Taking the Journey Through Initial Implementation March 12, 2011 Susan Barrett Implementer Partner, Center on PBIS Training and TA Director, MDS3 sbarrett@pbismaryland.org

www.pbis.org

www.scalingup.org

Implementing Innovation for a Lasting Effect School-wide PBIS This two-day forum for state, district and regional Leadership Teams has been designed to help increase the effectiveness of School-wide PBIS Implementation. Sessions have been developed for all levels of implementation and have been organized into 8 specialized strands, including:   PBIS Foundations Enhanced Implementation Building Training & Coaching Capacity Evaluation & Policy High Schools Tier 2/Tier 3 Supports Integrated Systems Disproportionality, Bully Prevention, and other special topics For more information, visit www.pbis.org. Sponsored by the OSEP Center on Positive Behavioral Interventions & Supports with support from the Illinois PBIS Network. Save the Date October 27-28, 2011 Implementing Innovation for a Lasting Effect 2011 National PBIS Leadership Forum | Hyatt Regency O’Hare | Rosemont, Illinois

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

Implementation Science Longitudinal Studies of a Variety of Comprehensive School Reforms Effective Interventions Actual Supports Years 1-3 Outcomes Years 4-5 Every Teacher Trained Fewer than 50% of the teachers received some training Fewer than 10% of the schools used the CSR as intended Every Teacher Continually Supported Fewer than 25% of those teachers received support Vast majority of students did not benefit Aladjem, D. K., & Borman, K. M. (2006, April). Summary of Findings from the National Longitudinal Evaluation of Comprehensive School Reform. Paper presented at the Annual meeting of the American Educational Research Association, San Francisco, CA. Vernez, G., Karam, R., Mariano, L. T., & DeMartini, C. (2006). Evaluating comprehensive school reform models at scale: Focus on implementation. Santa Monica, CA: RAND Corporation. Aladjem & Borman, 2006; Vernez, Karam, Mariano, & DeMartini, 2006

Your Turn Name State Experience with PBIS Expectations for today

Cascading System of Support Who is supported? District/Regional Leadership Team Multiple schools w/in district Provides guidance, visibility, funding, political support Building Leadership Team Grade Level Teams, Core Teams, Departments, and all staff Provides guidance and manages implementation Grade Level Team All staff Provides guidance and manages implementation Building Staff All students How is support provided? Provides effective practices to support students Students Improved student behavior

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.

Building Capacity Across 110,000 Schools The Challenge Building Capacity Across 110,000 Schools

Start with the end in mind… What will it take to have 100,000 replications that produce increasingly effective outcomes for 100 years? Fixsen

Schools adopting SWPBIS by year School-wide PBIS

Schools use SWPBIS (Feb, 2011) 11 states with over 500 schools 3 states with over 1000 schools

“Innovation Neutral” process 4/16/2017 “Innovation Neutral” process Any innovation/initiative A neutral process for implementing any innovation with fidelity Professional development Working smarter with limited resources Aligning what you have to organize supports This initiative is a framework for helping you organize EBP, resources, and systems for measuring effectiveness through data. You will move through exploration using an innovation neutral approach that will help you align what you do to support students and staff Whatever reason you are here, we are going to give you an innovation neutral process. We are at exploration phase right now to explore if ESD is a solution to an identified need.

How did they do that? Florida Illinois Maryland Similarities ? 10 years, funding provided by state department but “housed” outside department of ed, over 600 schools trained Recognition Program Major Organizers POI, Implementers Blueprint

Implementers Blueprint Self Assessment More like guidelines Provides a common language

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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. Site selection

Continuum of Support for ALL Universal Targeted Intensive Math Science Spanish Reading NOTICE GREEN GOES IS FOR “ALL” Soc skills Soc Studies Basketball Label behavior…not people Dec 7, 2007

Positive Behavior Interventions & Supports: A Response to Intervention (RtI) Model Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems ODRs, Attendance, Tardies, Grades, DIBELS, etc. Tier 2/ Secondary Tier 3/ Tertiary Check-in/ Check-out (CICO) Assessment Intervention Social/Academic Instructional Groups (SAIG) Daily Progress Report (DPR) (Behavior and Academic Goals) Group Intervention with Individualized Feature Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Complex or Multiple-domain FBA/BIP SIMEO Tools: HSC-T, RD-T, EI-T Illinois PBIS Network, Revised October 2009 Adapted from T. Scott, 2004 Wraparound

Creating the Conditions for Learning PBIS Creating the Conditions for Learning Social Competence & Academic Achievement OUTCOMES Systems Supporting Staff Behavior Team Approach Administrator participation Community of Practice (Skill development and performance feedback) Data Supporting Decision Making office discipline referrals academic progress Attendance, truancy direct observation school improvement goal progress Process tools (fidelity) DATA SYSTEMS The triangle is a graphic organizer of the practices we are working towards implementing. We will talk about data later today. The big part of this is the systems. Your job as a coach is to work with the team, administrator, and division coordinator to build a system of support for teachers to implement these practices school-wide, in the classroom and non-classroom settings Ask: Which part of this do you find the most challenging within your schools? PRACTICES Practices Supporting Student Behavior Define behaviors, expectations, and rules Teach, model, and acknowledge behaviors, expectations, and rules Correct behaviors Consensus/collaboration 21

Phases of Implementation Exploration Installation Initial Implementation Full Implementation Innovation Sustainability 2 – 4 Years Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

