Muskegon Area Intermediate School District Behavior and Environment Scale-up Technical Assistance Project (Project BEST)

Transcription

1 2017 Application for Participation in Muskegon Area Intermediate School District Behavior and Environment Scale-up Technical Assistance Project (Project BEST)

2 Table of Contents I. Purpose of Application Packet 2 II. Overview of Project 2 III. Benefits of Participation 4 IV. Requirement for Participation 5 V. Who Should Apply 6 VI. Application Questions 7 VII. Application Submission 10 Appendix A Positive Behavioral Interventions and Supports Framework and Research 11 Appendix B PBIS Assessment Schedule 12 Appendix C Implementation Drivers 14 Appendix D References 15 1

3 I.PURPOSE OF APPLICATION PACKET This application is to be completed by school districts within Muskegon County that would like to be considered for a partnership with the MAISD Project BEST team as a part of Cohort C. Cohort A districts are Muskegon Public Schools and Mona Shores Public Schools. Cohort B districts are Orchard View Schools and Fruitport Community Schools. The Cohort C partnership will begin in the summer of 2017 and will extend to the end of the grant period in December Please read the following application for a description of the project and directions on how to apply. II. Overview of Project Purpose of Project BEST The Muskegon Area Intermediate School District (MAISD) was awarded a US Department of Education School Climate Transformation Grant spanning the term of October 1, September 30, The MAISD has named this grant project the Behavior and Environment Scale-up Technical Assistance Project, or Project BEST. Project BEST will enhance and expand systems of support and provide technical assistance to local districts and schools in Muskegon County that are developing and sustaining a multi-tiered behavioral framework (MTBF). Establishing an evidence-based MTBF will improve school climate, behavioral outcomes, and learning conditions for students in Muskegon County. The terms multi-tiered behavioral framework (MTBF) and Positive Behavior Interventions and Supports (PBIS) will be used interchangeably throughout this document. Over the course of this initiative, Project BEST will support districts in developing local capacity for implementation of PBIS with fidelity and sustainability. The grant will allow for MAISD personnel to provide training, coaching, and technical assistance to District and School Leadership Teams as well as teaching staff. Project participation will focus first on universal (Tier 1) supports, establishing Schoolwide systems, followed by classroom systems. Social-emotional skills instruction at a universal level will also be encouraged and supported. Efforts will concentrate on improving Tier 1 systems until fidelity and outcome measures indicate that the behavioral needs of most students are being met. Once Tier 1 supports are well implemented, training and coaching will focus on Tier 2 and 3 systems and supports (see Appendix A for further discussion of the tiers of support). What is Positive Behavioral Interventions & Supports (PBIS) Positive Behavioral Interventions & Supports is a prevention framework for establishing and sustaining an effective continuum of Schoolwide and individual behavior supports that maximize academic, social, and behavioral outcomes for all students. Additional information on PBIS is available in Appendix A. Additional support for this work is provided by the National Technical Assistance Center on PBIS, the Promoting Positive School Climate (PPSC) state project, and Michigan s Integrated Behavior and Learning Support Initiative (MIBLSI). 2

4 PBIS/MTBF Model Intensive Targeted Universal MAISD Project BEST Funding Priorities: Project Staffing for Capacity Building School Climate & Culture Consultant o General Education Behavior Consultant will provide district PBIS training and support for Tiers 1, 2, and 3 as well as training and support for the integration of social and emotional learning. Field Coordinator (2) o Field Coordinators will provide training and coaching support in establishing schoolwide PBIS and PBIS in the classroom using CHAMPS. o Field Coordinators will guide District and School Leadership Teams in the use of data to monitor and evaluate implementation for impact on student behavior and other outcomes. o A Field Coordinator will be assigned to work in each Cohort C partnering district for two and a half years, with 30% of his/her time devoted to the district during Year 1 and 60% in Year 2 and beyond. The goal of this embedded support is to build district capacity for sustainability. Professional Learning for Sustainability Project BEST staff will provide professional learning opportunities for district and building leaders on multiple components of implementing and sustaining PBIS, which may include the National PBIS Leadership Forum, Safe & Civil Schools National Conference, SWIS Suite training, MIBLSI conferences, etc. 3

