taking the journey through initial implementation
DESCRIPTION
Taking the Journey Through Initial Implementation. March 12, 2011 Susan Barrett Implementer Partner, Center on PBIS Training and TA Director, MDS3 [email protected]. www.pbis.org. www.scalingup.org. School-wide PBIS. - PowerPoint PPT PresentationTRANSCRIPT
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Taking the Journey Through Initial Implementation
March 12, 2011
Susan BarrettImplementer Partner, Center on PBIS
Training and TA Director, [email protected]
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www.pbis.org
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www.scalingup.org
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Implementing Innovation for a Lasting Effect2011 National PBIS Leadership Forum | Hyatt Regency O’Hare | Rosemont,
Illinois
Save the DateOctober 27-28,
2011
This two-day forum for state, district and regional Leadership Teams has been designed to help increase the effectiveness of School-wide PBIS Implementation. Sessions have been developed for all levels of implementation and have been organized into 8 specialized strands, including:
PBIS Foundations Enhanced Implementation Building Training & Coaching Capacity Evaluation & Policy High Schools Tier 2/Tier 3 Supports Integrated Systems Disproportionality, Bully Prevention, and
other special topics For more information, visit www.pbis.org. Sponsored by the OSEP Center on Positive Behavioral Interventions & Supports with support from the Illinois PBIS Network.
School-wide PBIS
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Outcomes
• Define the features and procedures for moving evidence-based educational practices from demonstrations to large-scale adoptions
• Provide State and District Examples• Provide Lessons Learned• Provide Next Steps• Identify Key Resources
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Effective Interventions
Actual SupportsYears 1-3
Outcomes Years 4-5
Every Teacher Trained
Fewer than 50% of the teachers received some training
Fewer than 10% of the schools used the CSR as intended
Every Teacher Continually Supported
Fewer than 25% of those teachers received support
Vast majority of students did not benefit
Aladjem & Borman, 2006; Vernez, Karam, Mariano, & DeMartini, 2006
Longitudinal Studies of a Variety of Comprehensive School Reforms
Implementation Science
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Your Turn
• Name• State• Experience with PBIS• Expectations for today
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Cascading System of Support
Students
Building Staff
Grade Level Team
Building Leadership Team
District/Regional Leadership TeamMultiple schools w/in district
All staff
All students
Grade Level Teams, Core Teams, Departments, and all staff
Who is supported?
How is support provided?
Provides guidance and manages implementation
Provides guidance, visibility, funding, political support
Provides guidance and manages implementation
Provides effective practices to support students
Improved student behavior
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Sustainability + Scaling
Organizational capacity for & documentation of accurate (90%) & expandable implementation
of evidence-based practice across desired context (e.g., district, classroom, school-wide,
nonclassroom) over time w/ local resources & systems for continuous regeneration.
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The Challenge
Building Capacity Across 110,000 Schools
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Start with the end in mind…• What will it take to have 100,000 replications
that produce increasingly effective outcomes for 100 years?– Fixsen
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Schools adopting SWPBIS by year
00 01 02 03 04 05 06 07 08 09 2010 20110
2000
4000
6000
8000
10000
12000
14000
16000
14,325 Schools Adopting
School-wide PBIS
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Schools use SWPBIS (Feb, 2011)Al
abam
a
Alas
ka
Ariz
ona
Arka
nsas
Calif
orni
a
Colo
rado
*
Conn
ectic
ut
Del
awar
e
Flor
ida*
Geo
rgia
Haw
aii
Idah
o
Illin
ois
Indi
ana
Iow
a*
Kans
as*
Kent
ucky
Loui
sian
a*
Mai
ne
Mar
ylan
d*
Mas
sach
usett
s
Mic
higa
n
Min
neso
ta
Mis
siss
ippi
Mis
sour
i*
Mon
tana
*
Neb
rask
a
Nev
ada
New
Ham
pshi
re
New
Jers
ey*
New
Mex
ico
New
Yor
k
Nor
th C
arol
ina*
Nor
th D
akot
a*
Ohi
o
Okl
ahom
a
Ore
gon*
Penn
sylv
ania
Rhod
e Is
land
Sout
h Ca
rolin
a*
Sout
h D
akot
a
Tenn
esse
e
Texa
s
Uta
h*
Verm
ont
Virg
inia
Was
hing
ton
Stat
e
Was
hing
ton
DC
Wes
t Vir
gini
a
Wis
cons
in
Wyo
min
g
0
200
400
600
800
1000
1200
1400
1600
11 states with over 500 schools
3 states with over 1000 schools
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“Innovation Neutral” process
• Any innovation/initiative• A neutral process for implementing any
innovation with fidelity • Professional development• Working smarter with limited resources
– Aligning what you have to organize supports
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How did they do that?