Exploration Stage Need for change identified, possible solutions are explored, learning about what it takes to implement the innovation effectively, stakeholders are identified and developed, and decision is made to move forward Installation Resources needed to implement innovation with fidelity and desired outcomes are in place Initial Implementation Innovation is in place in schools, implementation largely guided by external TA providers Full Implementation- Innovation is implemented and sustained by local stakeholders and is well-integrated into policy/written documentation Innovation and Sustainability Innovation is adapted to fit local context, innovation becomes more efficient and is integrated with other initiatives

Stages of Implementation Exploration/Adoption Installation Initial Implementation Development Commitment Full Implementation Establish Leadership Teams, Set Up Data Systems Provide Significant Support to Implementers Innovation and Sustainability Embedding within Standard Practice Should we do it? Improvements: Increase Efficiency and Effectiveness Doing it right Doing it better

Your Turn Self Assessment Which Phase are you in? (can be more than one) Exploration Installation Initial Implementation Full Implementation Innovation and Sustainability

Embedded Stages within District Implementation of RtI Exploration Adoption Installation Initial Implementation Elaboration Continuous Improvement Scale-Up Schools Targeted/Intensive Supports Exploration Adoption Installation Initial Implementation Elaboration Continuous Improvement District Continuous Improvement Exploration Adoption Installation Initial Implementation Elaboration Scale-Up Schools Universal Supports Exploration Adoption Installation Initial Implementation Elaboration Continuous Improvement Model Schools Universal Supports Exploration Adoption Installation Initial Implementation Elaboration Continuous Improvement Model Schools Targeted/Intensive Supports Thanks to Steve Goodman Embedded Stages within District Implementation of RtI

Getting Started 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

Before you add one more thing…. We plan for systems to support top two tiers .Creating foundations to support the maintenance of those behaviors. www.safetycenter.navy.mil

Exploration Phase Need for change identified, possible solutions are explored, learning about what it takes to implement the innovation effectively, stakeholders are identified and developed, and decision is made to move forward

Resource Mapping- Inventory of Current Innovation What are the practices in place at each tier of the triangle? Are they evidence-based practices? How are you measuring effectiveness of practices (data)? Who are the service delivery teams/personnel (e.g., graduation coach, PALS teacher, Math Coach) Conversation starter: This is not to be completed, just to get them started and then they can take back. Materials: Lamenated triangle poster, removable stickers, list of ebp and resources for identifying ebps

GOAL: 100% of students achieve TIER I: Core, Universal GOAL: 100% of students achieve at high levels Tier I: Implementing well researched programs and practices demonstrated to produce good outcomes for the majority of students. Tier I: Effective if at least 80% are meeting benchmarks with access to Core/Universal Instruction. Tier I: Begins with clear goals: What exactly do we expect all students to learn ? How will we know if and when they’ve learned it? How you we respond when some students don’t learn? How will we respond when some students have already learned? Questions 1 and 2 help us ensure a guaranteed and viable core curriculum ADAPTED FROM PASCO- florida pbs District facilitates discussions among schools on curriculum standards preschool through12th grade. Systematic process for monitoring, evaluating, reviewing curriculum. 31 31 31

For approx. 20% of students TIER II: Supplemental, Targeted Tier II For approx. 20% of students Core + Supplemental …to achieve benchmarks Tier II Effective if at least 70-80% of students improve performance (i.e., gap is closing towards benchmark and/or progress monitoring standards). Where are the students performing now? Where do we want them to be? How long do we have to get them there? How much do they have to grow per year/monthly to get there? What resources will move them at that rate? ADAPTED FROM PASCO District facilitates discussions among schools on curriculum standards preschool through12th grade. Systematic process for monitoring, evaluating, reviewing curriculum. 32 32 32

Intensive, Individualized Tier III For Approx 5% of Students Core + Supplemental Intensive Individual Instruction …to achieve benchmarks Where is the students performing now? Where do we want him to be? How long do we have to get him there? What supports has he received? What resources will move him at that rate? Tier III Effective if there is progress (i.e., gap closing) towards benchmark and/or progress monitoring goals. TIER III: Intensive, Individualized ADAPTED FROM PASCO District facilitates discussions among schools on curriculum standards preschool through12th grade. Systematic process for monitoring, evaluating, reviewing curriculum. 33 33 33

Activity 1 Step 1: Identify all programs/initiatives/common practices by tier Tier I- How do you support all children? Core Curriculum- “everyone gets” Tier II, III How do you support students who need more support? How do you build on the foundation so that all Tier II, III activities are a natural extension of core curriculum? Step 2: Identify outcome for each practice. How do you measure effectiveness?(Staff performance) How do monitor progress? (student impact) How do you support teachers? (staff support)How are they linked to School Improvement? (integrated approach) Social emotional programs at each tier inventory. Do both steps. Use the workbook for the recording of these activities. VDOE ESD Project 1/30/11

ALL Tiers of Support SOME FEW Data Collection and Progress Monitoring at T3 Working with Families Role on the Individual Support Team Building Behavior Pathways and Hypothesis Statements Tiers of Support FEW SW Expectations linked to class rules and routines Behavior Basics Evidence Based Practices Feedback Ratio Wait time Opportunities to Respond Self Management Academic Match Working with Families Transitions Using Pre-corrections Active Supervision Data Collection and Using Data to Guide Decisions ODR, MIR Self Assessment Peer Coaching Good Behavior Game ~5% SOME Working with Families Deciding to increase Support Progress Monitoring Using the Daily Progress Report Working with Students using CICO Working with Students using “CICO Plus” Academic or Social Instructional Groups Using Data to Guide Decisions Working with T2 Teams ALL Using ODR, Office Managed v Classroom Managed, teacher expectations, PD includes these topics… Community of Practice and life long learners? Does admin support this kind of climate?

