Building District Capacity to Implement MTSS: PBIS Practices and Systems Session A-15 Key Words: District Capacity; Sustainability; Scaling Up

Transcription

1 Building District Capacity to Implement MTSS: PBIS Practices and Systems Session A-15 Key Words: District Capacity; Sustainability; Scaling Up Nicole Nakayama, Springfield School District Rob Horner, University of Oregon

2 Maximizing Your Session Par2cipa2on When Working In Your Team Consider 4 quesgons: Where are we in our implementagon? What do I hope to learn? What did I learn? What will I do with what I learned?

3 Goals Describe current status of PBIS implementagon Define lessons learned related to building district capacity Provide an example of PBIS implementagon across one district Recruit discussion

4 Tier I PBIS Core Features System to Acknowledge Behavior School- wide Expecta=ons Leadership Team Consequences for Problem Behavior Tier I PBIS Family Engagement Classroom Systems Bully Preven=on Data and Decision System

5 School- wide PBIS Culturally Equitable Academic & Social Competence Culturally Valid Decision Making OUTCOMES Culturally Relevant Support for Student Behavior SYSTEMS Culturally Knowledgeable Staff Behavior

6 Funding Visibility Political Support Policy Selection/ Personnel Readiness Leadership Team Active Coordination Technical Training Coaching Evaluation Expertise Local School Demonstrations

7 Tier I PBIS systems Features Orienta=on Professional Development Coaching Recruitment and Hiring Teaming Preference given to applicants with demonstrated Tier experience I and exper:se in implementa:on of mul:- Evalua=on PBIS :ered systems of academic and behavior support. District Data Use Shared Commitment

8 Schools Using PBIS Aug, ,363 schools 11,762,000 Students High Schools ' 11' 12' 13' 14' 15' 16' 17' 18'

9 Schools Implemen<ng PBIS by State states with over 500 schools ImplemenGng PBIS Alabama Alaska Arizona Arkansas California Colorado* ConnecGcut Delaware Florida* Guam Georgia Hawaii Idaho Illinois Indiana Iowa* Kansas* Kentucky Louisiana* Maine Maryland* Massachusecs Michigan Minnesota Mississippi Missouri* Montana* Nebraska Nevada New Hampshire New Jersey* New Mexico New York North Carolina* North Dakota* Ohio Oklahoma Oregon* Pennsylvania Rhode Island South Carolina* South Dakota Tennessee Texas Utah* Vermont Virginia Washington State Washington DC West Virginia Wisconsin Wyoming

10 Propor2on of Schools Using PBIS: August, States with over 40% ImplemenGng PBIS

11 Invest in Systems as well as Practices Tier I PBIS Practices Define and teach behavioral expectagons RecogniGon system Consequence system Classroom system Bully prevengon Tier I PBIS Systems Leadership Team Data system Recruit, hire, orient, evaluate personnel Professional development Teaming systems District policies

12 Measure Implementation Fidelity Measure fidelity of implementagon as part of the implementagon process. Quality of PracGces X Fidelity of ImplementaGon - Student Outcomes

13 Available from OSEP TA- Center No Cost Content Validity (Tier 1.95; Tier II.93; Tier III.91) Usability (12 of 14 > 80%) (15 min per Tier) Inter- rater Agreement (.95;.96;.89) Test- retest reliability (.98;.99;.99) Factor Analysis Assessors Training PowerPoint and Assessors Training Video at

14 1.1 Team Composi2on Feature 1.1 Team Composi=on: Team ComposiGon: Tier I team includes a Tier I systems coordinator, a school administrator, a family member, and individuals able to provide (a) applied behavioral expergse, (b) coaching expergse, (c) knowledge of student academic and behavior pacerns, (d) knowledge about the operagons of the school across grade levels and programs, and for high schools, (e) student representagon. Main Idea: Teams need people with mulgple skills and perspecgves to implement PBIS well. Data Sources School organizagonal chart Tier I team meegng minutes Scoring Criteria 0 = Not implemented 1 = Par=ally implemented 2 = Fully implemented 0 = Tier I team does not exist or does not include coordinator, school administrator, or individuals with applied behavioral expergse 1 = Tier I team exists, but does not include all idengfied roles or acendance of these members is below 80% 2 = Tier I team exists with coordinator, administrator, and all idengfied roles represented, AND acendance of all roles is at or above 80%

15 Sub- scale report

16 Sub- subscale report Tier I Teams ImplementaGon EvaluaGon Tier II Teams IntervenGons EvaluaGon Tier III Teams Resources Assessment Support plan Monitoring and adaptagon

17 Item Report

18 Action Planning 0 1. Team to propose teaching template and Fall teaching schedule at Feb 16 Faculty meegng. Alan Feb 16

19 PBIS Tier I Fidelity by State Schools Implemen=ng SWPBIS by State in (Tier 1) 13,414 Measured Fidelity School Using PBIS 8,328 Met Tier I Criterion School Assessing Tier I Fidelity School MeeGng Tier I Fidelity Criterion AK AR AZ CA CO CT DC DE FL GA GU HI IA ID IL IN KS KY LA MA MD ME MI MN MO MS MT NC ND NE NH NJ NM NV NY OH OK OR PA RI SC SD TN TX UT VA VT WA WI WY MetTier1FidelityCriterion ReporGngTier1Fidelity ImplemenGngPBIS