Florida Illinois Maryland
• Similarities ? 10 years, funding provided by state department but “housed” outside department of ed, over 600 schools trained
Recognition Program
Major OrganizersPOI, Implementers Blueprint
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Implementers Blueprint
• Self Assessment• More like guidelines• Provides a common language
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Funding Visibility PolicyPoliticalSupport
Training Coaching Behavioral ExpertiseEvaluation
LEADERSHIP TEAM(Coordination)
Local School/District Implementation Demonstrations
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You have knowledge about the Blueprint
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.
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Continuum of Support for ALL
Dec 7, 2007
Science
Soc Studies
Reading
Math
Soc skills
Basketball
Spanish
Label behavior…not people
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Tier 1/Universal School-Wide Assessment
School-Wide Prevention Systems
SIMEO Tools: HSC-T, RD-T, EI-T
Check-in/ Check-out (CICO)
Group Intervention with Individualized Feature
Brief Functional Behavior Assessment/Behavior Intervention Planning (FBA/BIP)
Complex or Multiple-domain FBA/BIP
Wraparound
ODRs, Attendance, Tardies, Grades, DIBELS, etc.
Daily Progress Report (DPR) (Behavior and Academic Goals)
Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.
Social/Academic Instructional Groups (SAIG)
Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model
Illinois PBIS Network, Revised October 2009Adapted from T. Scott, 2004
Tier 2/ Secondary
Tier 3/
TertiaryIn
terv
entio
n
Assessmen
t
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SYST
EMS
PRACTICES
PBISCreating the Conditions for Learning
OUTCOMESSocial Competence &
Academic AchievementSystems Supporting Staff Behavior• Team Approach•Administrator participation•Community of Practice (Skill development and performance feedback)
Data Supporting Decision Making•office discipline referrals•academic progress•Attendance, truancy•direct observation•school improvement goal progress•Process tools (fidelity)
Practices Supporting Student Behavior• Define behaviors, expectations, and rules• Teach, model, and acknowledge behaviors, expectations, and rules• Correct behaviors• Consensus/collaboration
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DATA
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Phases of Implementation
ExplorationInstallationInitial ImplementationFull ImplementationInnovationSustainability
2 – 4 Years
Fixsen, Naoom, Blase, Friedman, & Wallace, 2005
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Exploration StageNeed for change identified, possible solutions are explored, learning about
what it takes to implement the innovation effectively, stakeholders are identified and developed, and decision is made to move forward
InstallationResources needed to implement innovation with fidelity and desired outcomes
are in place
Initial ImplementationInnovation is in place in schools, implementation largely guided by external TA
providers
Full Implementation-Innovation is implemented and sustained by local stakeholders and is well-
integrated into policy/written documentation
Innovation and Sustainability Innovation is adapted to fit local context, innovation becomes more efficient
and is integrated with other initiatives
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Stages of Implementation
Exploration/Adoption Installation
Initial Implementation Full
Implementation Innovation and Sustainability
Establish Leadership
Teams, Set Up Data Systems
Development Commitment
Provide Significant Support to
Implementers
Embedding within
Standard Practice
Improvements: Increase
Efficiency and Effectiveness
Should we do it?
