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Scaling Up SW PBS Implementation: Different Journeys to the Same Destination

Scaling Up SW PBS Implementation: Different Journeys to the Same Destination. Heather Peshak George, Ph.D. APBS Conference, St. Louis, MO: March 26, 2010. Florida’s PBS Project . Our Mission

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Scaling Up SW PBS Implementation: Different Journeys to the Same Destination

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  1. Scaling Up SW PBS Implementation:Different Journeys to the Same Destination • Heather Peshak George, Ph.D. • APBS Conference, St. Louis, MO: March 26, 2010

  2. Florida’s PBS Project • Our Mission • Increasing the capacity of Florida’s school districts to address problem behavior using positive behavior support through a Response to Intervention framework. • What we do… • Provide training and technical assistance to districts across the state in the development and implementation of positive behavior supports at the school-wide, targeted group, classroom and individual student levels

  3. Exploration Phase • Is there a need for change? • What current practices and initiatives exist that are facilitators or barriers? • What is innovation and does it address our problem? • How do we plan for implementation? • Is the team ready to begin installation of innovation?

  4. Installation Phase • What individuals have authority to reallocate resources/facilitate implementation and connect with state improvement plan? • Who will guide implementation? • What does implementation of the innovation involve?

  5. Initial Implementation Phase • Who are initial implementers? • How do we begin implementation? • How do we monitor fidelity and outcomes?

  6. Full Implementation Phase • How do we build local training/coaching capacity? • What resources do we need to add more schools? • How do we sustain fidelity and positive outcomes over time?

  7. Innovation and Sustainability Phase • How do we braid innovation with new/existing initiatives? • How do we become more efficient and effective? • How do we share what we have learned?

  8. Funding • IDEA Part B Discretionary Grant • Around 1997: $33,000/year • Current: Almost $1.8 million/year

  9. Visibility • Before: • Present at every state conference • Special education • Expanded across disciplines • ABA, Safe Schools, RtI, Reading, School Psychologists, Superintendent, Evaluation • Now: • Present when requested or “invited”

  10. Click Here…

  11. Newsletter: Read directly from the website or download to print. Use to find useful tips, data, important dates, etc. http://flpbs.fmhi.usf.edu/resources_newsletter.asp

  12. Political Support and Policy • Expanded funding of project • State RtI Implementation Plan • Active member on the FL DOE’s State Transformation Team for RtI • Title of Project to include RtI:B • RtI • Bullying & Harassment Policy • Zero Tolerance

  13. State Infrastructure State Management Team Role: Provide leadership and facilitate policy-level changes to support implementation of effective educational practice State Transformation Team Role: Analyze progress toward statewide efforts, recommend actions for improvement, and support District Based Leadership Teams DBLT to build the capacity of districts to implement evidence-based practices and to establish integrated RtI academic and behavior systems in each school District Based Leadership Team Role: Provide leadership, advisement, and training at the district level and assist schools in their implementation efforts School Based Leadership Team Role: Develop a school implementation plan. The school based team will become “trainers” and “coaches” for the school staff and will be responsible for school wide implementation Advisory Group Role: Provide on-going stakeholder input pp. 11-13 of the Statewide RtI Implementation Plan

  14. District Responsibilities Based on self-assessment results, and in conjunction with the student progression plan and K-12 Comprehensive Reading Plan, develop an RtI implementation plan organized around building consensus, infrastructure, and implementation. Plans should also address: How current resources will be used to implement RtI and identify additional resources needed How stakeholders will be educated How stakeholders will be involved p. 8 of the Statewide RtI Implementation Plan

  15. Alignment with Existing Initiatives The basic elements of RtI are required by NCLB and IDEA, therefore, they are included in all broad-based initiatives for schools striving to meet (AYP), such as: K-12 Reading Plan and Reading First Florida’s Continuous Improvement Model (FCIM) Florida’s Positive Behavior Supports (PBS) PS/RtI Pilot Project Bright Beginnings p. 1 of the Statewide RtI Implementation Plan

