Susan Barrett
www.pbis.org
www.pbismaryland.org
Outcomes
 Build Action Plan Using Self Assessment
 State, LEA, cluster???
1. Introduce Topic
2. Discuss
3. Action Plan
PBS Systems Implementation Logic
Funding
Braiding
Initiatives
Marketing
Political
Support
Visibility
Leadership Team
Management Team
Active Coordination
Training
Coaching
Evaluation
Local School Teams/Demonstrations
3
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”?)
Core Support Program:
Provided to all, intended to reach most.
As the magnitude of the problem increases….
The required
resources to
address the
problem
increases
The need to
enhance
environmental
structures
increases
Continuum of Supports
The frequency
for collecting
and acting
upon
information
increases
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
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)
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…
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
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
10
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
December 10, 2007
Management Team meets with Assistant Superintendent of
Student Services and Special Education
Trained and Implementing by Cohort
140
100%
97%
91%
90%
116
120
82%
90%
113
110
110
79%
100
80
82
81
80%
70%
90
60%
100%
60%
56%
50%
64
60
57
43%
52
47
40%
47
30%
40
30
18
20
7
20%
18
10
10%
3
0
0%
1999
2000
Trained
2001
2002
2003
Implementing
2004
2005
2006
2007
% of Trained Implementing
NOTE: Retrained schools will be counted in the most recent retraining year only.
Implementing/Inactive by LSS
80
100% 98%
97%
100%
100%
100%
94%
100%
97%
90%
75%
80%
75%
67%
66%
50
60%
50
40
100%
80%
6564
60
100%
93% 92%
74%
70%
50
48
45
60%
50%
37
40%
33
3231
3130
30
20
100%
89%
72
70
70
100%
97%
30
40%
2727
24
30%
19
17
1818
1313
14%
9
10
7
6
5
2
5
1
1413
1211
1010
12
1111
7 7
4 4
3
8
9
6
20%
10%
2 2
0
Trained
Implementing
% of Trained Implementing
Worcester
Wicomico
Washington
Talbot
St. Marys
Special
Somerset
Queen Annes
Prince Georges
Montgomery
Kent
Howard
Harford
Garrett
Frederick
Dorchester
Charles
Cecil
Carroll
Caroline
Calvert
Baltimore Co.
Baltimore City
Anne Arundel
Allegany
0%
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
1999
2000
2001
2002
2003
2004
% of schools submitting data
2005
2006
2007
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 selfreported implementation among the schools in Maryland
IPI Fall 2007
# of schools
reporting:
30
60
97
286
Preparation
Initiation
Implementation
Maintenance
473
70.6
Worc es ter
100.0
Wic omic o
90.0
Was hington
85.0
T albot
63.1
85.0
S t. Marys
90.0
S pec ial
95.0
S omers et
78.3
P rinc e
G eorges
Queen
A nnes
Montgomery
75.5
Howard
77.0
Harford
71.9
F rederic k
80.8
C harles
76.7
C arroll
86.8
C aroline
74.8
C alvert
85.6
A nne
A rundel
B altimore
C ity
B altimore
C o.
100.0
90.0
80.0
70.0
60.0
50.0
40.0
30.0
20.0
10.0
0.0
A llegany
L S S Averag es
T eam Implementation C hec klis t
S pring 2007
83.3
94.0
72.5
51.9
•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
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”
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
Coach Competencies
Compe tency Level
Level One (Coaches):
 Fluency @ Universal
level
 ŅLeadÓteams through
process (Direct)
Data
 Multiple data collection
systems
 Problem solving with Data







Level Two
(Coaches/Trainers):
 Established effective
school site(s)
 Fluency at Small
group and Individual
student level
 Work with school
team chair (Indirect)
 Train teams in
universals
 Research data collection tools
(e.g., SET)
 Direct observation data at
individual student level



Level Three (Coordinator):
 Work with multiple
schools
 Train teams universal
Š individual level
 Train coaches
 Establish district-wide
system
 Evaluation of district-wide
efforts
 Data Šdecision rules to identify
needed supports within/across
schools
 Link school needs (data-based)
to district professional
development


Skill Mastery
Practices
School-wide PBS essential features
Effe ctive Instruction
Classroom management
Rules to inform adoption of
practices
Model school examples
Basics of ABA
PBS responses to problem
behavior
Advance ABA
Functional Behavioral Assessment
Social Skill instruction
Effe ctive professional development
/ training skills
Map district policy to essential
features of PBS






Systems
Meetings / Team roles
Commu nication within building
Consultation
Targeted technical assistance
Task analyze team generated universal
practices for implementation
Codify practices into policy
 Systematic (data-based) student
identification for small group/
individual supports
 Create/support student support team or
process
 Task analyze team generated small
group/individual practices for
imp lementation
 Adapting universal systems to support
generalization of small group
/individual plans
 Consult with other agencies/parents
 Codify practices into policy
 Leadership team roles / meetings
 Commu nication across district
 Resource bank (ŅexpertsÓ& materials)
 Codify practices into policy
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
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
#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
#5
 Need to plan for sustainability and capacity
building

On-going professional development available to
cultivate new building coaches


Turnover and burnout
Continuous regeneration
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
Coaching
 Data Facilitator- Do your schools know how to use the
tools/forms?
 Readiness
 Computer Application
 Decision Making
 Primary v. Precision
 “Executive Coaching”-
Training
 Regular Training Cycle
 Curriculum- Illinois, MO, VA, OR
 Trainers- TOT
 Focus on outcomes
 Differentiated Instruction
 Readiness
 Follow Up
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.
Final thoughts
 Stay close to school’s needs
 Do SETs, visits, ongoing feedback from various roles
etc.
 Other topics need to be addressed
 Sustainability
 Scaling
 Expansion
Sustainability
Scaling Up the Triangle
Scaling Up
 Does not simply equal more schools or every school
within a district/region/state
 Outcome = increasing school’s 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
New initiatives should be adopted with:
Formal assessment of how they may or may not
connect with other initiatives
2. Documented evidence of effectiveness
3. Well defined and relevant outcome indicators
4. Mechanism for assessing and evaluating their fidelity
of treatment
(Adelman & Taylor, 2003)
1.
Best evidence documents what
doesn’t work:
Information dissemination alone
Training by itself
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
•Develop partnerships with skilled researchers
•Establish a community of practices at
implementation sites
•Share lessons learned across functional purveyor
teams from different programs
 From 60 to 600: The Perfect Storm
Maryland
494 schools
North Carolina
Illinois
611 schools
Colorado
405 schools
Florida
250 schools
New York
322 schools
Michigan
181 schools
Ohio
548 schools
221 schools
New Mexico 130 schools
West Virginia 215 schools
Oregon
229 schools
Louisiana
285 schools
Missouri
183 schools
Georgia
171 schools
Expansion
5 Year action plan
 Example