Doing it right
Doing it better
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Your Turn
• Self Assessment• Which Phase are you in? (can be more than one)
• Exploration• Installation• Initial Implementation• Full Implementation• Innovation and Sustainability
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Exploration Adoption
Installation
Initial
ImplementationElaboration
Con
tinuo
us
Impr
ovem
ent
District
Exploration
Adoption InstallationInitial
Implem
entation
Elaboration
Con
tinuo
us
Impr
ovem
ent Model Schools
Universal Supports
Exploration
Adoption
Installation
Initial Implementation
Ela
bora
tion
Continuous
Improvement
Model Schools
Targeted/Intensive Supports
Exploration Adoption
Installation
Initi
al
Impl
emen
tatio
n
Elaboration Continuous
ImprovementScale-Up Schools
Targeted/Intensive Supports
Continuous
Improvement Exploration
AdoptionInstallation
Initial Implementation
Ela
bora
tion Scale-Up Schools
Universal Supports
Embedded Stages within District Implementation of RtI
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Getting Started 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
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Before you add one more thing….
www.safetycenter.navy.mil
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Exploration Phase
Need for change identified, possible solutions are explored, learning about what it takes to implement the innovation effectively, stakeholders are identified and developed, and decision is made to move forward
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Resource Mapping-Inventory of Current Innovation
• What are the practices in place at each tier of the triangle?
• Are they evidence-based practices?• How are you measuring effectiveness of
practices (data)? • Who are the service delivery
teams/personnel (e.g., graduation coach, PALS teacher, Math Coach)
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TIER I: Core, Universal
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GOAL: 100% of students achieve at high levels
Tier I: Implementing well researched programs and practices demonstrated to produce good outcomes for the majority of students.Tier I: Effective if at least 80% are meeting benchmarks with access to Core/Universal Instruction.Tier I: Begins with clear goals:1.What exactly do we expect all students to learn ?2.How will we know if and when they’ve learned it?3.How you we respond when some students don’t learn?4.How will we respond when some students have already learned? Questions 1 and 2 help us ensure
a guaranteed and viable core curriculum
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TIER II: Supplemental, Targeted
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Tier II For approx. 20% of students
Core +
Supplemental…to achieve benchmarksTier II Effective if at least 70-80% of students improve performance (i.e., gap is closing towards benchmark and/or progress monitoring standards).1.Where are the students performing now?2.Where do we want them to be?3.How long do we have to get them there?4.How much do they have to grow per year/monthly to get there?5.What resources will move them at that rate?
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TIER III: Intensive, Individualized
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Tier III For Approx 5% of Students
Core
+Supplemental
+Intensive Individual Instruction
…to achieve benchmarks
1.Where is the students performing now?2.Where do we want him to be?3.How long do we have to get him there?4.What supports has he received?5.What resources will move him at that rate?
Tier III Effective if there is progress (i.e., gap closing) towards benchmark and/or progress monitoring goals.
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Activity 1Step 1: Identify all programs/initiatives/common
practices by tier Tier I- How do you support all children? Core
Curriculum- “everyone gets”Tier II, III How do you support students who need
more support? How do you build on the foundation so that all Tier II, III activities are a natural extension of core curriculum?
Step 2: Identify outcome for each practice. How do you measure effectiveness?(Staff performance) How do monitor progress? (student impact) How do you support teachers? (staff support)How are they linked to School Improvement? (integrated approach)
VDOE ESD Project 1/30/11 34
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~5%
ALL
SOME
FEW
•SW Expectations linked to class rules and routines•Behavior Basics•Evidence Based Practices
• Feedback Ratio• Wait time• Opportunities to Respond• Self Management• Academic Match
•Working with Families•Transitions
• Using Pre-corrections•Active Supervision •Data Collection and Using Data to Guide Decisions
• ODR, MIR• Self Assessment
•Peer Coaching•Good Behavior Game
•Working with Families•Deciding to increase Support•Progress Monitoring
• Using the Daily Progress Report• Working with Students using CICO•Working with Students using “CICO Plus” Academic or Social Instructional Groups
•Using Data to Guide Decisions•Working with T2 Teams
•Data Collection and Progress Monitoring at T3•Working with Families•Role on the Individual Support Team•Building Behavior Pathways and Hypothesis Statements
Tiers of Support
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Tier 3
Tier 2
Tier 1
Triangle Activity:
Applying the Three-Tiered
Logic to Your School
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Practices, Initiatives, Programs for a FEW
Practices, Initiatives, Programs for SOME
Practices, Initiatives, Programs for ALL
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Who are the staff supporting all of these practices?