Practices, Initiatives, Programs for a FEW Triangle Activity: Applying the Three-Tiered Logic to Your School Tier 3 Practices, Initiatives, Programs for a FEW Tier 2 Practices, Initiatives, Programs for SOME Tier 1 See workbook What do you have in place for behavior interventions for all, some, and a few? Think about this on a school-wide level and maybe think about it around one of the top behaviors in your school. Say disrespect or disruption. Think about kids down the road too-who do not respond to universal. Be sure to make the connections to the pyramid for academics and you will always look to both –the connections. Our work will be looking at what we have, what can we tweak, and what are we missing. What are the EBPs? How are you monitoring effectiveness with data? Are there any that are really getting significant outcomes? How will you take your staff through this process? Practices, Initiatives, Programs for ALL

Who are the staff supporting all of these practices? What “support teams or staff” support these practices? What are their roles and responsibilities? Is there any duplication or overlap? What communication loops and /or progress monitoring exists among all of these support personnel? What’s working and how do we know, got data?

Schools need to be clear about what interventions they have (and don’t have) in place Service Delivery Personnel Tier 3/Tertiary Interventions 1-5% _____________________ Tier 2/Secondary Interventions 5-15% ___________________________ Poster paper: Draw this framework on your poster. We are going to go through taking inventory for each part, once piece at a time. Let’s do ESD together all the way through ( SW practice, PBIS Team, ODRs, Attendance) (4: schools need to flush out their own triangle) So…first thing you want to do when you go back to school tomorrow…is to think about “what interventions do we actually have at each tier”. List them out..plug them in where you think they belong based on what you know about the 3 tiers. If you’ve done this before, do it again : ) you want to make sure you’re capturing everything..including any new interventions you may have developed recently. If you haven’t done this…you may find the “crack” that children are falling thru…you may find (as many of our schools have) that the ‘gap’ we need to close is actually the yellow part of this triangle… Most schools do not have enough secondary interventions (both in quantity and type/quality) needed to support their student body. Think about it…can your Secondary system hold 15-20% of the youth in your school? (school of 1,000 is 200 kids, 500 is 100 kids)?? Everyone needs to know what this completed triangle looks like for your school: your teachers, clinicians, administrators, families… Tier 1/Universal Interventions 80-90% ________________________ Adapted from Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm 38

Got data? Take inventory of current data Office Referrals- BIG 5 Expulsion and Suspension Attendance Nursing Logs Counselor Logs Minor incident reports Benchmark Assessments GPA Homework Completion At-risk factors and other trajectory data for prevention Think about all the data sources you have now-these can be used to assess how much support you provide for each student? What other info do you need? How do you use this data to guide teams to decide which kids get support- do you intervene early on before the problem become bigger?

Schools need to be clear about what interventions they have (and don’t have) in place Data to measure effectiveness 1-5% Tier 3/Tertiary Interventions ___________________________ 5-15% Tier 2/Secondary Interventions ____________________________ Poster paper: Draw this framework on your poster. We are going to go through taking inventory for each part, once piece at a time. Let’s do ESD together all the way through (ESD SW practice, ESD Team, ODRs, Attendance) (4: schools need to flush out their own triangle) So…first thing you want to do when you go back to school tomorrow…is to think about “what interventions do we actually have at each tier”. List them out..plug them in where you think they belong based on what you know about the 3 tiers. If you’ve done this before, do it again : ) you want to make sure you’re capturing everything..including any new interventions you may have developed recently. If you haven’t done this…you may find the “crack” that children are falling thru…you may find (as many of our schools have) that the ‘gap’ we need to close is actually the yellow part of this triangle… Most schools do not have enough secondary interventions (both in quantity and type/quality) needed to support their student body. Think about it…can your Secondary system hold 15-20% of the youth in your school? (school of 1,000 is 200 kids, 500 is 100 kids)?? Everyone needs to know what this completed triangle looks like for your school: your teachers, clinicians, administrators, families… 80-90% Tier 1/Universal Interventions ____________________________ Adapted from Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm 40

Schools need to be clear about what interventions they have (and don’t have) in place Service Delivery Personnel Data to measure effectiveness Tier 3/Tertiary Interventions 1-5% _____________________ 1-5% Tier 3/Tertiary Interventions ___________________________ Tier 2/Secondary Interventions 5-15% ___________________________ 5-15% Tier 2/Secondary Interventions ____________________________ Poster paper: Draw this framework on your poster. We are going to go through taking inventory for each part, once piece at a time. Let’s do PBIS together all the way through (ESD SW practice, ESD Team, ODRs, Attendance) (4: schools need to flush out their own triangle) So…first thing you want to do when you go back to school tomorrow…is to think about “what interventions do we actually have at each tier”. List them out..plug them in where you think they belong based on what you know about the 3 tiers. If you’ve done this before, do it again : ) you want to make sure you’re capturing everything..including any new interventions you may have developed recently. If you haven’t done this…you may find the “crack” that children are falling thru…you may find (as many of our schools have) that the ‘gap’ we need to close is actually the yellow part of this triangle… Most schools do not have enough secondary interventions (both in quantity and type/quality) needed to support their student body. Think about it…can your Secondary system hold 15-20% of the youth in your school? (school of 1,000 is 200 kids, 500 is 100 kids)?? Everyone needs to know what this completed triangle looks like for your school: your teachers, clinicians, administrators, families… Tier 1/Universal Interventions 80-90% ________________________ 80-90% Tier 1/Universal Interventions ____________________________ Adapted from Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm 41

Have to see the connection Have to see the connection! Are there other ways in which implementing PBIS will support your strategic plan?