  16. Tiered Model of School Supports & the Problem-Solving Process ACADEMIC and BEHAVIOR SYSTEMS Tier 3: Intensive, Individualized Interventions & Supports The most intense (increased time, narrowed focus, reduced group size) instruction and intervention based upon individual student need provided in addition to and aligned with Tier 1 & 2 academic and behavior instruction and supports.Tier 2: Targeted, Supplemental Interventions & Supports.More targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and behavior curriculum. Tier 1: Core, Universal Instruction & Supports.General academic and behavior instruction and support provided to all students in all settings. FL RtI State Transformation Team, Dec. 2009)

  17. DRAFT

  18. Training School-Wide/Initial (Tier 1) Booster/Retraining (Tier 1) Classroom (Tiers 1 & 2) – online only Targeted Group (Tier 2) Individual Student (Tier 3) Team Leader Principal/Administrator SWIS Coaches’ Italics indicates both on-site & online modules available

  19. Tier 1 Training Sequence

  20. Number of Schools Trained(As of March, 15 2010) • 6 Pre-K schools • 387 Elementary schools • 167 Middle schools • 82 High schools • 56 Alt/Center schools • 50 Other (e.g. K-8) • 748 TOTAL SCHOOLS

  21. Coaching & Behavioral ExpertiseRtI:B Support Structure • Project Contact  • District Coordinator • (District Leadership Team)  • COACH  • School-based Team Leader  • PBS Team Members

  22. Factors to Consider in Developing Comprehensive Evaluation Systems • Systems Preparation • Readiness activities • Service Provision • Training and technical assistance • Identification and Assessment of Behavior Problems • Possible data sources • Evaluation Process • Timelines, data systems • Evaluation Data (Across all three Tiers) • Implementation Fidelity, Impact on Students, Attrition, Client Satisfaction • Products and Dissemination • Reports, materials, presentations, etc. (modified from Childs, Kincaid & George, in press)

  23. Florida’s Evaluation Model Evaluation Data Implementation Fidelity PBS Implementation Checklist (PIC) Benchmarks of Quality (BoQ) Benchmarks for Advanced Tiers (BAT) School Demographic Data School-wide Implementation Factors Tier 3 plan fidelity checklist BEP Fidelity checklist Identification/Assessment Service Provision Products and Dissemination Systems Preparation Evaluation Process • District Action Plan • District Readiness • Checklist • School • Readiness • Checklist • New School • Profile (includes ODR, ISS, OSS) • Discipline Records • ESE Referrals • Surveys • Walkthroughs • PIC • Classroom Assessment Tool • Student rank/rating • Teacher requests • Lack of response • BAT • Behavior Rating Scale • Daily Progress Report Charts MidYear I Training On-going technical assistance FLPBS ↓ Districts ↓ Coaches ↓ Schools • Annual Reports • Revisions to training and technical assistance process • National, State, district, school dissemination activities • Website • On-line training modules MidYear II Impact Outcome data (ODR, ISS, OSS) FL Comprehensive Assessment Test Benchmarks of Quality School Demographic Data PBS Walkthrough Daily Progress Reports Behavior Rating Scales Climate Surveys End-Year Project Impact Attrition Survey/Attrition Rates District Action Plans Client Satisfaction School-Wide Implementation Factors District Coordinator’s Survey Training Evaluations

  24. (1) Systems Preparation • Tier 1 • District Readiness Checklist • District Action Plan • District baseline and goals • School Readiness Checklist • Baseline data • Tier 2 • School Readiness • Implementation of Tier 1 • School Infrastructure • Tier 3 • District Action Plan • Systems change • Evaluation of products and processes • Establish vision and goals

  25. (2) Service Provision • Training and ongoing technical assistance • Training • Tier 1- District and multi-district on-site • Tier 2 –District, multi-district, web-based • Tier 3- Post assessment, goal setting, systems/process established