• What “support teams or staff” support these practices?
• What are their roles and responsibilities?• Is there any duplication or overlap?• What communication loops and /or progress
monitoring exists among all of these support personnel?
• What’s working and how do we know, got data?
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Tier 3/Tertiary Interventions 1-5%•_____________________•_____________________•_____________________
Tier 2/Secondary Interventions 5-15%•___________________________•___________________________•___________________________•___________________________•___________________________•___________________________
Tier 1/Universal Interventions 80-90%•________________________•________________________•________________________•________________________•________________________•________________________
Schools need to be clear about what interventions they have (and don’t have) in place
Service Delivery Personnel
Adapted from Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm
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Got data?• Take inventory of current data
– Office Referrals- BIG 5– Expulsion and Suspension– Attendance– Nursing Logs– Counselor Logs– Minor incident reports– Benchmark Assessments– GPA– Homework Completion– At-risk factors and other trajectory data for prevention
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1-5% Tier 3/Tertiary Interventions• ___________________________• ___________________________• ___________________________
5-15%Tier 2/Secondary Interventions• ____________________________• ____________________________• ____________________________• ____________________________• ____________________________• ____________________________
80-90% Tier 1/Universal Interventions• ____________________________• ____________________________• ____________________________• ____________________________• ____________________________
Schools need to be clear about what interventions they have (and don’t have) in place
Data to measure effectiveness
Adapted from Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm
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Tier 3/Tertiary Interventions 1-5%•_____________________•_____________________•_____________________
1-5% Tier 3/Tertiary Interventions• ___________________________• ___________________________• ___________________________
Tier 2/Secondary Interventions 5-15%•___________________________•___________________________•___________________________•___________________________•___________________________•___________________________
5-15%Tier 2/Secondary Interventions• ____________________________• ____________________________• ____________________________• ____________________________• ____________________________• ____________________________
Tier 1/Universal Interventions 80-90%•________________________•________________________•________________________•________________________•________________________•________________________
80-90% Tier 1/Universal Interventions• ____________________________• ____________________________• ____________________________• ____________________________• ____________________________
Schools need to be clear about what interventions they have (and don’t have) in place
Service Delivery Personnel
Data to measure effectiveness
Adapted from Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm
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Have to see the connection!
Are there other ways in which implementing PBIS will support
your strategic plan?
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Your Turn
• How could you use Resource Mapping in you school, district, region, state, life?
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Prepare for Working Smarter (Not Harder)
• Allows schools to identify the multiple committees within their school
• Helps in identifying purposes, outcomes, target groups, and staff
• Assists schools in addressing, evaluating, and restructuring committees and initiatives to address school improvement plan
• Important for schools to identify that school-wide PBIS is integrated into existing committees and initiatives
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Use Worksheet to Organize Your Teams Responsible for ALL Programs/Initiatives
Step 1: Identify Current Teams (discipline, instruction, climate, school improvement, parent support, etc)
Step 2: Complete the Working Smarter documentStep 3: Based on your results, what committees/teams
can you: (a) align and integrate to support everyone’s efforts towards the school strategic plan and mission?
Determine your next steps …
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Workgroup/Committee/
Team
Outcome/Link to SIP
Who do we serve?
What is the ticket
in?
Names of Staff
Non-negotiable
District Mandate?
How do we measure impact?
Overlap?Modify?
