Presentation on theme: "Building Statewide Capacity via Regional Networks Mary Richter, Ph.D. Missouri SW-PBS Susan Bailey-Anderson Montana Behavior Initiative Tim Lewis, Ph.D."— Presentation transcript:
Building Statewide Capacity via Regional Networks Mary Richter, Ph.D. Missouri SW-PBS Susan Bailey-Anderson Montana Behavior Initiative Tim Lewis, Ph.D. University of Missouri
Key Build parallel systemic processes Provide school/district teams with a process to address the presenting challenge (e.g., problem behavior, drop out, learning to read) Develop a parallel process for districts/states to support school implementation and continue to expand with integrity ( Blue Print Leadership Team)
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
Research Findings on Scaling Up (Fixsen, Naoom, Blase, Friedman, & Wallace, 2005, p. 70) What does work – Long term, multi-level approaches – Skills-based training – Practice-based coaching – Practioner performance-feedback – Program evaluation – Facilitative administrative practices – Methods for systems intervention
Missouri Department of Elementary and Secondary Education (MO DESE) Supports MO SW-PBS: – Financing 32 positions – Promoting SW-PBS (letters to superintendents, presentations to stakeholders, collaboration with Missouri Department of Mental Health to promote 3- tiered models across agencies – Dedicating funds and personnel to plan, prepare and conduct summer regional trainings and statewide institute – Committing resources for School Data Profile (SDP) online data collection system development and maintenance
Missouri Regional Professional Development Centers (RPDCs)
RPDCs in General Associated with university campuses Independent entities – Directors hired by universities Support collaboration – Sp Ed, SWPBS, PLC, MELL, Turnaround specialists, Blind/Deaf, Accountability, Curriculum resource specialists
MO SW-PBS Training Curriculum Based on 7 Essential Components 1. Administrative Support, Participation and Leadership 2. Common Purpose and Approach to Discipline 3. Clear Set of Positive Expectations and Behaviors 4. Procedures for Teaching Expected Behaviors 5. Continuum of Procedures for Encouraging Expected Behaviors 6. Continuum of Procedures for Discouraging Inappropriate Behaviors 7. Procedures for Ongoing Monitoring Stages of Building/District Training Tier 1 Preparation Emerging Fluent Tier 2 Preparation Emerging Fluent Tier 3 Preparation Emerging Fluent Family Involvement and Culturally Responsive Practices are infused throughout all components and across all school settings.
Training Phases State-level Trainings during Summer: – Summer Training (6 sites) for Preparation and Emerging 1 Teams (1,298 participants) – Summer Institute for All with Emphasis on more experienced schools/districts and topic strands (918 participants) – Consultants volunteer to help each other Regional Trainings throughout Year: – Training Modules = Preparation, Emerging 1, Emerging 2, Tier 2, Tier 3 beginning 2011-2012 – Optional Trainings = Administrator, SWIS, Data, SET – Consultants volunteer to help each other
Roles of Regional Consultants Provide training & technical assistance to schools / districts Guide data collection and analysis Participate in summer trainings and institute Mentor fellow consultants Collaborate and engage in shared learning with regional personnel Participate in state PBS meetings / trainings Attend and present at professional development opportunities
Tier 2/3 Staff Support Regional Consultants Provide Tier 2/3 Training for school/district teams Model Tier 2/3 training for regional consultants Review research related to Tiers 2/3 Create, publish and revise curriculum Provide technical assistance to regional consultants and schools/districts
State Data and Web Support for Regional Consultants Refer schools to web for resources – Big 5, Triangle and Per-day Per-month generators, Big 5 Data Review Guide – Min-modules – Ongoing monitoring tools (master calendar for items due, – Training materials on web (regional, state) National SWIS Trainer Share Point – one stop shop CDR
State Coordinator Supports Regional Consultants Monthly training meetings On-site regional visits and training Informal technical support Liaison among consultants, state personnel and school district personnel Training in Research-based methods Guidance in regional roles and responsibilities
We Think its Working High retention rates of schools High SET scores Regional and state-level consultants electing to stay
25 Current MO SW-PBS Goals Increase district-level adoption Collaborate with other State Initiatives to Maximize Resources for All – PLC, RTI, Mental Health Expand State Website Resources Provide More Resources for Families Utilize State Data-base for Long-range Planning
Planning for Going to Scale Cadres within regions Assessments conducted across the year (SET, BoQ, BAT, Walk-Throughs) District-level team building Administrative awareness and support Collaborating with regional and state personnel Utilizing technology (e.g., web-based meetings, teleconferences, online tutorials, online resources)
For More Information Visit our website at: http://pbismissouri.org/http://pbismissouri.org/ – See Missouri SW-PBS 2010 Annual Report for more detail – Training curriculum – Primary documents – Contact information for all state and regional personnel
