Susan Barrett

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Going to Scale Essential Features of the
Blueprint at the District Level

• Susan Barrett
• Sheppard Pratt Health System
• sbarrett_at_pbismaryland.org

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www.pbis.org
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www.scalingup.org
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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

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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.

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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.

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Education

• 65 million kids
• 6 million teachers and staff
• 100,000 schools
• 3,143 counties
• 60 states U.S. jurisdictions

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Start with the end in mind

• What will it take to have 100,000 replications
  that produce increasingly effective outcomes for
  100 years?
• Fixsen

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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

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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.

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Implementers Blueprint

• Self Assessment
• More like guidelines
• Provides a common language

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

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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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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?

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SWPBS Implementers Blueprint
Visibility
Political Support
Funding

• 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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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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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

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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

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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
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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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(No Transcript)
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Evaluation Cycle

• Start with the questions
• Build Template
• Id Tools
• Organize training materials-
• Non negotiable info
• Build from process tools

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Evaluation
Input

• Identify stakeholders
• Assistant superintendents
• Coordination team
• Coaches
• School principals
• Create discuss implementation model
• Predict external factors that may influence
  expected results

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Evaluation
Outcomes
Input

• Activities
• Participation
• Short-term goals

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Evaluation
Outcomes
Input
Impact

• Implementation with fidelity
• Increased academic competence
• Positive school climate
• Increase time on task
• Decrease in office referrals
• Decrease in suspensions

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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?

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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!!
• 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

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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

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Charleston PBIS Coach Rubric

• School Need
• Legend __ Rating
  Points
• Intensive Support
  Unsatisfactory 3
• Coaching Support Below
  Avg. Avg. 2
• Maintenance Support Good-Excel
  1

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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

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Coach Competencies
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Training

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

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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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Returning Team Training

• Needs 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 Logic
Marketing Visibility
Funding
Braiding Initiatives
Political Support
Leadership Team Management Team
Active Coordination
Training
Coaching
Evaluation

• Phase One Commitment to School Level
  Implementation
• Phase Two Commitment to Capacity Building
• Phase Three Commitment to Large Scale
  Implementation

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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

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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,

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Phase Two

• Commitment to Capacity Building
• Demonstrated High Fidelity/High Impact
• Demand Increases
• State Team wont be able to keep up with demand

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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

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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

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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

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Expansion
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Maryland
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PBIS Maryland - Schools Trained and
Implementing
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Challenges

• Funding
• Mandates
• 3 Tiered Logic
• 2nd Generation Coordinators
• Death, Taxes and Attrition
• Transfer of Skill
• Rapid Expansion (25 increase each year)

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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