Attendance Committee
students Junebug, Leo, Tom
yes Attendance records Yes-fold to SW PBS
SW PBS Team Studentsstaff
Ben, Tom, Lou
no Office ReferralsAttend, MIR,Nursing log ,climate
Yes- continue
Safety Committee
Studentsstaff
Toni, Barb, Tom
no OfficeReferralsBIG 5, climate
Yes-fold into SW PBS
School Spirit Committee
students Tom no No Yes-fold into SW PBS
Discipline Committee
students Tom, Lou no Office Referrals
Yes-fold into SW PBS
Student Support Team/Problem Solving Team
students Steve, Sue,Jon,Tom
yes Discipline,DIBELS, FACTS…
No- continue
School Improvement
1,2,3 Bill, Jon, Lou, Tom
yes All of the above Yes- continue
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Your Turn
• How would you use Working Smarter in your school, district, region, state?
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Installation
• Resources needed to implement innovation with fidelity and desired outcomes are in place
Identify:• Coordinator• State Team• Implementation Team • Trainers, Coaches
– Roles and Functions must be clear• Use the Blueprint and Team Workbook
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Funding Visibility PolicyPoliticalSupport
Training Coaching Behavioral ExpertiseEvaluation
LEADERSHIP TEAM(Coordination)
Local School/District Implementation Demonstrations
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PBIS in Virginia: Building Capacity and Sustainability
School Staff, Families, Transportation, Communities
Project Leadership Team
Training and Technical Assistance Centers
District Coordinators
Coaches
Team Leaders
Problem-Solving Teams
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Initial Implementation
• Commitment to Capacity Building– Demonstrated High Fidelity/High Impact– Demand Increases– State Team won’t be able to keep up with demand
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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
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Full Implementation
• 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
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Innovation and Sustainability• Innovation and Integration
– 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
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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
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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
Policy
• SW PBS Policy statement developed and endorsed•Implementation data and outcomes are reviewed semi-annually•Audit of effectiveness of existing related initiatives conducted annually
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Funding Visibility Policy Political SupportExploration * Installation * Initial Implementation * Full Implementation
Innovation and Sustainability
• How have these features evolved over time?
“The Maryland Story”
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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
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PBIS Maryland Infrastructure• Commitment of leadership at State, District and
School levels• Private, Public, University partnership• Implementation Standards and Protocols
developed and implemented (T1, CICO)• INFRASTRUCTURE developed to support State and
Regional Training Capacity• State-wide impact:
–820 schools in all 24 systems trained–660 implementing Tier 1/Universal PBIS with
fidelity. Over 100 in initial Tier 2 cohort.• PBIS Maryland WEBSITE and DATABASE (
www.pbismaryland.org)
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PBIS Maryland Infrastructure• Ongoing Technical Assistance from National TA
Center on PBIS• Ongoing Evaluation/Progress Monitoring • Evaluation Tools• Ongoing Data Collection for Decision Making
–IPI (Implementation Phases Inventory), SETs, SWIS, BOQ, CICO Tool
• Ongoing expansion of Local School System infrastructure as numbers of schools increase—staff designation, coaches for schools, and funding
• Federal Grants to support Rigorous Randomized Evaluation Activity through JHU
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Leadership TeamExploration * Installation * Initial Implementation * Full Implementation
Innovation and Sustainability
• How has the Leadership Team evolved over time?
• Management /Leadership/Implementation• Standards and Protocols• Functions/Jobs by subcommittee
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Roles and Functions of Coordinator
• How many hats do you wear?– Systems Change Agent, – Trainer, Facilitator, Accountant, PR, Policy
writer, Politician, Researcher, Computer Genius, Website Developer, Presenter….
• Role changes over time-PROCESS – Can you build your skill to keep up?– Who will be your system of support?