  26. (3) Identification & Assessment • Tier 1 • Discipline records, attendance, ESE referrals, baseline BoQ, action plans, climate surveys, coaches surveys, walkthrough (mini SET), PBS Implementation Checklist (PIC) • Classroom • Discipline records, teacher requests, student rankings/ratings, ESE referrals, observations, Classroom Assessment Tool • Tier 2 • Discipline records, teacher requests, student rankings/ratings (SSBD, TRF, etc…), lack of response to Tier 1, Daily Progress Reports, PBS Implementation Checklist (PIC), Benchmarks for Advanced Tiers (BAT) • Tier 3 • Above items, lack of response to Tier 2, Behavior Rating Scale, observation data, intervention fidelity checklist, PBS Implementation Checklist (PIC), Benchmarks for Advanced Tiers (BAT)

  27. Office Discipline Referrals

  28. Teacher Nomination Student Initials Grade/Period I or E (Step 2) _________ ________ ________ _________ ________ ________ _________ ________ ________ • Rank top 3 externalizing and top 3 internalizing students • Check “YES” if personally taught expectations to the student • Check “YES” if personally given a SW-PBS reward to student

  29. Tier 2 Progress Monitoring

  30. Behavior Rating Scale

  31. (4) Evaluation Process • Timelines for State Evaluation • Baseline (due date varies) • Mid Year I – due 10/31 • School Profile • PBS Implementation Checklist (PIC) (Tiers 1-3) • Mid Year II – due 2/28 • PBS Implementation Checklist (PIC) (Tiers 1-3) • End Year – due 6/15 • Benchmarks of Quality (BoQ) (Tier 1) • Benchmarks for Advanced Tiers (BAT) (Tiers 2-3) • Outcome Data Summary • School-wide Implementation Factors (SWIF) • Web-based Data Entry and Reporting • PBSES • Statewide Student Database – Academic/Behavior

  32. Implementation Fidelity PIC (All Tiers) BoQ (Tier 1) BAT (Tiers 2-3) SWIF (All Tiers) Walkthrough (Tier 1) Tier 2 & 3 intervention specific fidelity measures Attrition Attrition Survey (All) Impact on Students Outcome data (ODR, ISS, OSS) Academic achievement School Demographic Data (e.g. ethnicity) Attendance DPR charting Behavior Rating Scale Client Satisfaction SWIF Climate surveys Social validation (5) Evaluation Data

  33. (a) Implementation Fidelity • Are schools trained in SWPBS implementing with fidelity? Across years? Across school types? • BoQ, BAT, School Demographic Data • What factors are related to implementing with fidelity? • SWIF survey, BoQ, BAT

  34. Tier 1 Critical Element Implementation Level chart

  35. PBS Implementation Level chart

  36. High Implementing Florida PBS Schools(Scoring 70 or Above on BoQ) Average Score 66 Average Score 66 Average Score 72 Average Score 77 Average Score 76

  37. BoQ Totals by School Type Across Years

  38. Brief Walk-through

  39. Benchmarks for Advanced Tiers Score Summary for BAT Sections 100 90 80 70 60 Percent Possible Score 50 40 30 20 10 0 Total Tier 1 T2:4th Impl T3:Monitor T2:3rd Impl T2:2nd Impl T2:Support T3:Support T2:Main Impl T3:Assess T2&3:Commit T2&3:Monitor T2:4th Monitor T2:3rd Monitor T2&3:Stu Ident T2:2nd Monitor T2:Main Monitor BAT Sections

  40. (b) Impact on Student Behavior • Do schools implementing SWPBS decrease ODRs, days of ISS, and days of OSS? • ODRs, ISS, OSS • Do schools implementing SWPBS realize an increase in academic achievement? • FCAT scores • Is there a difference in outcomes across school types? • ODRs, ISS, OSS, FCAT scores, school demographic data • Do schools implementing with high fidelity have greater outcomes implementers with low fidelity? • BoQ, ODRs, ISS, OSS • Do teams that work well together have greater outcomes than those that don’t work as well together? • Team Process Evaluation, ODRs, ISS, OSS

  41. higher implementing schools reported 37% fewer ODRs per 100 students

  42. overall average difference of 40% across the five school years

  43. overall average difference of 43% across the five school years

  44. (c) Attrition • Why do schools discontinue implementation of SWPBS? • Attrition Survey

  45. (d) Consumer Satisfaction • Are our consumers satisfied with the training, technical assistance, products and support received? • SWIF survey • District Coordinators survey • Training evaluation • Climate surveys

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