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
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?
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
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
School- wide PBIS Culturally Equitable Academic & Social Competence Culturally Valid Decision Making OUTCOMES Culturally Relevant Support for Student Behavior SYSTEMS Culturally Knowledgeable Staff Behavior
Funding Visibility Political Support Policy Selection/ Personnel Readiness Leadership Team Active Coordination Technical Training Coaching Evaluation Expertise Local School Demonstrations
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
Schools Using PBIS Aug, 2016 25000 22500 23,363 schools 11,762,000 Students 20000 17500 15000 12500 10000 3138 High Schools 7500 5000 2500 0 00 01 02 03 04 05 06 07 08 09 10' 11' 12' 13' 14' 15' 16' 17' 18'
Schools Implemen<ng PBIS by State 2015-16 2500 2000 21 states with over 500 schools ImplemenGng PBIS 1500 1000 500 0 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
Propor2on of Schools Using PBIS: August, 2016 0.9 0.8 10 States with over 40% ImplemenGng PBIS 0.7 0.6 0.5 0.4 0.3 0.2 0.1 0
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
Measure Implementation Fidelity Measure fidelity of implementagon as part of the implementagon process. Quality of PracGces X Fidelity of ImplementaGon - Student Outcomes
Available from OSEP TA- Center www.pbis.org www.pbisapps.org 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 www.pbisapps.org
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%
Sub- scale report
Sub- subscale report Tier I Teams ImplementaGon EvaluaGon Tier II Teams IntervenGons EvaluaGon Tier III Teams Resources Assessment Support plan Monitoring and adaptagon
Item Report
Action Planning 0 1. Team to propose teaching template and Fall teaching schedule at Feb 16 Faculty meegng. Alan Feb 16
PBIS Tier I Fidelity by State 2015-16 2500 2000 1500 1000 Schools Implemen=ng SWPBIS by State in 2015-16 (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 500 0 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
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
Three Types of Districts Urban School Districts Suburban Districts Rural Districts
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
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
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
Scoring Form on SISEP.org
DCA Scoring Guide
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.
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.
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.
Implemen<ng PBIS in Springfield School District Nicole Nakayama Springfield School District, Oregon
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 2013-14 2014-15 2015-16
DCA Total Score DCA Total Score- Springfield PS 2013-14 (PBIS)
DCA sub- scale scores 2014
DCA Total Score DCA Total Scores- Springfield PS 2013-14, and 2014-15 (PBIS)
DCA Total Score DCA Total Score- Springfield PS 2013-14; 2014-15; 2015-16 (PBIS)
Building District Capacity DCA Total Score 100 90 80 70 60 50 40 30 20 10 0 Chart Title 13-14 14-15 15-16 Behavior Literacy
DCA- Subscales- Springfield. 2016 PBIS & Early Literacy 100 Chart Title 90 80 70 60 50 40 30 20 10 0 Site Leadership Planning Perf Assess SelecGon Training Coaching Decision Sys Dist Admin Systems Behavior Literacy
Tier I PBIS Implementation: Model Demonstrations 2013-14, 2014-15, 2015-16 'Jan 14 'May 14 'Oct 14 'May 15 May- 16 120 100 80 60 40 20 0 Dos Rios Guy Lee Maple Riverbend Hamlin
Tier II PBIS Implementation: Model Demonstration Jan 14 May 14 Jan 15 May 15 May 16 120 TFI Tier II Total Score 100 80 60 40 20 0 Dos Rios Guy Lee Maple Riverbend Hamlin
Tier III PBIS ImplementaGon Model DemonstraGons 100 Jan 14 May 14 May 15 May 16 90 80 70 60 50 40 30 20 10 0 Dos Rios Guy Lee Maple Riverbend Hamlin
PBIS Sub- Scale ImplementaGon for non- demo Elementary Schools 2014-15 and 2015-16
Using Fidelity Data to Guide PD
Scaling Up PBIS within SPS 2014-15 and 2015-16
Suspensions per 100 students All Elementary Schools
SPS Elementary Schools ODR Triangle Data for 2015-16
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
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
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
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