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Generation of Practitioners
• Train more folks than you think you need• Levels of skill development• Organized around Phases of Implementation
– Team Member– Team Leader– Coach– Trainer– Coach Coordinator– Regional/State Coordinator
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Phase One: Commitment to CollaborationRole of District
Role of State Leadership Team
• ID Point of Contact• Small number of schools trained in PBIS• Small number of coaches identified and trained
• Conduct Site visit to school two times/school year (completion of “implementation phase checklist”)
• Provide technical assistance to local coaches• Provide SWIS training to schools as needed• Maintain communication with Point of Contact• Nominate Exemplar• Nag for Forms• Attend State Leadership Team Meetings monthly• Complete SET and SET Report as needed• Coordinate Regional Meetings for team leaders and coaches
Phase Two: Commitment to Capacity BuildingRole of District
Role of State Leadership Team
• More than 5% of schools trained in PBIS within district/region
• Coach facilitator or lead coach identified (% of time allocated for PBIS activities)
• Informal District/Regional team identified• SWIS facilitators identified and trained• SET Assessors identified and trained
• Provide support and technical assistance to coach facilitator (coach facilitator coordinates site visits, “implementation phase checklist”, SWIS facilitation, SET assessment and support to local coaches)
• Conduct site visits to schools by special request only• Assist with district self assessment and action plan• Assist with dissemination activities such as presentation to
LMB, Community, Businesses, Superintendent• Conduct capacity building awareness activities using PBIS
Blueprint with key stakeholders • Submit formal reports to PBIS management team to include
progress notes, updates, training needs• Conduct needs assessment• Conduct SWIS facilitator training, SET assessor training
Phase Three: Commitment to Large Scale ImplementationRole of District
Role of State Leadership Team
• Identification of PBIS Coordinator• Working Budget• District/Regional Action Plan in place to address capacity
building around training, coaching, evaluation, coordination• District/Regional PBIS functioning team• Development of database • Progress Report in development• Development of newsletters, brochure and other marketing
material• Alignment with LSS Master Plan, Charter, Code of Conduct• Formal report cycle to key stakeholders (superintendent,
board, LMB, community/business, Parent organizations)
• Active communication and coordination with PBIS Coordinator and PBIS District/Regional Team
• Attendance to district/regional monthly meetings• Identify resources such as grant opportunities• Promote visibility to State• Assist with marketing/dissemination/policy
District Level Phases
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Leadership TeamExploration * Installation * Initial Implementation * Full Implementation
Innovation and Sustainability
• How has the Leadership Team evolved over time?
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Maryland after 11 years • Advisory- (Authority) Quarterly meetings• Leadership ( Implementation) Team- Monthly
– Workgroups• Management Team (Operations) 2/Month
– Standards and Protocols– Each member assigned to provide TA to all local school
systems• Regional Teams
– Organize Returning Team Summer Institute• Local School System Teams (various POI)
– Parallels State structure/process
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Sept. 1st – Feb. 28th
New SWIS and CICO-SWIS subscriptions setup and invoiced
Feb- JunePlanning Phase for New Teams Checklist Completed
Sept
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
Jun
Jul
Aug
Feb. 19Spring Forum Administrator
attends
July 26-30New Team
Training
Oct 21 State
Coaches Meeting
Nov 10IPI Due
Dec 8State
Coaches Meeting
August Team PlanningSWIS Readiness
Completed
PBIS Maryland 09-10
April 7State
Coaches Meeting
April 10IPI Due
** Regional Returning Team Events held during Summer- Dates TBA**CICO Training completed Regional by request
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Training Coaching Evaluation
SWPBS Implementers’ BlueprintBUILD 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-BASEDDECISION MAKING• Create data systems
• Fidelity• Student outcomes
• Design process for evaluation• Establish eval cycles
COORDINATION ACTIVITIES
Behavioral Expertise
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Training Coaching EvaluationExploration * Installation * Initial Implementation * Full Implementation
Innovation and Sustainability
• How has the Training evolved over time?• How has Coaching evolved over time?• How has evaluation evolved over time?