Your Turn How could you use Resource Mapping in you school, district, region, state, life?

Prepare for Working Smarter (Not Harder) Allows schools to identify the multiple committees within their school Helps in identifying purposes, outcomes, target groups, and staff Assists schools in addressing, evaluating, and restructuring committees and initiatives to address school improvement plan Important for schools to identify that school-wide PBIS is integrated into existing committees and initiatives Our next activity is designed to identify committees in your school. Is there overlap or duplication of effort? Are many of the same people serving on different committees? Working smarter not harder; how can we make this happen? During the activity we’ll outline the committees on campus and identify the purpose of those committees Who do they address? Can some of these committees be collapsed, so that we have fewer committees but the same needs are addressed? Are there committees that deserve added support?

Use Worksheet to Organize Your Teams Responsible for ALL Programs/Initiatives Step 1: Identify Current Teams (discipline, instruction, climate, school improvement, parent support, etc) Step 2: Complete the Working Smarter document Step 3: Based on your results, what committees/teams can you: (a) align and integrate to support everyone’s efforts towards the school strategic plan and mission? Determine your next steps …

How do we measure impact? Workgroup/ Committee/ Team Outcome/Link to SIP Who do we serve? What is the ticket in? Names of Staff Non-negotiable District Mandate? How do we measure impact? Overlap? Modify? Attendance Committee students Junebug, Leo, Tom yes Attendance records Yes-fold to SW PBS SW PBS Team Students staff Ben, Tom, Lou no Office Referrals Attend, MIR, Nursing log ,climate Yes- continue Safety Committee Toni, Barb, Tom Office Referrals BIG 5, climate Yes-fold into SW PBS School Spirit Committee Tom No Discipline Committee Tom, Lou Student Support Team/Problem Solving Team Steve, Sue,Jon, Discipline, DIBELS, FACTS… No- continue School Improvement 1,2,3 Bill, Jon, Lou, Tom All of the above This will be even more important as we move into advanced tiers. List teams, complete chart- start with just making list- but use this as a guide for reviewing overlap, progress monitoring, overall organization of teaming structure- can we get same impact meeting less, using data to guide use of minutes- collapse groups ? This is a consideration for us to 48

Your Turn How would you use Working Smarter in your school, district, region, state?

Installation Resources needed to implement innovation with fidelity and desired outcomes are in place Identify: Coordinator State Team Implementation Team Trainers, Coaches Roles and Functions must be clear Use the Blueprint and Team Workbook

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PBIS in Virginia: Building Capacity and Sustainability Project Leadership Team Training and Technical Assistance Centers District Coordinators Coaches We will be working through exploration to build this system of support Team Leaders Problem-Solving Teams School Staff, Families, Transportation, Communities

Initial Implementation Commitment to Capacity Building Demonstrated High Fidelity/High Impact Demand Increases State Team won’t be able to keep up with demand

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

Full Implementation 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

Innovation and Sustainability 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

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 57

SWPBS Implementers’ Blueprint LEADERSHIP ACTIVITIES Political Support Funding Visibility Policy Presentations to: school boards, state departments Write into policy Connect with key administrators SW PBS Policy statement developed and endorsed Implementation data and outcomes are reviewed semi-annually Audit of effectiveness of existing related initiatives conducted annually Disseminate results to multiple audiences Websites Newsletters Conferences Media (TV, etc.) Identify recurring funding sources 3 to 5 yrs. of support LEADERSHIP ACTIVITIES 58

How have these features evolved over time? “The Maryland Story” Funding Visibility Policy Political Support Exploration * Installation * Initial Implementation * Full Implementation Innovation and Sustainability How have these features evolved over time? “The Maryland Story”

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

PBIS Maryland Infrastructure Commitment of leadership at State, District and School levels Private, Public, University partnership Implementation Standards and Protocols developed and implemented (T1, CICO) INFRASTRUCTURE developed to support State and Regional Training Capacity State-wide impact: 820 schools in all 24 systems trained 660 implementing Tier 1/Universal PBIS with fidelity. Over 100 in initial Tier 2 cohort. PBIS Maryland WEBSITE and DATABASE (www.pbismaryland.org) 61

PBIS Maryland Infrastructure Ongoing Technical Assistance from National TA Center on PBIS Ongoing Evaluation/Progress Monitoring Evaluation Tools Ongoing Data Collection for Decision Making IPI (Implementation Phases Inventory), SETs, SWIS, BOQ, CICO Tool Ongoing expansion of Local School System infrastructure as numbers of schools increase—staff designation, coaches for schools, and funding Federal Grants to support Rigorous Randomized Evaluation Activity through JHU

How has the Leadership Team evolved over time? Leadership Team Exploration * Installation * Initial Implementation * Full Implementation Innovation and Sustainability How has the Leadership Team evolved over time? Management /Leadership/Implementation Standards and Protocols Functions/Jobs by subcommittee

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?

