Illinois, MO, VA, OR
• Trainers- TOT
• Focus on outcomes
• Differentiated Instruction
• Readiness
• Follow Up

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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.

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Final thoughts

• Stay close to schools needs
• Do SETs, visits, ongoing feedback from various
  roles etc.
• Other topics need to be addressed
• Sustainability
• Scaling
• Expansion

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Sustainability
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Scaling Up the Triangle
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Scaling Up

• Does not simply equal more schools or every
  school within a district/region/state
• Outcome increasing schools 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

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Recommendations on Promoting New Initiatives

• New initiatives should be adopted with
• Formal assessment of how they may or may not
  connect with other initiatives
• Documented evidence of effectiveness
• Well defined and relevant outcome indicators
• Mechanism for assessing and evaluating their
  fidelity of treatment
• (Adelman Taylor, 2003)

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Research Findings on Scaling Up(Fixsen, Naoom,
Blase, Friedman, Wallace, 2005, p. 70)

• Best evidence documents what doesnt work
• Information dissemination alone
• Training by itself

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Research Findings on Scaling Up(Fixsen, Naoom,
Blase, Friedman, Wallace, 2005, p. 70)

• What works
• Long term, multi-level approaches
• Skills-based training
• Practice-based coaching
• Practioner performance-feedback
• Program evaluation
• Facilitative administrative practices
• Methods for systems intervention

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Recommendations(Fixsen, Naoom, Blase, Friedman,
Wallace, 2005, p. 77)

• Develop partnerships with skilled researchers
• Establish a community of practices at
• implementation sites
• Share lessons learned across functional purveyor
  
• teams from different programs

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Expansion

• From 60 to 600 The Perfect Storm

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5 Year action plan

• Example