1. General Session School-wide Reform Mary Kealy & George Sugai Loudoun Cty P.S., VA OSEP Center on PBIS July 20, 2009 www.pbis.org www.scalingup.org

2. PURPOSE School-wide Reform: Consideration of policy & practice implications General Considerations (11:00 George) General to Specific (District-Elementary-Secondary) Specific to General (SWPBS & Reform) District Example (11:40 Mary) Comments & Questions (12:10 Q&C)

3. School-wide Reform Challenges Limited resources w/ unlimited & exponentially growing needs & requests Multiple competing, uncoordinated, uninformed, & independently functioning efforts Inefficient & ineffective continuous professional development & regeneration Limited attention to implementation integrity & end- consumer improvement Lack of conceptual framework & functional logic model

4. Systemic actions intended to Enhance implementation capacities that Maximize performance outcomes of all students Prof. dev. Pers. prep. Org. chg. Evaluation Leadership Policy Etc. Impl. fidelity Evid. prac. Prac. compt. Cult. context Family sup. Etc. “School Reform” (unvetted) Academic Social beh. Study skills Specials Post-sec. Vocational Recreational Etc.

5. Policy & Practice Examples & Considerations SWPBS HR 2597 ARRA RtI IDEAESEA Message Policy context matters

6. HR 2597 May 21, 2009 “Positive Behavior for Safe & Effective Schools” ESEA funds for SWPBS Provisions –Professional development –Safe & Drug Free Communities –Early intervening services & counseling programs –Office of specialized instructional supports

7. American Recovery & Reinvestment Act IDEA & Title Recovery Funds Data systems –E.g., SWIS SWPBS implementation, e.g., –Early Intervening Services IDEA –School-wide Programs (ESEA Title I) –Professional Development (ESEA Title II)

8. Policy Practice Feedback Loops Policy (Plan) Practice (Do) Structure Procedure Policy Practice Policy Enabled Practices (PEP) Practice Informed Policy (PIP) Fixsen et al. (2005) NIRN. www.scalingup.org Invest in Informed policy-practice

9. “Response-to-Intervention” IMPLEMENTATION W/ FIDELITY CONTINUUM OF EVIDENCE-BASED INTERVENTIONS PREVENTION & EARLY INTERVENTION CONTINUOUS PROGRESS MONITORING DATA-BASED DECISION MAKING & PROBLEM SOLVING UNIVERSAL SCREENING Invest in RtI for All

10. Responsiveness to Intervention 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Academic SystemsBehavioral Systems Circa 1996

11. Etc. Literacy & Writing Numeracy & Sciences SWPBS Specials Social Sciences Responsiveness to Intervention

12. Effective Behavioral Interventions Effective Academic Instruction Systems for Durable & Accurate Implementation Continuous & Efficient Data- based Decision Making POSITIVE, EFFECTIVE SCHOOL CULTURE (SWPBS) =

13. Responsiveness to Intervention Academic + Social Behavior Invest in Integrated/braided initiatives

14. RTI Continuum of Support for ALL Dec 7, 2007 Invest in Labeling behavior…not people

15. Supporting Student Behavior SYSTEMS PRACTICES DATA Supporting Staff Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Approach for operationalizing best practice Invest in Systemic support for implementers

16. Agreements Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS Readiness agreements, prioritization, & investments 3-4 year implementation commitment Local capacity for training, coordination, coaching, & evaluation Systems for implementation integrity Invest in Local implementation capacities

17. ESTABLISHING CONTINUUM of SWPBS ~80% of Students ~15% ~5% SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club TERTIARY PREVENTION Function-based support Wraparound Person-centered planning PRIMARY PREVENTION Teach SW expectations Proactive SW discipline Positive reinforcement Effective instruction Parent engagement SECONDARY PREVENTION TERTIARY PREVENTION PRIMARY PREVENTION Invest in Logically linked interventions

18. Classroom SWPBS Practices Non-classroom Family Student School-wide Smallest # Evidence-based Biggest, durable effect Invest in Fidelity implementation of evidence-based practices

19. Initiative, Committee PurposeOutcomeTarget Group Staff Involved SIP/SID Attendance Committee Increase attendance Increase % of students attending daily All studentsEric, Ellen, Marlee Goal #2 Character Education Improve character All studentsMarlee, J.S., Ellen Goal #3 Safety Committee Improve safetyPredictable response to threat/crisis Dangerous students Has not metGoal #3 School Spirit Committee Enhance school spirit Improve moraleAll studentsHas not met Discipline Committee Improve behaviorDecrease office referrals Bullies, antisocial students, repeat offenders Ellen, Eric, Marlee, Otis Goal #3 DARE Committee Prevent drug useHigh/at-risk drug users Don EBS Work GroupImplement 3-tier model Decrease office referrals, increase attendance, enhance academic engagement, improve grades All studentsEric, Ellen, Marlee, Otis, Emma Goal #2 Goal #3 Sample Teaming Matrix Are outcomes measurable? Invest in Decisions for working smarter