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Blueprint Logic – Training Capacity
• Assess and map training to school team “readiness”
• Training targets focus on specific steps in building a continuum of behavioral supports
• All training should be outcome based with measurable goals
• Trainers must master and demonstrate competency on essential features
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Training
• Scope and Sequence
• Agreement around Readiness, Training Event, materials, process tools, outcomes, readiness for advanced tiers, training event, material, process tools, outcomes
• Contextual Fit
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Readiness Structures
• Leadership Forum- New Teams• Planning Phase Checklist- Tier 1
– SWIS Readiness
• Advanced Tiers• Readiness- completed by Local Coordinator and
Team– CICO Readiness, CICO SWIS Readiness– Readiness T2/T3
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Training in Maryland- T1
• Standards and Protocols• Intro to Administrators ( 6 months to get ready)• Readiness/Planning Phase• Team and Coach Training Event• Training Material• Facilitated Action Planning- Team Time Workbook• Track Fidelity/Progress (Benchmarks of Quality)• Access to Community of Practice-knowledge sharing • Track Outcomes (PBISsurveys, PBSeval.org)
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Planning Phase I Year One
Task Completion DateAdministrator agrees to actively support and participate in PBIS activities. Feb 14
Complete Statement of Intent Form online at www.pbismaryland.org/forms.htm. Feb 29
Identify team members and team leader: (Team should be representative of school staff with administration support and participation). May 30
Establish 80% Staff Commitment May 30
Identification of Behavior Support Coach (Appointed by local school system PBIS coordinator). May 30
Schedule at least 2 full day August team meetings for team planning.May 30
Register as a team for Summer Conference**Obtain Log-in info from LSS Point of Contact Available from March 17-June 13
www.pbismaryland.org
Complete online PBIS Staff Survey. June 1Please bring to Summer Conference
Review SWIS Readiness Checklist Revise/Update Office referral form June 30
Entire team attends Maryland Institute 2007. ES July 22,23Secondary Teams July 23,24
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Obtain 80% Staff Consensus80% Staff Commitment
A “YES” vote means that I agree to:provide input in determining what our school’s problems
are and what our goals should bemake decisions about rules, expectations, and procedures
in the commons areas of the school as a school communityFollow through with all school-wide decisions, regardless of
my feelings for any particular decisionCommit to positive behavior support systems for a full year
- allowing performance toward our goal to determine future plans
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Staff Survey
• www.pbssurveys• School account numbers will be emailed• Email your Local Point of Contact for more
information
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SWIS
• Optional• Review readiness checklist• Referral form requirement-see example• Demo at www.swis.org
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Training in Maryland- T1
• Standards and Protocols• Intro to Administrators ( 6 months to get ready)• Readiness/Planning Phase• Team and Coach Training Event• Training Material• Facilitated Action Planning- Team Time Workbook• Track Fidelity/Progress (Benchmarks of Quality)• Access to Community of Practice-knowledge sharing • Track Outcomes (PBISsurveys, PBSeval.org)
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Fidelity
• Delivering the training content as it is intended to be delivered is essential
• Participants who attend a RTI/PBIS training regardless of what part of the state they reside, should have the same training experience
• This is a challenge as scaling occurs• New Tools to ensure fidelity
• Implementation Snapshots and Practice Profile
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Critical Element from BoQ Sample Implementation Product/Outcome
PBIS Team Problem-solving, planning team
Faculty Commitment Shared understanding and language around discipline
Effective procedures for Dealing with Discipline
Flowchart, Office Referral Form, Minor Incident Form, Time out of Class Form
Data Entry & Analysis Plan Established
Data system and analysis to guide intentional interventions
Develop Expectations & Rules
Teaching matrix of social/behavioral skills (core curriculum), a tool for providing behavior specific feedback/acknowledgement/praise/ reinforcement
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Critical Element from BoQ Implementation Product
Establish Acknowledgement Program
Consistency with feedback, focus on what we want students and adults to do in the building vs what we don’t want them to do, evidence-based practice for teaching academic and behavioral skills
Develop Lesson Plans for Teaching Expectations/Rules
Consistency, explicit and situational instructional tools
Plan for Implementation Systematic approach to supporting students and adults, procedures for new students, staff, substitutes, family involvement
Classroom Systems Classroom Rules map onto SW expectations
Evaluation Data- for decision making, planning, marketing, buy in
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Your Turn
• How would you use training materials in your school, district, region, state?