5 In addition to the professional learning opportunities listed in the table below, which are provided for all buildings participating in the project, Project BEST staff will also provide local trainings in response to needs identified in individual buildings. Costs and materials associated with these trainings, other than food at local conferences and stipends, will be covered by grant funds in accordance with MAISD travel policies and procedures. This includes substitute reimbursement. Local Trainings Provided Schoolwide PBIS training (Tier 1) Provided year 1 Attendance of the School Leadership Team/PBIS Team, including a building administrator 3-daty training Substitute reimbursement available for training and up to 3 additional work days PBIS in the Classroom (Tier 1) Beginning Year 1 and offered multiple times each year Teaching staff and administrator training (goal to train all by the end of the project) 3-day training (Either 3-days in person or 2 days in person with online learning required) Safe and Civil Schools CHAMPS materials Social -Emotional Learning (Tier 1) Offered anytime, based on readiness All teaching staff and administrator training 2-Hour training Michigan Model for Health materials Tier 2 Systems and Practices Year 2 or beyond, determined by readiness Training for Tier 2 Teams 2-day training Tier 3 Systems and Practices Year 2 or beyond, determined by readiness Training for Tier 3 teams (e.g., Intervention Teams) Functional Behavioral Assessment/Positive Behavior Support Plan (FBA/PBSP) training for coaching for special and general education staff responsible for developing behavior plans III. Benefits of Participation Participation with the project will enhance the district s local capacity to implement PBIS with fidelity. Local capacity includes the district s ability to support school-level implementation through coordination, allocation of resources, technical assistance, training, coaching and evaluation. Project BEST supports will be customized for partnering districts based upon an ongoing assessment of needs and in collaboration with district and building leaders. Project BEST will: Assist in development, enhancement, or expansion of District and School Leadership Team structures to build local capacity to implement PBIS. Provide professional learning opportunities for district and building staff around PBIS. Provide ongoing technical assistance and supports to partnering districts and schools for implementing and sustaining PBIS. Develop a systematic approach to monitoring and evaluating PBIS at the district and building levels. Provide a subscription to SWIS (School-Wide Information System) for the duration of the grant. SWIS is a reliable, confidential, web-based information system to collect, summarize, and use student behavior data for decision making. Districts are expected 4

6 to continue this subscription beyond the grant support in order to promote a sustainable PBIS system. Current subscription rates are $280/school building/year. IV. Requirements for Participation The following describes considerations for partnership between the district and Project BEST. Requirements for Cohort C Partnering Districts Understand that the implementation of a PBIS requires a minimum of a three-year commitment in order to move toward sustained implementation. Participate with Project BEST for two and a half school years (through the end of the existing grant), beginning in July 2017 and extending through December Understand that the first year of participation focuses on developing the infrastructures necessary to support local implementation and sustainability of PBIS. The district must support implementation efforts by providing vision, political support, and visibility. Establish PBIS as a priority by allocating resources and removing barriers to create longterm sustainability. Establish a District Leadership Team which acts as a guiding coalition in establishing PBIS district-wide. Commit to a standing agenda item at leadership team meetings regarding PBIS implementation, including district-wide data reviews. Identify a district-level administrator as a liaison who will meet at least monthly with project staff to provide oversight for the coordination and communication of PBIS efforts in conjunction with project staff. Collaboratively develop a schedule for training School Leadership Teams and other staff to support the implementation and sustainability of PBIS. Collect data and support use of assessments and data systems. See Appendix B for a description of required assessments. Engage in continuous data-based decision making through the use of student outcome, program fidelity and perception data. Establish a system of communication and feedback that encompasses all levels of the organization (1.e., district level, building level, staff level). Requirements for Partnering Buildings Buildings in partnership with Project BEST demonstrate intent to implement schoolwide PBIS: o Establishing commitment. o Forming a School Leadership Team that will: Establish a calendar of monthly meetings and invite Project BEST staff. Commit to standing agenda items regarding PBIS implementation in School Leadership Team meetings. Use data to set goals and develop an action plan to improve implementation of PBIS. o Establishing and teaching positive behavior expectations. o Designing systems for positive behavior acknowledgment and reinforcement. o Designing predictable consequence systems for behavior infractions. 5