About the Big Sky State Size: 147, 046 square miles – Ranks as 4 th largest state – 570 miles long, 315 miles wide – Elevation ranges from 1,820 to 12, 799 feet above sea level Population: 974, 989 – Ranks as 44 th most populated state Population Density: 6.6 persons per square mile Seven Indian Reservations and 12 Tribal Nations Borders three Canadian provinces and four states
About Montana Schools Poverty Indicators37.2% eligible for free and reduced lunch * * Estimated to be higher… these numbers reflect completed paperwork
More About Montana Schools 444 Elementary Schools 214 Middle, 7&8, or Junior High Schools 171 High Schools
MBI Belief Statements… the philosophy Students should be taught all the skills necessary for success: academic, social, emotional and behavioral. Schools are places where students can learn and practice positive interpersonal, cross-cultural and citizenship skills. A caring school climate and positive relationships between students and staff are critical to student success and provide an environment where academics flourish. Schools are places where youth have access to many significant adults to help them feel collectively and individually valued. Schools and communities must work together to meet the diverse needs of students and honor the traditions and contributions of both family and community members. All students are entitled to be treated with dignity and respect. Successful schools gather and use a variety of information to improve teaching and learning. Effective use of a team approach involving all school staff working together provides a consistency which enhances student success. Positive, proactive and preventative efforts of schools and communities can create a school climate free of stereotyping, harassment and violencefilled with a concern for justice and fairness.
What do Effective MBI Schools Do? CRITICAL COMPONENTS OF MBI School-Wide Positive Behavior Support -Commit to a common purpose and approach to disciplineone that creates a safe and welcoming culture -Establish and maintain a team… with administrator support, participation and leadership -Establish a clear set of positive expectations and behaviors -Establish procedures for teaching the expected behaviors -Establish a continuum of procedures for encouraging expected behaviors -Establish a continuum of procedures for discouraging inappropriate behaviors -Establish procedures for ongoing assessment and data-based problem solving Effective school-wide positive behavior support schools consistently implement the Critical Components at each of the three tiers. These components are individually and collectively research-based.
Susan Bailey-Anderson State Personnel Development Grant (SPDG) Director CSPD Coordinator/MBI Coordinator Special Education Division MBI CONSULTANTSMBI COUNCIL MBI TEAM TRAINING MBI SUMMER INSTITUTE STAKEHOLDERS Montana Board of Crime Control Montana Department of Higher Education Montana School Resource Officers School Administrators of Montana School of Psychology, University of Montana Division of Educational Research and Service, University of Montana Jobs for Montana Graduates And more….
Delivered at the 5 Montana CSPD Regions MBI TEAM TRAININGS
Team Training Provided By MBI Consultants MBI Consultants – 24 part-time employees of OPI… retired educators and educators who are still working in local school districts – Participate in trainings, work sessions and conference calls to gain fluency and process consistency – Guided by a smaller core team for decision- making
MBI TEAM TRAINING CYCLE Year One2 two day sessions, fall and winter Year Two2 two day sessions, fall and winter Year Three1 two day session, fall These trainings include Tier I Universals, Classroom MBI, and Tier Two Interventions. Site send representative teams, including an administrator
Technical Support Provided Consultant visits and contact – Routine visits… and visits upon request – Regular email and phone conversations On-Site Coach training once a year in a central location Evaluation assistance – TIC, SAS, SET, BOQ MBI Summer Institute
Investing In Early Childhood… Head Starts, childcare centers, and pre-schools including special education sites
Linking nutrition to learning… Partnering with Team Nutrition and Montana Nutrition and Physical Activity Teaching Healthy Choices Promoting Healthy Lifestyles
Reaching Out… Partnering with – Montana PIRC (Parent Information and Resource Center – Learn and Serve Montana – Montana Team Nutrition – Montana Nutrition and Physical Activity – Quaglia Institute for Student Aspirations
Sites Trained by MBI Active Sites with Assigned Consultants Began with 5 pilot sites in 1995 Training model changed to formally align with national PBIS
Challenges Time and man/woman-power – No full FTE at state level – Consultants all part-time, many with other jobs Implementing with fidelity and consistency Competing initiatives and overwhelmed schools and teachers Building capacity and sustainability Funding
Reasons to Celebrate MBI has lasted 16 years and is still growing MBI Summer Institute – Quality professional development – Attended by more educators than any other state conference Good fortune of working with an exceptional group of MBI proponents with both expertise and commitment Doing whats right for Montanas youth!!!!
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