District Sustainability: Developing 35 Year Plan

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District SustainabilityDeveloping 3-5 Year Plan

• Howard Atlas, Technical Assistance Coordinator,
  Illinois PBIS Network
• Luz Baez, Director of Title Programs
• Leslie Williams, RtI Facilitator/ PBIS External
  Coach, CUSD300

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SustainabilityGetting from here.
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To There
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Sustainability

• Documentation of accurate implementation (90) of
  an evidence-based practice across desired context
  (e.g., district, classroom, school-wide,
  nonclassroom) over time with local resources.
• George Sugai
• OSEP Center on PBIS
• March 11, 2008

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Study of Sustainability (Doolittle, 2006)

• Study demonstrated that schools should have
• Administrative support and Communication in place
• Administrator models and provides resources
• Lateral/Vertical Communication
• Supervisor/Staff
  SET Admin. Support
• Between Staff Team
• Data-based decision making
• Strongest Feature

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Operational Definition of Sustained Use

• A minimum of three years of implementation with
  the last two years demonstrating fidelity of
  implementation
• Three to five years of implementation has been
  the level accepted by other studies (Mihalic
  Irwin, 2003 Rog et al., 2004 Schrag, 1996).
• Fidelity An overall SET score of 80 or above
  (meaning 80 of the essential PBS features are in
  place)
• Jennifer Doolittle, PhD

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Key Ideas

• Takes a while 3-5 years
• Think about sustainability from the very
  beginning
• Base everything on data
• Active Administrative Support
• More than participation at meetings
• Providing resources (space, structure for
  communication to take place)
• Taking time for buy-in, not everyone will be on
  board at first, keep working on it, use positive
  results

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• What is needed to sustain PBIS implementation in
  a district?

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Have a Plan
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Develop a 3-5 year prevention-based action plan
completed by the District Leadership Team

• Establishing effective, efficient, and relevant
  school-wide positive behavior support requires
  action plan implementation that is sustained,
  formally invested, and high priority for 3-5
  years.
• Implementers Blueprint and Self-Assessment
• OSEP Center on Positive Behavioral Interventions
  and Supports

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This action plan should emphasize

• coordination and capacity building related to
  establishing
• (a) school demonstrations,
• (b) coaching/facilitation,
• (c) training,
• (d) evaluation,
• (e) recurring funding,
• (f) guiding policy development and enactment,
• (g) dissemination, and (h) visible public
  relations.
• Implementers Blueprint and Self-Assessment
• OSEP Center on Positive Behavioral Interventions
  and Supports

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Long Term Action Planning

• Include activities for
• Data, Systems, Practices

• Focus on activities to maintain and strengthen
  current efforts
• Focus on next steps (next year)
• Plan for activities that will take time (e.g.
  behav. capacity)

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Long Term Action Planning

• 3-5 Years
• Short term and long term goals
• Focus on Sustainability
• Team status (protected time, admin/staff support,
  staff resource)
• Behavioral capacity
• District-wide processes and supports
• Build continuum of support
• New student/staff training
• Data-based decision-making and evaluation
• Efficiency (like riding a bicycle)

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A Tool for Sustainable Implementation of SWPBS

• SWPBS Implementers Blueprint(Center on PBIS,
  2004)
• Available at www.pbis.org
• Intended for use at the state, regional, or
  district level

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SWPBS Implementers Blueprint Elements
Visibility
Political Support
Funding
Leadership Team
Evaluation
Training
Coaching
Local School Teams/Demonstrations
OSEP Center on PBIS
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SWPBS Implementers Blueprint
Leadership Team

• Representation from key stakeholders
• Meet regularly with a regular process
• Complete regular self-assessment and long term
  action planning
• Led by Coordinator with FTE

OSEP Center on PBIS
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SWPBS Implementers Blueprint
Visibility
Political Support
Funding

• Student social
• behavior one of top
• five district goals
• Presentations to
• school boards,
• state departments
• Write into policy
• Connect with key
• administrators

• Disseminate results
• to multiple audiences
• Websites
• Newsletters
• Conferences
• Media (TV, etc.)

• Identify recurring
• funding sources
• 3 to 5 yrs. of support

LEADERSHIP ACTIVITIES
OSEP Center on PBIS
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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

Evaluation
Training
Coaching
COORDINATION ACTIVITIES
OSEP Center on PBIS
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Action Planning begins with Self-assessment

• Complete on regular schedule (e.g. quarterly,
  semi-annually)
• Develop, review, and update annual action plan
  based on results of Self-assessment and other
  data sources
• Use to guide action plan activities

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Progress Monitoring

• Building Level Implementation
• School-wide Evaluation Tool
• Benchmarks of Quality
• Self-Assessment Survey
• Team Implementation Checklist
• School Safety Survey
• School Profile
• Phases of Implementation
• District Level Sustainability
• Implementers Blueprint and Self-Assessment
• Academic Data
• Discipline Data
• IEP/EE Data

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Leadership Team

• Representative of stakeholders
• Overall leadership related to assessing,
  developing, implementing, managing, and
  evaluating the district-level system of PBIS
• Self-Assessment
• 3-5 year action plan

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Coordination

• Who has adequate and designated time to manage
  day-to-day operations?
• Internal and External coaches
• What is the manner in which individuals
  communicate?
• District Administrators (Superintendent, Director
  of Student Services, Director of Grants, Business
  Manager) providing added supports