Generation of Practitioners Train more folks than you think you need Levels of skill development Organized around Phases of Implementation Team Member Team Leader Coach Trainer Coach Coordinator Regional/State Coordinator

District Level Phases Phase One: Commitment to Collaboration Role of District Role of State Leadership Team ID Point of Contact Small number of schools trained in PBIS Small number of coaches identified and trained Conduct Site visit to school two times/school year (completion of “implementation phase checklist”) Provide technical assistance to local coaches Provide SWIS training to schools as needed Maintain communication with Point of Contact Nominate Exemplar Nag for Forms Attend State Leadership Team Meetings monthly Complete SET and SET Report as needed Coordinate Regional Meetings for team leaders and coaches Phase Two: Commitment to Capacity Building More than 5% of schools trained in PBIS within district/region Coach facilitator or lead coach identified (% of time allocated for PBIS activities) Informal District/Regional team identified SWIS facilitators identified and trained SET Assessors identified and trained Provide support and technical assistance to coach facilitator (coach facilitator coordinates site visits, “implementation phase checklist”, SWIS facilitation, SET assessment and support to local coaches) Conduct site visits to schools by special request only Assist with district self assessment and action plan Assist with dissemination activities such as presentation to LMB, Community, Businesses, Superintendent Conduct capacity building awareness activities using PBIS Blueprint with key stakeholders Submit formal reports to PBIS management team to include progress notes, updates, training needs Conduct needs assessment Conduct SWIS facilitator training, SET assessor training Phase Three: Commitment to Large Scale Implementation Identification of PBIS Coordinator Working Budget District/Regional Action Plan in place to address capacity building around training, coaching, evaluation, coordination District/Regional PBIS functioning team Development of database Progress Report in development Development of newsletters, brochure and other marketing material Alignment with LSS Master Plan, Charter, Code of Conduct Formal report cycle to key stakeholders (superintendent, board, LMB, community/business, Parent organizations) Active communication and coordination with PBIS Coordinator and PBIS District/Regional Team Attendance to district/regional monthly meetings Identify resources such as grant opportunities Promote visibility to State Assist with marketing/dissemination/policy

How has the Leadership Team evolved over time? Leadership Team Exploration * Installation * Initial Implementation * Full Implementation Innovation and Sustainability How has the Leadership Team evolved over time?

Maryland after 11 years Advisory- (Authority) Quarterly meetings Leadership ( Implementation) Team- Monthly Workgroups Management Team (Operations) 2/Month Standards and Protocols Each member assigned to provide TA to all local school systems Regional Teams Organize Returning Team Summer Institute Local School System Teams (various POI) Parallels State structure/process

PBIS Maryland 09-10 Feb. 19 July 26-30 Feb- June Spring Forum Administrator attends July 26-30 New Team Training Feb- June Planning Phase for New Teams Checklist Completed Sept. 1st – Feb. 28th New SWIS and CICO-SWIS subscriptions setup and invoiced Sept Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Oct 21 State Coaches Meeting Nov 10 IPI Due Dec 8 State Coaches Meeting April 7 State Coaches Meeting April 10 IPI Due August Team Planning SWIS Readiness Completed Establishing Annual Training/Meeting Cycles ** Regional Returning Team Events held during Summer- Dates TBA **CICO Training completed Regional by request

SWPBS Implementers’ Blueprint COORDINATION ACTIVITIES 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 Training Coaching Evaluation Behavioral Expertise COORDINATION ACTIVITIES 71

How has the Training evolved over time? Training Coaching Evaluation Exploration * Installation * Initial Implementation * Full Implementation Innovation and Sustainability How has the Training evolved over time? How has Coaching evolved over time? How has evaluation evolved over time?

Most Training Guskey (1986, 2000) Nearly every major work on the topic of staff development has emphasized the failings of these efforts. Majority of staff development fail to consider two factors: "What motivates teachers to engage in staff development, and the process by which change in teachers typically takes place" (p. 6). Considerations: Change is a slow, difficult, gradual process; Teachers need to receive regular feedback on student learning outcomes; and Continued support and follow-up are necessary after initial training.

PD to Change Staff Behavior Development Change in Teacher Practice Change in Student Outcomes Change in Teacher Beliefs Guskey, 1986

Blueprint Logic – Training Capacity Assess and map training to school team “readiness” Training targets focus on specific steps in building a continuum of behavioral supports All training should be outcome based with measurable goals Trainers must master and demonstrate competency on essential features

Training Scope and Sequence Agreement around Readiness, Training Event, materials, process tools, outcomes, readiness for advanced tiers, training event, material, process tools, outcomes Contextual Fit

Readiness Structures Leadership Forum- New Teams Planning Phase Checklist- Tier 1 SWIS Readiness Advanced Tiers Readiness- completed by Local Coordinator and Team CICO Readiness, CICO SWIS Readiness Readiness T2/T3

Training in Maryland- T1 Standards and Protocols Intro to Administrators ( 6 months to get ready) Readiness/Planning Phase Team and Coach Training Event Training Material Facilitated Action Planning- Team Time Workbook Track Fidelity/Progress (Benchmarks of Quality) Access to Community of Practice-knowledge sharing Track Outcomes (PBISsurveys, PBSeval.org)

