Presentation is loading. Please wait.

Presentation is loading. Please wait.

Susan Barrett Outcomes Build Action Plan Using Self Assessment State, LEA, cluster??? 1. Introduce Topic 2. Discuss.

Similar presentations

Presentation on theme: "Susan Barrett Outcomes Build Action Plan Using Self Assessment State, LEA, cluster??? 1. Introduce Topic 2. Discuss."— Presentation transcript:

1 Susan Barrett

2 Outcomes Build Action Plan Using Self Assessment State, LEA, cluster??? 1. Introduce Topic 2. Discuss 3. Action Plan

3 3 PBS Systems Implementation Logic Leadership Team Management Team Funding Marketing Visibility Political Support TrainingCoachingEvaluation Active Coordination Local School Teams/Demonstrations Braiding Initiatives

4 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?)

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

6 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 phaseRoles and Responsibilities Establish a Partnership Agreement

7 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) Creating protocols/standards

8 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…

9 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!! Colorado- Marketing exemplar Be Careful

10 10 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

11 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

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




16 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





21 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

22 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

23 What is Coaching Capacity? Why Coach? presentationpresentation 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?

24 Coach Competencies

25 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

26 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

27 #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

28 #5 Need to plan for sustainability and capacity building On-going professional development available to cultivate new building coaches Turnover and burnout Continuous regeneration

29 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

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

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

32 Type of Skill to be Trained Skinner (1974) distinguishes between two types of knowledge. Knowing About: can describe variables that influence a phenomenon. Knowing About Example: Describe principles of reinforcement. Knowing How: can perform effectively Knowing How Example: Shape the behavior of another. One form of knowing does not imply the other.

33 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

34 Sustainability

35 Scaling Up the Triangle

36 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

37 New initiatives should be adopted with: 1. 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)

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

39 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

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

41 Expansion From 60 to 600: The Perfect Storm Maryland 494 schools North Carolina 548 schools Illinois 611 schoolsColorado 405 schools Florida 250 schoolsNew York 322 schools Michigan 181 schoolsOhio 221 schools New Mexico 130 schoolsWest Virginia 215 schools Oregon 229 schoolsLouisiana 285 schools Missouri 183 schoolsGeorgia 171 schools

42 5 Year action plan Example

Download ppt "Susan Barrett Outcomes Build Action Plan Using Self Assessment State, LEA, cluster??? 1. Introduce Topic 2. Discuss."

Similar presentations

Ads by Google