7 o Establishing protocols for data-based decision making. Each building will collect, analyze, and share the implementation and impact data listed below through at least December This data will be shared with those with a vested interest outside of the district (e.g. MAISD leaders, US DOE, etc.) Please see Appendix B for further description of each assessment tool. o Office Discipline Referrals (ODRs) using SWIS o Suspension/expulsion o Attendance o Tiered Fidelity Inventory (TFI) o Self-Assessment Survey (SAS) o School Climate Survey Engage in examination of resources and practices on the integration of Social and Emotional Learning with PBIS practices. Dissolving the Partnership Either party has the right to dissolve the partnership between Project BEST and the district. The MAISD may dissolve the partnership if the requirements outlined above are not met. If the district wishes to dissolve the partnership, they can initiate this by contacting the Project Director, Jennifer Nelson. V. Who Should Apply Criteria considered for Project BEST partners will include a district-level commitment to PBIS as well as a level of readiness for implementation. Preference will be given to districts participating in MAISD s Expanding and Sustaining MTSS partnership or those that demonstrate the necessary leadership structures to support district-wide implementation (e.g. District Leadership Team that focuses on improving academics and behavior within the district). Readiness considerations will be based upon the implementation drivers of competency, capacity and leadership (see Appendix C for a description of these implementation drivers). 6

8 VI. Application Questions REQUIRED Please answer the following questions NEED 1. Describe the need for creating a PBIS in your District 2. What data supports this need? Examples of data may include: a. Office Discipline Referral Data b. Suspension and Expulsion Data c. Behavior Screening Data d. Secondary Screening Data Collection (ex. Early Warning System) e. Community, student, staff, and/or parent perception surveys f. Other 3. Optional: Provide any other statements describing need. FIT 4. Describe how PBIS fits/aligns with other existing initiatives and whether implementation and outcomes are likely to be enhanced or diminished as a result of the interaction between these initiatives 5. Describe how implementing PBIS fits with the community, district, and staff values. 7

9 Resources 6. Describe the resources and supports that are available for successful implementation and sustainability of PBIS. Evidence Examples of supports/resources may include: a. Professional development time to support development of all three tiers of a PBIS system b. Data systems existing systems and resources (time, people, funds) available to collect and analyze behavior data c. Coaching and supervision of implementation of PBIS 7. Describe the outcomes that your district/school expects from implementing PBIS. 8. Describe the vision and desired impact on climate and culture within your district as a result of implementing PBIS. Readiness 9. Describe the district structure(s) in place that support building-level implementation of PBIS across your district. 8

10 Capacity 10. In order to successfully implement PBIS, certain implementation drivers should be considered. Describe your district s status with these drivers (See Appendix C for further description of each driver): a. Competency b. Capacity c. Leadership 11. Describe the district s capacity to sustain and improve implementation of PBIS over time. 9

11 VII. Application Submission All applications must be submitted by February 17, Please complete the required questions and return a signed copy of this application via to Lisa Kordupel lkordupe@muskegonisd.org. If you have any questions regarding the application process, please contact Jennifer Nelson jnelson@muskegonisd.org; Timeline: Application released January 9, 2017 Application due February 17, 2017 Partnership decisions announced February 27, 2017 Project/district introduction meetings March 2017 Partnership begins July 2017 (Print full name of district above) This is a preliminary commitment given our district s current understanding. We recognize that we will have an opportunity to further explore the scope of this work during future meetings, should our application be selected. We also recognize that as a selected district, we reserve the right to opt out of this commitment should we determine that, upon further consideration or after receiving additional information, we are unable to honor the commitments and requirements outlined in this document at this time. Print Name Signature Date Submitting Staff Member Curriculum Director Superintendent 10