20. www.pbis.org Horner, R., & Sugai, G. (2008). Is school-wide positive behavior support an evidence-based practice? OSEP Technical Assistance Center on Positive Behavioral Interventions and Support. www.pbis.org click “Research” “Evidence Base” Invest in Evidence-based practices

21. Local School Teams/Demonstrations PBS Systems Implementation Logic Funding Visibility Political Support Training Coaching Evaluation Leadership Team Active & Integrated Coordination www.pbis.org “PBS Implementation Blueprint” Invest in Systemic implementation logic

22. SUSTAINABLE IMPLEMENTATION & DURABLE SCHOOL- REFORM THROUGH CONTINUOUS REGENERATION Valued Outcomes Continuous Self-Assessment Practice Implementation Effective Practices Relevance Priority Efficacy Fidelity

23. Main Messages….Invest in School, district, & state leadershipOutcome-based integration of initiativesFidelity implementation of evidence-based practicesInformed culture/context-based policy-practiceSystemic supports for implementersMeaningful reinforcement of accomplishments

24. Schoolwide Reform Efforts Successful Implementation: A School District Perspective

25. Mary V. Kealy, EdD Assistant Superintendent for Pupil Services Loudoun County Public Schools Virginia, USA President-Elect, Council for Administrators of Special Education

26. Challenges Successes Lessons Learned

27. System Change Initiatives  Early Intervention  Inclusive Practices  Positive Behavior Intervention and Support (PBIS)  Response to Intervention (RtI)

28. Implementation Challenges District Level Evaluation Data Management Professional Development Resources Leadership

29. Lessons Learned Administrative Leadership

30. Lessons Learned Capacity Building Model Administrative Leadership

31. Lessons Learned Capacity Building Model Professional Development Administrative Leadership

32. Lessons Learned Capacity Building Model Professional Development Culture of Collaboration Administrative Leadership

33. Lessons Learned Capacity Building Model Professional Development Culture of Collaboration Integrated Initiatives Administrative Leadership

34. Lessons Learned Accountability and Sustainability Capacity Building Model Professional Development Culture of Collaboration Integrated Initiatives Administrative Leadership

35. School Level Data-Driven Decision Making Integrated Initiatives Collaboration Maintaining Momentum Leadership Staffing And Resources

36. Challenges Vision Administrative Leadership Resources and Support Collaborative Teamwork Action Plans ++ ++

37. Challenges Vision Administrative Leadership Resources and Support Collaborative Teamwork Action Plans ++ ++ CONFUSION

38. Challenges Vision Administrative Leadership Resources and Support Collaborative Teamwork Action Plans ++ ++ ANXIETY

39. Challenges Vision Administrative Leadership Resources and Support Collaborative Teamwork Action Plans ++ ++ FRUSTRATION

40. Challenges Vision Administrative Leadership Resources and Support Collaborative Teamwork Action Plans ++ ++ SLOW CHANGE

41. Challenges Vision Administrative Leadership Resources and Support Collaborative Teamwork Action Plans ++ ++ FALSE STARTS

42. Challenges Vision Administrative Leadership Resources and Support Collaborative Teamwork Action Plans ++ ++ SUCCESSFUL IMPLEMENTATION

43. Success: Show Me the Data!  Successful implementation has led to improvement both at the district and school level in: Student behavior Student achievement School climate

44. FCPS Elementary School: Suspension Rate

45. FCPS Elementary School Pass Rate for Reading at Third Grade

46. FCPS Middle School: FCPS Middle School: Suspension Rate

47. FCPS Middle School: Pass Rate for FCPS Middle School: Pass Rate for Eighth Grade English

48. LCPS Middle School: Suspension Data

49. Improved School Climate

50. Improved Student Behavior

51. Lessons Learned Resources and Supports Accountability and Sustainability Capacity Building Model Professional Development Culture of Collaboration Integrated Initiatives Administrative Leadership

52. Resources and Support State National Resources And support Local

53. Contact Information Dr. Mary V. Kealy Loudoun County Public Schools 21000 Education Ct. Ashburn, VA 20148 Mary.Kealy@loudoun.k12.va.us