2. Building Capacity for Scaling Up PBS Heather Peshak George, Ph.D. Donald K. Kincaid, Ed.D.

3. 2 Objectives  Review PBIS Blueprint components  Describe Florida’s Model for building capacity at state, district, and school levels  Review process, procedures, and tools  Identify the critical questions that Texas needs to answer  Build a scalable and sustainable system for Texas

4. 3 Student Classroom School State District Continuum of Competence and Support

5. 4 Components to Successful PBS Implementation a)a Leadership Team to actively coordinate efforts b)an organizational umbrella composed of adequate funding, broad visibility, and consistent political support c)a foundation for sustained and broad-scale implementation established through a cadre of individuals who can provide:  coaching support for local implementation  a small group of individuals who can train teams on the practices and processes of school-wide PBS  a system for on-going evaluation d)a small group of demonstration schools that documents the viability of the approach within the local fiscal, political and social climate of the state/district

6. Leadership Team Funding VisibilityPolitical Support TrainingCoaching Evaluation Local School Teams/Demonstrations SWPBS Implementers’ Blueprint Elements

7. 6 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

8. 7 Leadership Team SWPBS Implementers’ Blueprint Representation from key stakeholders Meet regularly with a regular process Complete regular self-assessment and long term action planning Led by Coordinator with FTE

9. 8 Funding VisibilityPolitical Support SWPBS Implementers’ Blueprint 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

10. 9 TrainingCoaching Evaluation 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 COORDINATION ACTIVITIES

11. 10 Local School Teams/Districts/Regions/ Demonstrations SWPBS Implementers’ Blueprint Support schools/districts/regions implementing SWPBS –Coaching –Funding Showcase schools/districts/regions with high fidelity and positive outcomes –Present data linking fidelity to student outcomes –Arrange visits from key stakeholders

12. 11 Phase One: Commitment to School/District/Region Level Implementation Will this work here? –Establish Local Sites in Multiple Districts –Small and Large –Urban, Suburban and Rural –North, South, East, West, Central –ES, MS, HS, Alt, JJ

13. 12 Phase Two: Commitment to Capacity Building Demonstrate High Fidelity/High ImpactDemonstrate High Fidelity/High Impact Demand IncreasesDemand Increases State Team won’t be able to keep up with demandState Team won’t be able to keep up with demand Create Partnership AgreementsCreate Partnership Agreements –Recruit local universities, colleges, RSCs, etc. –Roles and Responsibilities Roles and ResponsibilitiesRoles and Responsibilities

14. 13 Features Point of Contact (District Coordinator) and Coaches become Local CoordinatorsPoint of Contact (District Coordinator) 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 teamMeet with local team to build action plan- model after state team

15. 14 Phase Three: Commitment to Large Scale Implementation Large number of schools in each district/regionLarge number of schools in each district/region Sustain and Build Integrated Systems Model- Braiding InitiativesSustain and Build Integrated Systems Model- Braiding Initiatives –Increase the shelf life Increased roles and duties within DistrictIncreased roles and duties within District

16. 15 Transfer Skill to Local School System Local Team and Coordinator IdentifiedLocal 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 contextmodel after state with local context

17. 16 Phase Four: “Continuous Regeneration” InnovationInnovation –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 –Sustain and continue scaling up

19. 18 Factors to Consider in Developing Comprehensive Evaluation Systems 1)Systems Preparation –Readiness activities 2)Service Provision –Training and technical assistance 3)Evaluation Process –Timelines 4)Evaluation Data –Implementation Fidelity, Impact on Students, Attrition, Client Satisfaction 5)Products and Dissemination –Reports, materials, presentations, etc. (Childs, Kincaid & George, in press)