12 APPENDIX A: Positive Behavior Interventions and Support Framework and Research Base Project BEST supports schools in their development of a multi-tiered system of Positive Behavioral Interventions and Support (PBIS). PBIS is consistent with Michigan s School Improvement Framework and is developed from the scientific research base of Applied Behavior Analysis. Schoolwide PBIS has been found to be experimentally linked to improved perception of school safety (Horner et al., 2009); has successfully improved the organizational health within schools (Bradshaw et al., 2009); and is related to a reduction in office disciplinary referrals, reduction in suspensions, and improved academic performance in targeted grade levels (Bradshaw, Mitchell, Leaf, 2009; Horner et al., 2009). PBIS is a system approach used to establish the social culture and behavioral supports needed for all children to achieve social and academic success. PBIS is not a packaged curriculum but an approach to behavior support that defines core elements that can be achieved through a variety of strategies. The critical features at each of the three tiers in the prevention model are defined below. Tier Universal Tier 1 Targeted Tier 2 Intensive Tier 3 Critical Features Behavioral expectations defined. Environments structured to promote success. Behavioral expectations explicitly taught and practiced. Behavior monitored. Continuum of strategies identified to acknowledge desired behaviors. Continuum of strategies identified to correct undesired behaviors. Collection and use of data for problem solving and decision making. Identify students with increased behavior support needs through universal screening. Progress monitoring for at-risk students. System to increase structure and predictability. System to ensure adequate monitoring of behavior. System for increasing contingent adult feedback. System for increasing home/school communication. Collection and use of data for problem solving and decision making. Functional Behavioral Assessment. Collaborative (school-home-community), team-based, person-centered planning. Linking of academic and behavioral supports. Individualized intervention based on assessment information that includes: a) structuring to prevent problematic situations, b) teaching of replacement behaviors, c) strategies to place problem behaviors on extinction, d) strategies to reward desired behavior, e) strategies to correct behavioral errors, f) development of a safety/crisis plan, if needed. Collection and use of data for problem solving and decision making. The critical features of PBIS are integrated into school systems where teams, working with administrators and behavior specialists, provide staff training and organizational supports needed for (a) initial implementation, (b) active application, and (c) sustained use of the core elements (Sugai and Horner, 2009). Adapted from MIBLSI Application for Participation 11

13 APPENDIX B: PBIS Assessment Schedule (Required Measures Throughout Grant) Program Quality/Fidelity Measures Purpose Audience Criterion Score Assessment Period Tiered Fidelity Inventory (SWPBIS-TFI) The purpose of the SWPBIS Tiered Fidelity Inventory (TFI) is to provide a valid, reliable, and efficient measure of the extent to which school personnel are applying the core features of Schoolwide positive behavioral interventions and supports (SWPBIS). The TFI is divided into three sections (Tier 1: Universal SWPBIS Features; Tier 2: Targeted SWPBIS Features; and, Tier 3: Intensive SWPBIS Features) that can be used separately or in combination to assess the extent to which core features are in place. Completed by the school level PBIS Team, with support of external coach. 70% at Tier 1 80% at Tiers 2 and 3 Completed three times a year (all 3 Tiers measured at least once per year): Takes 20 minutes to 1 hour to complete each tier. The results are intended to guide both initial implementation and sustained use of SWPBIS. Each administration of the TFI provides not only scaled scores for Tier 1, Tier 2, and/or Tier 3, but also information for developing an action plan that guides implementation. PBIS Self-Assessment Survey (PBIS-SAS) The Self-Assessment Survey (SAS) is used by school staff for initial and annual assessment of effective behavior support systems in their school. The survey examines the status and need for improvement of four behavior support systems: (a) Schoolwide discipline systems, (b) nonclassroom systems (cafeteria, playground, hallways), (c) classroom management systems, and (d) systems for individual students engaging in chronic problem behaviors. Each question in the survey relates to one of the four systems. Completed by all staff. Results are used by the school level PBIS Team. 70% of staff rate as In Place Conducted once a year during a districtwide 4-week window: Takes minutes to complete 12

14 Outcome Measures Purpose Audience Criterion Score Assessment Period Schoolwide Information System (SWIS) The purpose of SWIS data is to monitor behavior on a Schoolwide and individual student level. Used to assess progress with the PBIS system as well as guide action planning. SWIS reporting options are structured for decision making in three areas: 1. Design and management of Schoolwide behavior support systems 2. Targeted interventions for problem areas and groups of students 3. Individual student behavior support plans and systems School Leadership Team & Building staff At or less than the national median in major discipline referrals per day per month Ongoing School Climate Survey The purpose of a School Climate Survey is to provide information regarding how staff, students and families perceive a school s climate (e.g. safety, connectedness, relationships, learning conditions and physical environment) Completed by students, parents, and all staff. Results are used by the School Leadership Team. None Once a Year Other outcome measures may include: attendance data, student achievement data Capacity Purpose Audience Criterion Score Assessment Period District MTSS Capacity Assessment (DCA) The primary purpose of the District Capacity Assessment (DCA) is to assist school districts to implement effective innovations that benefit students (in this case establishing a MTBF, or PBIS). The capacity of a district to facilitate building-level implementation refers to the systems, activities, and resources that are necessary for schools to successfully adopt and sustain Effective Innovations. District Leadership Team, with support of external coach. Total Score and Domain Score targets tentatively set at 80% Once a Year (recommended in January) (1-3 hours) 13

