1. Scaling Up SW PBS Implementation Different Journeys to the Same Destination March 26, 2010 Don Kincaid Heather George Lucille Eber Susan Barrett

2. www.pbis.org

3. www.scalingup.org

4. 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

5. 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.

6. The Challenge Building Capacity Across 110,000 Schools

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

8. Schools Implementing School-wide Positive Behavior Support September 2009: 10,487

9. 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

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

11. 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

12. 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

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

14. 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

15. 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

16. 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

17. Implementers Blueprint Self Assessment More like guidelines Provides a common language

19. 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.

20. Leadership Team SWPBS Implementers’ Blueprint Representation from key stakeholders Meet regularly with a regular process Complete regular self-assessment and long term action planning Led by Coordinator with FTE

21. FundingVisibility Political Support SWPBS Implementers’ Blueprint 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 Policy SW PBS Policy statement developed and endorsed Implementation data and outcomes are reviewed semi-annually Audit of effectiveness of existing related initiatives conducted annually

22. Funding Visibility Policy Political Support Exploration * Installation * Initial Implementation * Full Implementation Innovation and Sustainability How have these features evolved over time?

23. TrainingCoaching Evaluation 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 COORDINATION ACTIVITIES Behavioral Expertise

24. 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?

25. 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

26. PBIS Maryland Susan Barrett sbarrett@pbismaryland.org www.pbismaryland.org 1999-2010

29. 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

30. PBIS Maryland Infrastructure Commitment of leadership at State, District and School levels Private, Public, University partnership Implementation Standards and Protocols developed and implemented INFRASTRUCTURE developed to support State and Regional Training Capacity State-wide impact: – 741 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)www.pbismaryland.org

31. 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 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

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

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

34. 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?

35. 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

36. District Initiative District Coordinator PBS Coaches School Teams

37. 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 T wo: Commitment to Capacity Building Role of District Role of State Leadership Team 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 w ith dissemination activities such as presentation to LMB, Community, Businesses, Superintendent Conduct c apacity building awareness activities using PBIS Blueprint with key stakeholders Submit formal reports to PBIS management team to include progress notes, updates, training needs Conduct n eeds assessment Conduct SWIS facilitator training, SET assessor training Phase Three: Commitment to Large Scale Implementation Role of District Role of State Leadership Team 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 v isibility to State Assist with marketing/dissemination/policy 37 District Level Phases

38. Coach Competencies

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

40. 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

41. 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

42. If something is worth doing once, it's worth building a tool to do it. Evaluation Template- What will the impact be? Evaluation Template 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)

43. Competencies/Features for Building Level Teams PBIS Maryland Example – New Team Training- BOQ – Tier 2 Basic Training- CICO Progress Monitoring Tool – Tier 2 Action Plan- – Define Feature, Complete Activity, Discuss, Define Action Steps

44. 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

45. Training in Maryland Intro to Administrators Readiness/Planning Phase Team and Coach Training Event Facilitated Action Planning- Team Time Workbook Track Fidelity/Progress Access to Community of Practice-knowledge sharing Track Outcomes Building Training Capacity Training Event Implementation Team Workbook

50. Moving to Advanced Tiers 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

52. 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?

53. Workgroup/ Committee/ Team Outcom e/ 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 TeamStudents Staff Ben, Tom, Lou 1 no Office Refs., Attend, MIR, Nursing log climate Yes- continue Safety Committee Students Staff Toni, Barb,Tom 1,2,3 no Office Referrals BIG 5, climate Yes-fold into PBIS School Spirit Committee StudentsTom1 no SurveyYes-fold into PBIS Discipline Committee Students Staff Suspension Tom, Lou1,2,3 no Office Referrals Yes-fold into PBIS Student Support Team/Problem Solving Team Students, Staff ? Steve, Sue,Jon, Tom 2,3 yes Discipline, DIBELS, FACTS… No- continue School Improvement Bill, Jon, Lou, Tom 1,2,3yesAll of the aboveYes- continue Working Smarter- Systems / Staff Support

54. 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- McIntoshMcIntosh Youth- incomplete class work/homework Attendance (look at predictors for drop-out and school completion) Admin Referral Teacher/Staff Referral Family Referral Other:

55. Illinois Illinois Florida

56. How do we get there? SW-PBS