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 State District

4 PBS Systems Implementation Logic Leadership Team Management Team Funding Marketing Visibility Political Support TrainingCoachingEvaluation Active Coordination Braiding Initiatives 1.Phase One: Commitment to School Level Implementation 2.Phase Two: Commitment to Capacity Building 3.Phase Three: Commitment to Large Scale Implementation

You have knowledge about the Blueprint State/District will be successful if: 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

Group Cost Benefit Office Referral Reduction Across 12 PBIS Schools = 5,606 Across 12 PBIS Schools = 5,606 If students miss 45 minutes of instruction for each Office Referral, 5,606 X 45= If students miss 45 minutes of instruction for each Office Referral, 5,606 X 45= 252,270 minutes hours or 700 days of instructional time recovered!!!!!

Group Cost Benefit Office Referral Reduction Across 12 PBIS schools= 5, PBIS schools= 5,606 If one Office Referral=15 minutes of administrator time, then 5,606 x 15= If one Office Referral=15 minutes of administrator time, then 5,606 x 15= 84,090 minutes hours or hours or 233 days of administrator time recovered and reinvested. 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 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 Roles and ResponsibilitiesRoles 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 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- “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

Evaluation What do you want ? ( ID results and behavior) How will you know when it happens? (Measure) How will they know? (Feedback) How do you create “want-to-do” situation that yields discretionary behavior? (Reinforce) Did you produce the intended effect? Are the results and behaviors aligned? (Evaluate) Lattal 2008

PBIS Maryland - Schools Trained and Implementing PBIS Maryland - Schools Trained and Implementing

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 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 ( 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

96% Rate of Return in 2008

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 self- reported implementation among the schools in Maryland

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.

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 Districts are increasing capacity/State Leadership has to “let go” OF THE RIGHT THINGS to ensure fidelity and sustainability

Challenges FundingMandates 3 Tiered Logic 2 nd 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.”

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