Planning Phase I Year One Task Completion Date Administrator agrees to actively support and participate in PBIS activities. Feb 14 Complete Statement of Intent Form online at www.pbismaryland.org/forms.htm. Feb 29 Identify team members and team leader: (Team should be representative of school staff with administration support and participation). May 30 Establish 80% Staff Commitment Identification of Behavior Support Coach (Appointed by local school system PBIS coordinator). Schedule at least 2 full day August team meetings for team planning. Register as a team for Summer Conference **Obtain Log-in info from LSS Point of Contact Available from March 17-June 13 www.pbismaryland.org Complete online PBIS Staff Survey. June 1 Please bring to Summer Conference Review SWIS Readiness Checklist Revise/Update Office referral form June 30 Entire team attends Maryland Institute 2007. ES July 22,23 Secondary Teams July 23,24 Please refer to this for next steps- please have interested folks contact their local person. Each attendee has a copy of the POC list – please have them refer to this list. Highlight statement of intent as the primary next step!!

Obtain 80% Staff Consensus 80% Staff Commitment A “YES” vote means that I agree to: provide input in determining what our school’s problems are and what our goals should be make decisions about rules, expectations, and procedures in the commons areas of the school as a school community Follow through with all school-wide decisions, regardless of my feelings for any particular decision Commit to positive behavior support systems for a full year - allowing performance toward our goal to determine future plans Administrators will need to secure or work towards 80% staff commitment to move this forward- admin are responsible for providing brief overview to entire staff and asking for buy in without sabotage- the admin should use this slide to define staff agreement- overview slides will be made available on the pbismaryland website-

Staff Survey www.pbssurveys School account numbers will be emailed Email your Local Point of Contact for more information It will also be important for staff to complete a survey – the survey is available on line at www.pbssurveys.org Your local person can provide your school account number- and provide instructions- you will be able to access your school report on this site . Your team will need to bring this data report to the summer training – The team will use the information to guide action planning- As you know, staff will need to be involved in the process of change in order to feel ownership - it is necessary to get a perspective from everyone

SWIS Optional Review readiness checklist Referral form requirement-see example Demo at www.swis.org SWIS is optional but we highly recommend reviewing the demo site so you can make an informed decision – SWIS is a tool that allows school to get information about behavioral issues- it makes it easy for staff to enter referral data and generate the kind of reports that schools need to make decisions You will also find other resources on the website that will help complete the readiness checklist-

Training in Maryland- T1 Standards and Protocols Intro to Administrators ( 6 months to get ready) Readiness/Planning Phase Team and Coach Training Event Training Material Facilitated Action Planning- Team Time Workbook Track Fidelity/Progress (Benchmarks of Quality) Access to Community of Practice-knowledge sharing Track Outcomes (PBISsurveys, PBSeval.org)

Fidelity Delivering the training content as it is intended to be delivered is essential Participants who attend a RTI/PBIS training regardless of what part of the state they reside, should have the same training experience This is a challenge as scaling occurs New Tools to ensure fidelity Implementation Snapshots and Practice Profile

Critical Element from BoQ Sample Implementation Product/Outcome PBIS Team Problem-solving, planning team Faculty Commitment Shared understanding and language around discipline Effective procedures for Dealing with Discipline Flowchart, Office Referral Form, Minor Incident Form, Time out of Class Form Data Entry & Analysis Plan Established Data system and analysis to guide intentional interventions Develop Expectations & Rules Teaching matrix of social/behavioral skills (core curriculum), a tool for providing behavior specific feedback/acknowledgement/praise/ reinforcement Display sample implementation products, poster sessions Make connections, show where classroom practices will fit in Make this a cloz activity of sorts George & Barrett (2011)

Critical Element from BoQ Implementation Product Establish Acknowledgement Program Consistency with feedback, focus on what we want students and adults to do in the building vs what we don’t want them to do, evidence-based practice for teaching academic and behavioral skills Develop Lesson Plans for Teaching Expectations/Rules Consistency, explicit and situational instructional tools Plan for Implementation Systematic approach to supporting students and adults, procedures for new students, staff, substitutes, family involvement Classroom Systems Classroom Rules map onto SW expectations Evaluation Data- for decision making, planning, marketing, buy in

Your Turn How would you use training materials in your school, district, region, state?

Compensating for the “Unknown” Readiness factors might impact fidelity Lack of understanding by participants might impact fidelity Technology malfunctions might impact fidelity

But…often times we have found individual decisions made by trainers are the main reasons for why the content was not presented with fidelity

Training Capacity: Building A System to Support Trainers Curriculum- Scope and Sequence (VA), Course Structure (IL), Competencies (NH) OR, FL UConn Learner Content Fluent (Systems, Data, Practices) Co-Trainer (Practice at Implementation Site) Trainer

Uses Phases to organize Virginia: Training Capacity Special Thanks to: Florida, Illinois and Michigan VA ESD Project Bob Gable, Steve Tonelson, Irene Walker Bolton, Kim Yanek Uses Phases to organize Competencies and Outcomes identified at each Phase and Tier Access to Trainer for Fluency, TA, Performance Feedback Monthly meetings Guidebook help provide common language, role and consistency Break into small parts