20 Lessons Learned State is the unit of facilita=on District is the unit of implementa=on School is the unit of analysis Student is the unit of impact

21 Three Types of Districts Urban School Districts Suburban Districts Rural Districts

22 Ward, C., St. MarGn, K., Horner, R., Duda, M., Ingram- West, K., Tedesco, M., Putnam, D., Buenrostro, M., & Chaparro, E. (2015). District Capacity Assessment. University of North Carolina at Chapel Hill

23 District Capacity Assessment Purposes (page 4) Provide an index of the capacity of a district to implement, sustain and improve evidence- based intervengons. Provide a framework for acgon planning to improve district capacity. LEA/district progress monitoring State, Regional, District infra- structure development

24 District Capacity Assessment Content 10 subscales- 40 Items Commitment and Leadership Systems Alignment AcGon Planning Performance Feedback SelecGon Training Coaching Decision- support System FacilitaGve AdministraGon Systems IntervenGon

25 Scoring Form on SISEP.org

26 DCA Scoring Guide

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29 Action Planning Step 1: For any item listed below a 2 consider acgons that may be completed within the next 3 months. Step 2: Define the acgon, "who" is responsible, when it will be accomplished, and the team/meegng when updates on the acgon will be reviewed. Step 3: Team should priorigze the areas or items that are most crigcal to improve crigcal defined as most likely to improve fidelity, sustainability and student outcomes.

30 Building District Capacity Establish a district leadership team Vision, authority, budget Implement prac:ces that have high impact and high efficiency Focus on core features over a packaged program Establish district capacity to implement and sustain Train, coach, evaluate, implement pracgce with precision Build systems that support a range of evidence- based pracgces Measure and use indices of prac:ce fidelity to guide implementa:on efforts. Measure and use indices of district capacity to guide district development.

31 27 Implementing Tiers II and III in Multi-tiered Systems Implement Tier I first Implement the systems for Tiers II and III when establishing Tier I Policies Teaming Structure Data Systems EvaluaGon Establish technical capacity for Tier II, Tier III implementa:on FuncGonal behavioral assessment Universal screening Progress monitoring Design of behavior support plans Monitoring and adaptagon.

32 Implemen<ng PBIS in Springfield School District Nicole Nakayama Springfield School District, Oregon

33 PBIS Implementa2on in Springfield School District, Oregon 22 schools and 11,000 students Tier I Tier II Tier III 5 Model Demo Schools All Elem 5 Model Demo Schools District Capacity All Middle & High Schools All Elem 5 Model Demo Schools Long history of implemengng mulg- Gered literacy pracgces

34 DCA Total Score DCA Total Score- Springfield PS (PBIS)

35 DCA sub- scale scores 2014

36 DCA Total Score DCA Total Scores- Springfield PS , and (PBIS)

37 DCA Total Score DCA Total Score- Springfield PS ; ; (PBIS)

38 Building District Capacity DCA Total Score Chart Title Behavior Literacy

39 DCA- Subscales- Springfield PBIS & Early Literacy 100 Chart Title Site Leadership Planning Perf Assess SelecGon Training Coaching Decision Sys Dist Admin Systems Behavior Literacy

40 Tier I PBIS Implementation: Model Demonstrations , , 'Jan 14 'May 14 'Oct 14 'May 15 May Dos Rios Guy Lee Maple Riverbend Hamlin

41 Tier II PBIS Implementation: Model Demonstration Jan 14 May 14 Jan 15 May 15 May TFI Tier II Total Score Dos Rios Guy Lee Maple Riverbend Hamlin

42 Tier III PBIS ImplementaGon Model DemonstraGons 100 Jan 14 May 14 May 15 May Dos Rios Guy Lee Maple Riverbend Hamlin

43 PBIS Sub- Scale ImplementaGon for non- demo Elementary Schools and

44 Using Fidelity Data to Guide PD

45 Scaling Up PBIS within SPS and

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47 Suspensions per 100 students All Elementary Schools

48 SPS Elementary Schools ODR Triangle Data for

49 Building District Capacity District Leadership Team Authority, Membership, MeeGng Schedule/format District Data System What to collect, when, by whom, how used Skill Development Use demonstragon schools to build district technical capacity District Trainers (PBIS [Tier I, Tier II, Tier III] Coaching capacity School psychologists, counselors, social workers

50 Building District Capacity Using external trainers Build exemplars Build local training capacity to decrease need for external trainers. Plan for staff turnover Train and support more people than you need. Be open for mul:ple paths to success Strong building administrator Strong specialist Strong team

51 Building District Capacity Build systems and district capacity early while implemen:ng building prac:ces Policies, data systems, teaming structures Focus on fidelity AND student outcomes Measure student outcomes Measure PBIS fidelity in schools Measure District Capacity Implement Tier I as a founda:on for Tiers II and III

52 Please Provide Feedback Your feedback is important to us! Please take a few moments at the end of the session to complete an evaluagon form for this session. Forms are available: In our mobile applica=on by clicking on EvaluaAon underneath the session informagon. Online underneath the posted presentagons at Via paper form from your session facilitator