Transcript Document
Going to Scale: Essential Features of the Blueprint at the District Level Susan Barrett Sheppard Pratt Health System [email protected] Outcomes • Define the features and procedures for moving evidence-based educational practices from demonstrations to largescale adoptions • Provide State and District Examples • Provide Lessons Learned • Provide Next Steps • Identify Key Resources Problem Statement “We give schools strategies & systems for developing positive, effective, achieving, & caring school & classroom environments, but implementation is not accurate, consistent, or durable. Schools need more than training.” 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. Education • 65 million kids • 6 million teachers and staff • 100,000 schools • 3,143 counties • 60 states & U.S. jurisdictions Start with the end in mind… • What will it take to have 100,000 replications that produce increasingly effective outcomes for 100 years? – Fixsen Creating Implementation Capacity • Start with too many overqualified people • “Generation 1” practitioners become: – Generation 2 interviewers, trainers, coaches, evaluators – Generation 3 administrators, directors, and leaders – Generation 4 state and federal officials Fixsen 2008 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. Implementers Blueprint • Self Assessment • More like guidelines • Provides a common language SWPBS Implementers’ Blueprint Elements Visibility Funding Political Support Leadership Team Training Coaching Evaluation Local School Teams/Demonstrations 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 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 Local Coordinator Identified –Implementation Phase should determine FTE –Access to Ongoing Training and Technical Assistance – Support –Meeting with other coordinators is critical!! 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? SWPBS Implementers’ Blueprint Visibility Funding • Identify recurring funding sources • 3 to 5 yrs. of support Political 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 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 Where does your funding come from? examples • Loudoun County Public Schools, VA – Department of Pupil Services – VDOE Training and Technical Assistance Center • Charleston County School District, SC Local Political Support • Superintendent • Deputy Superintendent • Assistant Superintendent for Instruction • Assistant Superintendent for Pupil Services – Student Services – Special Education SWPBS Implementers’ Blueprint BUILD CAPACITY BUILD CAPACITY (training expertise) (implementation • Support coaches expertise) • Ensure coaches • Support school implement with teams fidelity • Ensure teams • Establish community implement with of learning fidelity Training Coaching DATA-BASED DECISION MAKING • Create data systems •Fidelity •Student outcomes • Design process for evaluation • Establish eval cycles Evaluation COORDINATION ACTIVITIES 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 Evaluation Questions Template Tools Curriculum Marketing and Dissemination Presentations Newsletters Progress Reports Data Base pbs eval Local data base Decision Making Id gaps Build solutions Evaluation Cycle Start with the questions • Build “Template” • Id Tools • Organize training materials–Non negotiable info –Build from process tools Evaluation Input Identify stakeholders – Assistant superintendents – Coordination team – Coaches – School principals Create & discuss implementation Evaluation Input • Activities • Participation • Short-term goals Outcomes Evaluation Input Outcomes Impact • Implementation with fidelity – Increased academic competence – Positive school climate – Increase time on task – Decrease in office referrals – Decrease in suspensions Data Base • Can you get access to the data quickly? • Can others access easily? Id “others”? • What reports will get generated? – Who, how often? • What info will you use for decision making? 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!! –Newsletter, Annual Reports, 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; 30 What is Coaching Capacity? • Does the district have sufficient capacity for: – District Training/Managing – School Coaching • Do the coaches have capacity/skill to respond to schools as a: Charleston PBIS Coach Rubric School Need Legend __ Rating Points = Intensive Support Unsatisfactory 3 = Coaching Support Below Avg. – Avg. 2 Assigning Coaches by Need • Example of Typical PBIS coaching load: 1 Red Zone School 3 points 2 Yellow Zone Schools 4 points 5 Green Zone Schools 5points 8 Schools 12 Points • Example of Red Zone School PBIS Specialist coaching load: 3 Red Zone Schools 9 points 1 Yellow Zone School 2 points Coach Competencies Competency Level Level One (Coaches): Fluency @ Universal level ŅLeadÓteams through process (Direct) Data Multiple data collection systems P roblem solving with Data Level Two (Coaches/Trainers): Established effective schoolsite(s) Fluency at Small group and Individua l student level Work with school team chair (Indirect) Train teams in universals Research data collection tools (e.g., SET) Direct observation data at individual student level Level Three (Coordin ator): Work with multiple schools Train teams universal Š individu al level Train coaches Establish district-wide system Evalu ation of district-wide efforts Data Šdecision rules to identify needed supportswithin/across schools Link schoolneeds (data-based) to district professional development Skill Mastery Practices School-wide PBS essential features Effe ctive Instruction Classroom management Rules to informadoption of practices Model school examples Basics of ABA P BS responses to problem behavior AdvanceABA Functional Behavioral Assessment Social Skill instruction Effe ctive professional development / trainingskills Map district policy to essential features of PBS Systems Meetings / Team roles Communication within building Consultation Targeted technical assistance Task analyze team generated universal practices for implementation Codify practices into policy Systematic (data-based) student identification for small group/ individual supports Create/support student supportteam or process Task analyze team generated small group/individu al practices for implementation Adapting un iversal systems to support generalization of small group /indiv idual plans Consult with other agencies/parents Codify practices into policy Leadership team roles / meetings Commu nication across district Resource bank (ŅexpertsÓ& materials) Codify practices into policy Training • Regular Training Cycle • Curriculum- Illinois, MO, VA, OR • Trainers- TOT • Focus on outcomes • Differentiated Instruction • Readiness • Follow Up- Returning Team Type of Skill to be Trained • Skinner (1974) distinguishes between two types of knowledge. –Knowing About: can describe variables that influence a phenomenon. • Example: Describe principles of reinforcement. –Knowing How: can perform effectively • Example: Shape the behavior of another. • One form of knowing does not imply Returning Team Training Needs Assessment – Coaches – Principals – School teams Summer Training • Day 1 – Key note speaker – Break-out sessions PBS Systems Implementation Logic Funding Braiding Initiatives Marketing Visibility Political Support Leadership Team Management Team Active Coordination Training Coaching Evaluation 1. Phase One: Commitment to School Level Implementation 2. Phase Two: Commitment to Capacity Building 3. Phase Three: Commitment to Large Scale Implementation 38 Phase One 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 Features • Define Outcome • DATA SYSTEMS PRACTICES – State Team with 5 Year Implementation Plan • • • • Site Visits Coaching Information System Awareness Activities (Visibility, Marketing) – Coaching, Training – Local Point of Contact- pacing will be different – Funding, Phase Two • 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 Phase Three • 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 Phase Four • 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 Expansion Maryland 494 schools North Carolina Illinois 611 schools Colorado 405 schools Florida 250 schools New York 322 schools Michigan 181 schools Ohio 548 schools 221 schools New Mexico 130 schools West Virginia 215 schools Virginia 210 schools Louisiana 285 schools Missouri 278 schools Georgia 171 schools Maryland PBIS Maryland - Schools Trained and Implementing 140 116 113 120 100 110 110 90 82 81 80 80 64 60 52 40 57 47 47 30 18 20 7 18 10 3 Num ber of School Trained 0 1999 2000 2001 2002 Num ber of Im plem enting Schools 2003 2004 2005 2006 2007 2008* Challenges • • • • Funding Mandates 3 Tiered Logic 2nd Generation Coordinators – Death, Taxes and Attrition – Transfer of Skill • Rapid Expansion (25% increase each year) 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