Rationale for TOT Scaling/Demand Fidelity Support/Community of Learners Accountability

Expectations Completion of Application/Interview Process Grandfather clause Agreement to attend all Facilitator Meetings Completion of Scope and Sequence Assignments Openness to feedback from assigned mentor Engage in professional learning community Provide feedback, engage in continuous improvement

Performance Assessment Scope and Sequence Clearly defined expectations Assessment tools for Trainers (Michigan) Presentation Rubric Preparedness Rubric Content Rubric for each training event Data Systems Practices Outcomes

Preparedness Rubric

Presentation Rubric

Content Rubric

Content Tier 1-Benchmarks of Quality (BOQ) Tier 2 Basic (CICO Checklist) Advanced Tiers (BAT) Trainer Modules (ppt with notes) for each feature Observe the training Team Workbook- Activity and Action Plan Implementation Snapshots for each feature

Developmental Process (Fl, IL) Using the training grid to track progress Learner Content Fluent Co- Facilitator Facilitator

Illinois Network 2009

Fidelity Checks Scope and Sequence Facilitator Workbook (Trainer or Facilitator) Competencies for each Phase Rubric (Preparedness, Presentation) Presentation Modules, Workbook, Implementation Snapshots (BOQ) Model, Co-present (use rubric to self assess) Observation Form Request Fidelity Check Request

Moving to Advanced Tiers Exploration Phase (again) Planning Phase Checklist- CICO T2/T3 Action Plan Teaming Structures Advanced Audit Working Smarter for Advanced Tiers Decision Rules for Access Identify “Natural Screeners” Intervene Early

Guiding Questions Outcome: How is the practice linked to overall outcome outlined in your school improvement plan? Systems/Process: Teaming Structure – What are your current Service Delivery Teams (i.e. Leadership Team, Student Services Team, Problem Solving Team) What are roles and responsibilities of each team? RFA process How do teachers and support staff access these supports? Request for Assistance? How long does it take to get supports in place Communication: How do your academic and behavior teams communicate with each other ? Coaching and Staff Support: What are the structures that support skill development for staff? Structures that support follow along activities? What are the structures that support fidelity, on going teacher support and performance feedback? (Coaching) Data: Decision Rules about how students get access? What tools to measure fidelity and progress monitoring tools used to measure effectiveness-How do you know the practice makes the impact?

How do we measure impact? Working Smarter- Systems / Staff Support Workgroup/ Committee/ Team Outcome/ Link to SIP Who do we serve? What is the ticket in? Names of Staff Tier? Non-negotiable District Mandate? How do we measure impact? Overlap? Modify? Attendance Committee Students Staff- Junebug, Leo, Tom 1,2,3 yes Attendance records Yes-fold to PBIS PBIS Team Staff Ben, Tom, Lou 1 no Office Refs., Attend, MIR, Nursing log climate Yes- continue Safety Committee Toni, Barb,Tom Office Referrals BIG 5, climate Yes-fold into PBIS School Spirit Committee Tom Survey Discipline Committee Suspension Tom, Lou Student Support Team/Problem Solving Team Students, ? Steve, Sue,Jon, 2,3 Discipline, DIBELS, FACTS… No- continue School Improvement Bill, Jon, Lou, Tom 1,2,3yes All of the above List teams, complete chart- start with just making list- but use this as a guide for reviewing overlap, progress monitoring, overall organization of teaming structure- can we get same impact meeting less, using data to guide use of minutes- collapse groups ? 105

Decision Rules for Access to Advanced Tiers (and decision rules for prevention-if we can predict the trajectories , then we can prevent it from happening) Youth has 2 Major ODRs Youth has 1 Suspension Youth experiences more than ? minutes out of instruction Youth misses more than ? days unexcused absences Youth drops GPA by more than ?? Youth – benchmark testing- McIntosh Youth- incomplete class work/homework Attendance (look at predictors for drop-out and school completion) Admin Referral Teacher/Staff Referral Family Referral Other: Flags for discussion Data Dashboard Multiple places to get access data we've used in a couple of districts. As far as academics go, they're not 100% predictors (i.e., not all students with academic deficits end up with behavior challenges), but people have been using them as flags for discussion. So if a student is flagged as "at risk" (aka deficit, tier III, red zone), their name gets raised as a possible student requiring behavior support as well. Because some students have academic problems but won't ever need behavior support, it's ok for a team/teacher to veto the need for behavior support.

New version George & Barrett (2011)

Coaching Define Role Coach Self Assessment Coach Checklist Scope and Sequence What organizational structures should be in place to allow coaching to occur? How do coaches get access to support? Coach Tools: Implementation Snapshots, Practice Profile

Coaching Defined Coaching is the active and iterative delivery of: (a) prompts that increase successful behavior, and (b) corrections that decrease unsuccessful behavior Coaching is done: by someone with credibility and experience with the target skill(s) on-site, in real time after initial training repeatedly (e.g. monthly) by adjusting the intensity according to need Horner (2009) George & Barrett (2011)

Systems Practices/Skills Data Building Coaching Capacity State Occurs at ALL Levels Systems Conditions that support skill development for staff Policy and Procedures alignment Budget Re-allocation Recruitment and Selection of Coaches Supervision of Coaching within Organization Training Curriculum and Scope and Sequence Access to certification Facilitative Administrator Supports Practices/Skills The technical skill set required to achieve fidelity Problem Solving (Team, Classroom, Staff, Student) Team Building/Collaboration Delivering Feedback Behavioral Consultation State Regional District Building Classroom Staff Student Family Data Information required to guide skill development process Action Plan with short/long term measurable goals Self Assessment Process Measures/Fidelity Checks Performance Feedback Measure Progress Monitoring Tools Evaluation Tools Student Outcomes Data used for continuous regeneration (PEP/PIP) 110