15 APPENDIX C: Implementation Drivers Core implementation components or drivers have been identified through research on implementation (Fixsen, Naoom, Blase, Friedman, & Wallace, 2005). There are three main categories of implementation drivers that describe within this reference sheet. This includes the categories of Competency Drivers, Capacity Drivers and Leadership Drivers. Competency Drivers are mechanisms that help to develop, improve, and sustain one s ability to implement an intervention to benefit students. Competency Drivers include: Selection, Training, and Coaching. The focus is on ensuring that the individual has the competency to implement the practices with fidelity Capacity Drivers are mechanisms to create and sustain hospitable organizational and systems environments for effective educational services. Organization Drivers include: Decision Support Data System, Information, Resources and Incentives (or the removal of dis-incentives) for engaging in the desired practice. The focus is on creating organizational host environments that make it easy to implement the practices well. Leadership Drivers are mechanisms to provide direction/vision for the practices and allocation of resources to enable the Capacity and Competency drivers to be in place. Leadership Drivers include: Vision, Management/Coordination and Facilitative Administration. The term leadership refers to the function of leadership rather than an individual s position within the organization. It is important to note that these drivers are both integrated and compensatory. Each driver is connected (integrated) to the others to improve the organizational system s effectives and impact on producing desired outcomes. For example, training will be more efficient when a process has used to identify appropriate individuals who will implement the practice. Weakness in a specific driver may be compensated through the other drivers, for example, effective training and coaching may compensate for inadequate selection procedures. Additionally, the drivers based on technical as well as adaptive considerations. The drivers are technical in that there is a general set of knowledge that guides their use. This knowledge helps to determine when the drivers are applied correctly. It is likely that as the organization improves and evolves, the application of the drivers will need to adapt to meet the needs of the organization. When developing the adequacy of the drivers, it may be helpful to prioritize a place to start. We suggest that you begin with the Leadership Vision and then address each driver moving in both counter clockwise and clockwise directions around the figure above. This way, each subsequent driver builds on the establishment of the previous drivers improving both effectiveness and efficiency of the implementation support process. Adapted from MIBLSI materials 14

16 APPENDIX D: References for PBIS Evidence Base Bradshaw, C.P., Koth, C. W., Thornton, L. A., & Leaf, P. J. (2009). Altering school climate through Schoolwide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), Bradshaw, C. P., Koth, C. W., Bevans, K. B., Ialongo, N., & Leaf, P. J. (2008). The impact of Schoolwide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of Schoolwide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, Bradshaw, C. P., Pas, E. T., Goldweber, A., Rosenberg, M. S., & Leaf, P. J. (2012). Integrating Schoolwide positive behavioral interventions and supports with tier 2 coaching to student support teams: The PBISplus model. Advances in School Mental Health Promotion 5, Bradshaw, C. P., Reinke, W. M., Brown, L. D., Bevans, K. B., & Leaf, P. J. (2008). Implementation of Schoolwide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, Bradshaw, C. P., Waasdorp, T. E. & Leaf, P. J. (2012). Effects of Schoolwide Positive Behavioral Interventions and Supports on child behavior problems. Pediatrics, 130(5), Goldweber, A., Waasdorp, T. E., & Bradshaw, C. P. (in press). Examining the link between forms of bullying behaviors and perceptions of safety and belonging among secondary school students. Journal of School Psychology. Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing Schoolwide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for Schoolwide positive behavior support. Focus on Exceptionality, 42(8), Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (2012). The impact of Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial. Archives of Pediatrics and Adolescent Medicine, 116(2),