Sustaining and Scaling the Implementation of Positive Behavioral Interventions and Supports: State Examples I Susan Barrett – Maryland Howard Muscott - New Hampshire Char Ryan-- Minnesota.
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Sustaining and Scaling the Implementation of Positive Behavioral Interventions and Supports: State Examples I Susan Barrett – Maryland Howard Muscott - New Hampshire Char Ryan-- Minnesota Guiding Questions How do you support teachers to implement best practices in schools? How do you support school teams to guide this process? How do you support districts to guide this process? How do you support state to guide this process? What are the differences between supporting 60 schools to 600 to 6000? Implementation Levels Student Classroom School District State 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 4 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 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 Comparison of SET Implementation and Office Referral Reduction 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 1E 2E 3E 4E 5E 6E 7E 8E 9M 10M 11M Group Cost Benefit Office Referral Reduction Across 12 PBIS Schools =5,606 If students miss 45 minutes of instruction for each Office Referral, 5,606 X 45= 252,270 minutes 4204.50 hours or 700 days of instructional time recovered!!!!! Group Cost Benefit Office Referral Reduction Across 12 PBIS schools= 5,606 If one Office Referral=15 minutes of administrator time, then 5,606 x 15= 84,090 minutes 1401.15 hours or 233 days of administrator time recovered and reinvested. Transformation More than a behavior initiative The foundation of the academic house you are trying to build Systemic School Reform Model Colorado APBS 2008 “Bottom Up and Top Down” Student Services Example Phase Two Commitment to Capacity Building – Demonstrated High Fidelity/High Impact – Demand Increases – State Team won’t be able to keep up with demand Created Partnership Agreements – Roles and Responsibilities 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 planmodel after state team Phase Three Commitment to Large Scale Implementation – Large number of schools in each district – Sustain and Build Integrated Systems ModelBraiding Initiatives Shelf Life – Increased roles and duties within District Phase Four- “Continuous Regeneration” Innovation – 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 Transfer Skill to Local School System Local Team and Coordinator Identified – Access to support and technical assistance – “Fostering the Pipeline of Leadership” – Develop action plan through blueprint- model after state with local context 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* 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 KEYS TO SUCCESS Leadership at State, Regional, District and School levels Private, Public, University partnership Standards and Protocols developed and implemented State-wide impact: – 494 of 565 schools in all 24 systems are implementing universal PBIS with fidelity. State and Regional Training Capacity PBIS Maryland WEBSITE and DATABASE (www.pbismaryland.org) Ongoing Technical Assistance-Coaching Capacity Ongoing Evaluation/Progress Monitoring Evaluation Tools Ongoing Data Collection for Decision Making – SETs, SWIS, BOQ Ongoing expansion of Local School System infrastructure—staff designation and funding Federal Grants Rigorous Randomized Evaluation Activity through grants received by JHU Evaluation What are your questions? Do the tools/forms/surveys answer your questions? Can you get the answers quickly? – Easy, efficient, relevant Economic Benefits Regular Feedback to Stakeholders Trained and Implementing by Cohort 140 100% 97% 91% 90% 116 120 82% 90% 113 110 110 79% 100 80 82 81 80% 70% 90 60% 100% 60% 56% 50% 64 60 57 43% 52 47 40% 47 30% 40 30 18 20 7 20% 18 10 10% 3 0 0% 1999 2000 Trained 2001 2002 2003 Implementing 2004 2005 2006 2007 % of Trained Implementing NOTE: Retrained schools will be counted in the most recent retraining year only. 96% Rate of Return in 2008 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 1999 2000 2001 2002 2003 2004 % of schools submitting data 2005 2006 2007 Evaluation Question: Are schools in beginning or advanced stages of implementation? Data Source: Implementation Phases Inventory (IPI) Overall, the IPI data suggest a relatively advanced level of selfreported implementation among the schools in Maryland IPI Fall 2007 # of schools reporting: 30 60 97 286 Preparation Initiation Implementation Maintenance 473 Evaluation Question: Are schools implementing School-wide PBIS? Data Source: Team Implementation Checklist (TIC) (Target Criterion = 80%) Based on the average of the 327 checklists submitted, school teams report that 78% of items are in place. T eam Implementation C hec klis t 85.6 100.0 95.0 86.8 74.8 76.7 90.0 80.8 71.9 77.0 78.3 75.5 63.1 85.0 85.0 90.0 94.0 83.3 72.5 70.6 Worc es ter Wic omic o Was hington T albot S t. Marys S pec ial S omers et P rinc e G eorges Queen A nnes Montgomery Howard Harford F rederic k C harles C arroll C aroline C alvert 51.9 A nne A rundel B altimore C ity B altimore C o. 100.0 90.0 80.0 70.0 60.0 50.0 40.0 30.0 20.0 10.0 0.0 A llegany L S S Averag es S pring 2007 Evaluation Question: Are schools implementing SW-Positive Behavior Support? Data Source: System-Wide Evaluation Tool (SET) (Objective Criterion = 80%) -All regions met objective criterion -A pre-post comparison regional average shows a 69% increase. Evaluation Question: Where is the location of behavior problems in Middle Schools? Data Source: SWIS The majority of the problem behaviors reported occur in the classroom followed by hallways. Outcomes Good News/Bad News Visibility increasing/Overly enthusiastic legislature resulting in mandated PBIS implementation Initiative has momentum/Maryland’s budget doesn’t Green zone training and implementation with fidelity is institutionalized/Yellow and Red Zone training and implementation needs similar structure and higher resources Districts are increasing capacity/State Leadership has to “let go” OF THE RIGHT THINGS to ensure fidelity and sustainability Challenges Funding Mandates 3 Tiered Logic 2nd Generation Coordinators – Death, Taxes and Attrition – Transfer of Skill Rapid Expansion (25% increase each year) Final Thought “We have a unique opportunity and responsibility to promote integration of services for students across a continuum that meets all students needs.” Contact [email protected]