Coach Competencies

Outcomes of Coaching Fluency with trained skills Adaptation of trained concepts/skills to local contexts and challenges And new challenges that arise Rapid redirection from miss-applications Increased fidelity of overall implementation Improved sustainability Most often due to ability to increase coaching intensity at critical points in time. Horner 2009 George & Barrett (2011)

Practice Profiles Each critical component is a heading Each level of implementation becomes a dimension on the rubric associated with that critical component. Critical Component (non-negotiable) Define how does this Critical Component contribute to the Outcome? Ideal “Gold Standard” of the Critical Component Acceptable Variation of the Critical Component Unacceptable Variation of the Critical Component Adapted from work of the Heartland Area Education Agency 11, Iowa Tilly, September 2008

Review the Practice Profile

Precorrection for Implementation Challenges

Your Turn How would you use the Practice Profile?

Phases of Coaching (adapted from Situational Leadership Blanchard and Hersey) Coach needs to adjust to situation (teams skill set, knowledge and commitment to change) C1- Teaching/Transfer of new skill set: Define the roles and tasks (BOQ, BAT) of the ‘follower’ or team and supervise them closely. Decisions are made by the coach/facilitator and announced, so communication is largely one-way. Team will lack fluency who but are enthusiastic and committed. They need direction and supervision to get them started. C2 – Coaching – High task focus, high relationship focus – coach still define roles and tasks, but seeks ideas and suggestions from the team. communication is much more two-way. For people who have some competence but can lack commitment. They need direction and supervision because they are still relatively inexperienced. They also need support and praise to build their self-esteem, and involvement in decision-making to restore their commitment. C3 – Participating / Supporting – Low task focus, high relationship focus – coach pass day-to-day decisions, such as task allocation and processes, to the team. The leader facilitates and takes part in decisions, but control is with the team. For people who have competence, but lack confidence or motivation. They do not need much direction because of their skills, but support is necessary to bolster their confidence and motivation. C4 – Delegating – Low task focus, low relationship focus – coach still involved in decisions and problem-solving, but control is with the team. The team decides when and how the coach will be involved. For people who have both competence and commitment-they are able and willing to work on a project by themselves with little supervision or support. George & Barrett (2011)

Development of the Team D4 – High Competence, High Commitment – Fluent and experienced with innovation, and comfortable with their own ability to do it well. May even be more skilled than the coach . D3 – High Competence, Variable Commitment – Experienced and capable, but may lack the confidence to go it alone, or the motivation to do it well / quickly. D2 – Some Competence, Low Commitment – May have some relevant skills, but won’t be able to do the job without help. The task or the situation may be new to them. D1 – Low Competence, High Commitment – Generally lacking the specific skills required for the job in hand, but has the confidence and / or motivation to tackle it.

Evaluation Evaluation Blueprint www.pbis.org

If something is worth doing once, it's worth building a tool to do it. Evaluation Template- What will the impact be? Identify Progress Monitoring Tools Tier 1 Team Implementation Checklist Benchmarks of Quality School-wide Evaluation Tool Tier 2 CICO Progress Monitoring Tool Benchmark for Advance Tiers (BAT)

Marketing and Dissemination Data Base PBS Surveys, PBS Eval Local data base Progress Report Annual Report Marketing and Dissemination Presentations Newsletters Evaluation Questions Template Tools Training Curriculum Coaching

PBIS Maryland State Leadership Meeting November 1, 2010 PBIS Maryland State Leadership Meeting

By School Type

PBIS Maryland Coaches

IPI is due twice a year –dates due are……? Thank you all for helping your schools meet the data submission deadlines!! Here is the aggregate data, based on the IPI’s received.

Evaluation Question: How do reported rates of problem behavior in Maryland Schools compare to the national average? Data Source: SWIS PBIS elementary schools in Maryland using SWIS are reporting problem behavior at a lower rate than the .34 per day per 100 students.   PBIS Middle schools in Maryland using SWIS are reporting problem behavior at a lower rate than the .69 per day per 100 students   PBIS High schools in Maryland using SWIS are reporting problem behavior at a lower rate than the .95per day per 100 students.

Evaluation Question: Do 80% of the students in MD Elementary PBIS schools using SWIS receive 0 or 1 office referrals? Data Source: SWIS PBIS Elementary schools in Maryland using SWIS report that 95% of their students receive 0 or 1 office referral.

Evaluation Question: What are the office disciplinary patterns by ethnicity? Data Source: SWIS   African American students receive office discipline referrals more than White, Latino and Asian students in all grade levels.

PBIS Maryland 589 BOQs were received. Average score: 85% 461 SETs were received. Average score: 94% 371 schools were recognized Gold: 216 Silver: 80 Bronze: 75 And, in preparation for Recognition, and for local systems to sustain their PBIS efforts, the BOQ and SET data is also submitted. 589 BOQs—Average 80% 461 SETS—Average 96% Recognition: 371 Schools Gold: 216 Silver: 80 Bronze: 75