Implementing, Sustaining, & Scaling Up the Pyramid Model

1. Implementing, Sustaining, & Scaling Up the Pyramid Model Rob Corso, PhD Executive Director Darcy Allen Young, MEd

2. Pyramid Model Professional Development

3. Few children Children at-risk All Children

4. TerminologyCSEFEL/TACSEI = Pyramid Model = EC-PBIS=EC-PBS EC-MTSS, …

5. Welcome/Introduction • Name • Agency • Where the services you support fit into the initiative

6. Roadmap to Implementation

7. Lessons learned from 10 years of work with States • Incorporates best practice from: • Systems Thinking • Implementation Science • Cross-Agency Collaborative Planning

8. Model for Installing, Sustaining and Scaling up the Pyramid Model: 4 components • State Leadership Team to plan and implement a sustainable, cross-agency, state infrastructure; develops sustainability and scale-up plans • A Master Cadre of training and technical assistance (T/TA) professionals that support high fidelity use of the Pyramid Model • Implementation/Demonstration Sites with Leadership Teams to demonstrate effectiveness and to model for others; and scale-up to implementation or expansion sites • Data/Evaluation and data feed-back systems for data-based decision making at all levels, ensuring fidelity, demonstrating effectiveness, and making system recommendations

9. 1. State Leadership Team • Is a committed, cross-agency group about 15 • Makes multi-year commitment • Meets monthly; uses effective meeting strategies • Uses implementation science and provides the supports for local and regional use of implementation science • Establishes Demo sites, Master Cadre, data systems • Secures resources, provides infrastructure • Builds political investment • Ensures systems integration • Works to sustain initial effort and to scale up statewide

10. Visibility Political Support Funding Policy State Leadership Team Active Coordination Training Coaching Content Expertise Evaluation Demonstration Programs Sugai et al., www.pbis.org

11. 2. Master Cadre: Professional Development and Technical Assistance • Master T/TA Cadre • Carefully selected initial team of T/TA providers • Regionally located • Expertise in Pyramid Model implementation; professional development, providing technical assistance • Mentored to provide training, external coaching to programs, and data systems

12. Master Cadre Serves as an External Coach- Meets with local Leadership team Supports the internal coach Provides additional training and content support to local professionals Helps Local leadership team collect, disaggregate and act on data for quality program implementation Helps scale-up statewide

13. Mentoring a Master Cadre of External Coaches Programs improve child and family outcomes

14. What Programs Need • External coaching • Confident and knowledgeable facilitator to build leadership team capacity to guide implementation and fidelity • Professional development • Training • Internal practice-based coaching • Ongoing support • Data Tools and procedures • Fidelity • Decisions • outcomes

15. What Programs Need • Implementation plan • Internal coaching capacity • Resources to address full range of individual child needs • Data tools and evaluation systems • Fidelity • Decisions • Outcomes

16. 3. Program-Wide Demonstrations of High Fidelity Implementation • High fidelity demonstrations that exemplify the value of the program- wide implementation of the Pyramid Model • Demonstration programs help build the political will needed to scale-up and sustain implementation • Demonstration programs provide a model for other programs and professionals, “seeing is believing” • Demonstration programs “ground” the work of the State Team in the realities and experiences of programs and professionals

17. Components of Program Wide (PW) Implementation • Establish leadership team • Recruit and promote staff buy-in • Ensure family engagement • Establish program-wide expectations • Implement strategies for teaching and acknowledging expectations

18. Components of Program Wide (PW) Implementation Support Pyramid Model practice implementation Identifying and responding to individual children’s social and emotional support needs Offer continuous professional development (coaching) and staff support 9. Monitoring implementation and outcomes

19. 4. A Data Decision-Making Approach • Outcomes are identified • Fidelity and outcomes are measured • Data are summarized and used to: • Identify training needs • Deliver professional development • Make programmatic changes • Problem solve around specific children or issues • Ensure child learning and success • Data collection AND ANALYSIS is an ongoing process

20. Programs Use Data • Implementation • Benchmarks of Quality • Teaching Pyramid Observation Tool (TPOT); TPITOS • Program • Program Incidents (calls to families, dismissals, transfer, requests for assistance, family conferences) • Behavior Incident Reports • Child • Progress Monitoring (PTR) • Child curriculum-based assessment or rating scales

21. State Leadership Team Uses Data To plan: determine fit with Pyramid Model, select Team members; to build awareness and support To implement & install: selection of MCand implementation, demonstration and expansion sites evaluate and improve MC (their services, their supports), sites (fidelity, child outcomes, BoQ) and State Team (BoQ, meeting evaluations, action plans, meeting notes) To scale up: whom, where, when, how To sustain: sustain only what data indicate is successful for children, families and programs; use data to build support

22. State Wide Model Components

24. Current Context Pyramid Model Implementation to date Lessons learned from other systems building initiatives in NH

25. Setting the Vision • What are we wanting to achieve in New Hampshire? • Over the next year? • Over the next 3 years? • Over the next 5 years?