20. 19 Florida’s Service Delivery and Evaluation Model District Action Plan District Readiness Checklist School Readiness Checklist New School Profile (includes ODR, ISS, OSS) Training On-going technical assistance FLPBS ↓ Districts ↓ Coaches ↓ Schools Mid-Year Reports End-of-Year Reports Impact on Students Outcome data (ODR, ISS, OSS) Florida Comprehensive Assessment Test School Demographic Data Team Process Survey Implementation Fidelity Benchmarks of Quality, BAT School Demographic Data School-wide Implementation Factors Team Process Survey Attrition Attrition Survey Client Satisfaction School-Wide Implementation Factors Annual Reports Revisions to training and technical assistance process National, State, district, school dissemination activities Website On-line training modules Systems Preparation Service Provision Evaluation Process Evaluation Data Products and Dissemination (Childs, Kincaid & George, in press)

21. 20 The Need for Alternative Training Formats Funding –FLPBS:RtIB Project funding –School/district funding Budget cuts Fewer opportunities to travel Increased # of schools/districts 200+ new schools each year Increasing levels of support (up the Tiers)

22. 21 Technology Selection Blackboard Adobe ProConnect Elluminate Skype

23. 22 Content to be Applied Courses vs. “meetings” Topics –Tier 1 (3-day on site) –Tier 2 (1-day on site) –Coaches (1-day on site) –Classroom (1-2 days on site) –SWIS (2-3 hours on site) –District Coordinators (1-day on site 2-3x/yr)

24. 23 Web-based Tier 1 Training Concept Components –Web-based multi-media modules PowerPoint voice-over or videos of PowerPoint presentations Integrated video Case study Activities Checkpoints

25. 24 Concerns/Issues Secure log-in –Who participates –How long they are “logged on” –Completion of modules Verify it is a team process Checkpoints to verify “on track” Submission of “activity documentation” for review Opportunities for Q & A Training evaluation (APBS: Pollard-Sage & Childs, 2009)

26. 25 Feedback from Participants Pros: Works well with quick meetings (DC, SWIS) Refreshers Reduces the need for travel Time efficient

27. 26 Cons: Hard to monitor completion Need personal connection/outside expert Impersonal Not tech savvy No opportunities for team sharing/connection Non-verbal communication loss/confusion Hard to ask questions/lack of immediate feedback Previous experience with bad online trainings Snacks! Feedback from Participants

28. 27 Tier 1 Technology Blackboard Course –Upload all modules, activities –Participant access granted incrementally Some modules may be password protected Sign-in and evaluations –Upload completed activities for review by Project staff Elluminate Live –for “check in” sessions w/Project Opportunity for interactive feedback Redirection and re-teaching if necessary

29. 28 Technology for TA Meetings Coaches –Adobe Pro Connect: mini-modules (prerecorded) for use at district monthly coaches meetings new Coaches previous on-site training coaches who come on during year/miss initial training –Technical Assistance at a distance District Coordinators –Adobe Pro Connect: http://flpbs.fmhi.usf.eduhttp://flpbs.fmhi.usf.edu

30. 29 Texas’ State Leadership Team Mission

31. 30 What Questions Does Texas Need to Answer?

32. 31 Get Ready

33. 32 Resources Childs, K., Kincaid, D., & George, H.P. (in press). A Model for Statewide Evaluation of a Universal Positive behavior Support Initiative. Journal of Positive Behavior Interventions. George, H.P. & Kincaid, D. (2008). Building District-wide Capacity for Positive Behavior Support. Journal of Positive Behavioral Interventions, 10(1), 20-32. Sugai, G., Horner, R.H., Sailor, W., Dunlap, G., Eber, L., Lewis, T., Kincaid, D., Scott, T., Barrett, S., Algozzine, R., Putnam, R., Massanari, C., & Nelson, M. (2005). School- wide positive behavior support: Implementers’ blueprint and self-assessment. Eugene, OR: University of Oregon.

34. 33

35. 34 Contact Heather Peshak George, Ph.D.  Co-PI, Co-Director & PBIS Research Partner Phone: (813) 974-6440 Fax: (813) 974-6115 Email: flpbs@fmhi.usf.edu Website: http://flpbs.fmhi.usf.edu