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Funding

• Local funds
• Building level budget
• District level budget
• -In contract
• Core facilitator position
• Team member time sheets
• Professional Development funds
• Grant Funds
• What is available to cover at least 3years of
  implementation

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Visibility

• One model school site for others to track and
  view implementation of new behavior program and
  quick results (impact/effect)
• School
• Web pages
• Signs and posters visible to visitors/parents
• Open house
• Newsletter articles going home
• Ongoing Board of Ed. Reports
• Visits from legislator
• Parent organizations

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Political Support

• Student social behavior is one of top five goals
  for the district Safe and Caring Learning
  Environment
• School board presentations
• PBIS policy statement written/endorsed
• Participation/support from key administrators

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Training Capacity

• Building capacity at the district level
• Commitment to training

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Coaching Capacity

• Each school needs coaching support
• On-going training options must be available
• Coaching is designed to build and sustain PBIS
• Must be a link between training and actual use of
  the PBIS sytems
• New teacher training

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Evaluation

• To what extent are teams using PBIS in the
  district
• The extent to which the leadership teams action
  plan is being implemented.
• What are the student outcomes?
• Based upon assessments
• SAS Survey
• Team Checklist
• SWIS Data
• School Profile Report
• Other

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CUSD300 Who are we?

• 6th Largest in Illinois (118 Square Miles)
• 4 Counties/15 Municipalities
• Administration Carpentersville
• Community Unit School District (ages 3-21)
• 26 Schools
• 1 Early Childhood Center / 1 Alternative School
• 15 Elementary Schools
• 1 K-8 School / 1 Intermediate School
• 4 Middle Schools
• 3 High Schools

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RtI Timeline for Community Unit School District
300
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Community Unit School 300
Visibility
Funding
Political Support
RtI/PBIS EPRT IDEA Grants
District Leadership School Board
Website Parent Letters Newsletters IC
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Community Unit School 300
Leadership Team
Assistant Superintendent of CI Director of
Curriculum Instruction Director of Pupil
Personnel Services Director of Title Services
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Community Unit School 300
Coordination
Training
Coaching
Evaluation
Modules 1-3 LAM/SWAT Progress Monitoring Reading
CPI PBIS
Data Analysis Problem Solving
Psych/Soc.Wkr RtI Steering Com. PBIS Network
Mtgs External Coaches
AIMSweb Data SWIS Data Tier 1-3 Paperwork
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Community Unit School 300
Local School/District Implementation
DIP Mission Statement 5-Year Plan Phases of
Implementation Professional Development 3-Tiered
Problem Solving Model
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CUSD300
District Improvement Plan

• The district has a 5 year plan for the
• implementation of RtI and PBIS in all of its
  schools.
• In 2008-09, PBIS has been introduced into 20
  district schools. By 2010-2011, all 26 schools
  will have been trained and in some phase of
  implementation PreK-12 grades.

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CUSD 300
Mission Statement
To adopt a district-wide process that provides
early intervening services and appropriate
instructional programming to ensure academic and
social emotional growth for all students. This
district-wide process will include frequent and
repeated assessment of student performance data
based decision making, and the use of
multi-tiered, research-based interventions.
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CUSD 300
5-Year Plan

• The district 5-year Implementation Plan
• is made up of eight sections
• Leadership
• Buildings Targeted
• Data Collection (Academic and Behavioral)
• Interventions (SR-B)
• Professional Development
• PBIS
• Communication
• Goals for Year ___

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CUSD 300
Phases of Implementation
Phases of Implementation is a guideline for
schools once they enter into the process. It
provides schools with a way to assess their
progress through the process of full
implementation of a 3-Tiered problem solving
model for academics and behavior. It also
provides a means in which to set goals and action
plan for each subsequent year.
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Revised by RtI PD 5/6/09
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CUSD 300
Professional Development

• Series 3 Schools
• AIMSweb SWAT Training
• AIMSweb LAM Training
• Modules 1-3
• Progress Monitoring for Special Education Staff
• Data Review for RtI Core Team
• Phases of Implementation (Update/Goal Setting)

• Series 1 Schools
• PS Paperwork
• PM for General Education Staff
• Series 2 Schools
• Data Analysis Meetings
• Data Review Meetings
• PM for Support Staff

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Problem Solving Training Modules
REQUIRED workshops
Framework Created by Mary Miller, IASPIRE
Regional Coach
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CUSD 300
3-Tiered Problem Solving Model
Data Analysis Agenda Tier 1 Intervention
Plan Tier2/3 Small Group Intervention
Plan Progress Review Meeting Agenda Tier 2-3
Progress Review Worksheet Individual Plan
Development Meeting Individual PS Teacher Report
Form Individual PS Problem ID and Analysis
Worksheet Individual PS Intervention
Plan Individual PS Progress Review
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Community Unit School 300
Funding
RtI/PBIS EPRT IDEA Grants
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Funding

• Local funds
• Building level budget
• District level budget
• -In contract
• Core facilitator position
• Team member time sheets
• Professional Development funds
• Grant Funds
• What is available to cover at least 3years of
  implementation

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EPRT and other thoughts on spending
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Question Answer
For further information, please contact
tom.hay_at_d300.org leslie.williams_at_d300.org howard.
atlas_at_pbisillinois.org
Any Questions?
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Website Resources

• pbis.org
• pbisillinois.org
• swis.org
• www.sac-success.org
• illinoisaspire.org
• isbe.net
• casel.org
• Interventioncentral.org
• D300.org