27. Collaborative Leadershipand Teaming

28. ACTIVITY: 3 minutes By yourself, write one thing for each question: 1) What made a collaborative or team effort you were involved in notworth the time and effort? 2) What made a collaborative or team effort you were involved in worth the time and effort?

29. What Works Collaboration is a process not an event Collaboration is hard work: collaboration Collaboration needs trust and respect: true shared decision-making (yours may not be the decision that is chosen!) Collaboration needs buy-in and ownershipof all stakeholders: attention to team needs and stage you can’t mandate what matters(Fullan, 1993)

30. What Works Collaborative planning needs to show results: Goal setting and Evaluation Collaboration and collaborative planning requires: Objective facilitation Skills and trust re: collaboration Shared understanding about current state and what needs to be changed Shared vision about goals Ongoing supports and resources, incentives Shared ground rules

31. The Collaborative Planning Process

32. 1. Leadership and Commitment Building commitment: information and experiences; hearing from peers Administrative Leadership (“champion”) Who? Decision-making / resource allocation authority Meaningful…committed to cause and shared decision-making (decisions by team!)

33. Leadership and Commitment (cont.) Stakeholder Team Leadership • Who? • Includes all relevant stakeholders • Need their support • Will be committed and positive • Can make decisions, commit resources as needed (or can within 1 or 2 weeks) • Membership depends on purpose

34. 2. Teaming: Logistics/Ground Rules Who/Size: approximately 10-15 people, core team vs. work groups; commitment; roles, team building Place and time for meetings (food!, a.m., frequency) Ground rules: no representatives decision-making (modified consensus: with changes can agree to publicly support decisions) stable attendance support decisions made in your absence (!) communication rules (one at a time, respectful disagreement, updating missing members, etc.)

35. Logistics (cont.) Administrative tasks: Adm. Staff and/or share all team tasks (minutes, food, facilitator, timekeeper, etc.) Meeting facilitation: objective, uses strategies that build consensus vs. winners & losers; maintains enthusiasm Agenda: objectives, decision to be made, team roles, time allotments for each item Meeting evaluation: were objectives met, how was the facilitation, how was individual’s participation, did meeting move team toward it’s vision, was it valuable?

36. Teaming Practices: Decision Making Purposes of activities: • Get EVERYONE’S ideas • Hear all voices • Ownership • Effective and efficient

37. 3. Setting a Shared (written) Goal/Vision • Destination, goal, outcome, etc. • Binds the team to a common direction, creating a sense of commonality (Senge, l990) • Builds on past and present • Is concrete and attainable • Is uplifting, compelling and important for all members • Can change if all agrees! (true vision may emerge over time as team becomes cohesive and reflective) (Fullan, 1993) • Is clear and understandable to team and public

38. 4. I.D. Strengths/Challenges What are current challenges you are experiencing in your state? Which challenges do we address? Which are our priority? What must we overcome to reach the vision/goal? • What is working well that we can build from? • What infrastructure is in your state to scale up new initiatives?

39. 5. Develop Objectives Prioritize Strategies • “Think big, but start small” • Short term, long term • Cost-benefit analysis

40. 6. Write Action Plans For each prioritized challenge develop a written action plan based on assessment using State Benchmarks of Quality Objective Strategies Who is responsible Indicator of success / evaluation plan Timeline

41. 7. Implement Action Plans • Use the Action Plans to: • Coordinate activities • Establish work groups • Serve as meeting agendas • Evaluate progress toward vision • Establish policies, agreements, resources, staff

42. Decisions for today • Are we missing any critical members? • When and how often should we meet? • Ground rules for how our team will function?

43. Final reflections on the day

44. Contact Information Rob Corso rob.corso@pyramidmodel.org 217-390-0403 Darcy Allen-Young darcyay@gmail.com