Susan Barrett Sheppard Pratt Health System sbarrett@pbismaryland

1. Going to Scale: Essential Features of the Blueprint at the District Level Susan Barrett Sheppard Pratt Health System sbarrett@pbismaryland.org

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. 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.”

6. 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.

7. Education 65 million kids 6 million teachers and staff 100,000 schools 3,143 counties 60 states & U.S. jurisdictions

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

9. 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

10. 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.

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

12. SWPBS Implementers’ Blueprint Elements Visibility Political Support Funding Leadership Team Evaluation Training Coaching Local School Teams/Demonstrations

13. 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

14. 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 Roles and Responsibilities may change over time depending on implementation phase • Establish a Partnership Agreement

15. Local Coordinator Identified • Implementation Phase should determine FTE • Access to Ongoing Training and Technical Assistance – Support • Meeting with other coordinators is critical!! • Local Management Team • Creating protocols/standards (State v Local)

16. 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?

17. SWPBS Implementers’ Blueprint Visibility Political Support Funding • 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

18. 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 • Be careful what you wish for…

19. 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 • General Operating Funds • Title Funds • IDEA • SS/HS Grant and additional grants • Business Partners

20. Local Political Support • Superintendent • Deputy Superintendent • Assistant Superintendent for Instruction • Assistant Superintendent for Pupil Services • Student Services • Special Education • Assistant Superintendent for Support Services • Transportation • Food Services • Maintenance

21. 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 Evaluation Training Coaching COORDINATION ACTIVITIES

22. 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 Regular Feedback to all Stakeholders- MD example

24. Evaluation Cycle Start with the questions • Build “Template” • Id Tools • Organize training materials- • Non negotiable info • Build from process tools

25. Evaluation Input Identify stakeholders • Assistant superintendents • Coordination team • Coaches • School principals Create & discuss implementation model Predict external factors that may influence expected results

26. Evaluation • Activities • Participation • Short-term goals Input Outcomes

27. Evaluation • Implementation with fidelity • Increased academic competence • Positive school climate • Increase time on task • Decrease in office referrals • Decrease in suspensions Input Outcomes Impact

28. 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? • “move up triangle”- readiness? • Staff development • Needs assessment- guide professional development • What info will you use for dissemination and marketing?

29. 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, Presentations • www.pbismaryland.org • Be Careful

30. 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; Juvenile Justice; Vendors in the System of Care; Parent and other advocacy organizations; Community Members 30

31. 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: • Consultant • Coach (facilitator) • Intensive Coaching

32. Charleston PBIS Coach Rubric School Need Legend __ Rating Points = Intensive SupportUnsatisfactory 3 = Coaching Support Below Avg. – Avg. 2 = Maintenance Support Good-Excel 1

33. 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 1 Green Zone School 1 point 5 Schools 12 Points

34. Coach Competencies

35. Training Regular Training Cycle Curriculum- Illinois, MO, VA, OR Trainers- TOT Focus on outcomes Differentiated Instruction Readiness Follow Up- Returning Team Training

36. 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 the other.

37. Returning Team Training Summer Training • Day 1 • Key note speaker • Break-out sessions • Day 2 • School team action planning Needs Assessment • Coaches • Principals • School teams

38. PBS Systems Implementation Logic Marketing Visibility Funding Braiding Initiatives Political Support Leadership Team Management Team Active Coordination Training Coaching Evaluation • Phase One: Commitment to School Level Implementation • Phase Two: Commitment to Capacity Building • Phase Three: Commitment to Large Scale Implementation 38

39. Phase OneCommitment 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

40. 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,

41. Phase Two • Commitment to Capacity Building • Demonstrated High Fidelity/High Impact • Demand Increases • State Team won’t be able to keep up with demand

42. 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

43. 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

44. 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

45. Expansion

46. Maryland

47. PBIS Maryland - Schools Trained and Implementing

48. Challenges • Funding • Mandates • 3 Tiered Logic • 2nd Generation Coordinators • Death, Taxes and Attrition • Transfer of Skill • Rapid Expansion (25% increase each year)

49. 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