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Compensating for the “Unknown”
• Readiness factors might impact fidelity• Lack of understanding by participants
might impact fidelity• Technology malfunctions might impact
fidelity
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But…often times we have found individual decisions made by trainers are the main reasons
for why the content was not presented with fidelity
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Training Capacity: Building A System to Support Trainers
• Curriculum- Scope and Sequence (VA), Course Structure (IL), Competencies (NH)
• OR, FL UConn
• Learner• Content Fluent (Systems, Data, Practices)• Co-Trainer (Practice at Implementation Site)• Trainer
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Virginia: Training CapacitySpecial Thanks to:
Florida, Illinois and MichiganVA ESD Project
Bob Gable, Steve Tonelson, Irene Walker Bolton, Kim Yanek
• Uses Phases to organize• Competencies and Outcomes identified at
each Phase and Tier• Access to Trainer for Fluency, TA, Performance
Feedback– Monthly meetings– Guidebook help provide common language, role
and consistency
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Rationale for TOT
• Scaling/Demand• Fidelity• Support/Community of Learners• Accountability
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Expectations
• Completion of Application/Interview Process– Grandfather clause
• Agreement to attend all Facilitator Meetings• Completion of Scope and Sequence Assignments • Openness to feedback from assigned mentor• Engage in professional learning community
– Provide feedback, engage in continuous improvement
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Performance Assessment
• Scope and Sequence– Clearly defined expectations
• Assessment tools for Trainers (Michigan)– Presentation Rubric– Preparedness Rubric– Content Rubric for each training event
• Data• Systems• Practices• Outcomes
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Preparedness Rubric
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Presentation Rubric
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Content Rubric
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Content
• Tier 1-Benchmarks of Quality (BOQ)• Tier 2 Basic (CICO Checklist)• Advanced Tiers (BAT)• Trainer Modules (ppt with notes) for each
feature• Observe the training
• Team Workbook- Activity and Action Plan • Implementation Snapshots for each feature
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Developmental Process (Fl, IL)
• Using the training grid to track progress– Learner– Content Fluent– Co- Facilitator– Facilitator
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Illinois Network 2009
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Fidelity Checks
• Scope and Sequence• Facilitator Workbook (Trainer or Facilitator)• Competencies for each Phase• Rubric (Preparedness, Presentation)• Presentation Modules, Workbook, Implementation
Snapshots (BOQ)• Model, Co-present (use rubric to self assess)• Observation Form Request• Fidelity Check Request
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Moving to Advanced TiersExploration Phase (again)
• Planning Phase Checklist- CICO– T2/T3 Action Plan
• Teaming Structures– Advanced Audit– Working Smarter for Advanced Tiers
• Decision Rules for Access– Identify “Natural Screeners”– Intervene Early
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Guiding Questions
Outcome: How is the practice linked to overall outcome outlined in your school improvement plan?
Systems/Process:Teaming Structure – What are your current Service Delivery Teams (i.e. Leadership Team, Student Services Team, Problem Solving Team)What are roles and responsibilities of each team? RFA process How do teachers and support staff access these supports? Request for Assistance? How long does it take to get supports in placeCommunication: How do your academic and behavior teams communicate with each other ?Coaching and Staff Support: What are the structures that support skill development for staff? Structures that support follow along activities?What are the structures that support fidelity, on going teacher support and performance feedback? (Coaching)
Data: Decision Rules about how students get access? What tools to measure fidelity and progress monitoring tools used to measure effectiveness-How do you know the practice makes the impact?
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Workgroup/Committee/
Team
Outcome/ Link to SIP
Who do we serve?
What is the ticket in?
Names of Staff
Tier?Non-
negotiableDistrict
Mandate?
How do we measure impact?
Overlap?Modify?
Attendance Committee
StudentsStaff-
Junebug, Leo, Tom
1,2,3yes
Attendance records
Yes-fold to PBIS
PBIS Team StudentsStaff
Ben, Tom, Lou
1no
Office Refs.,Attend, MIR,Nursing log climate
Yes- continue
Safety Committee
StudentsStaff
Toni, Barb,Tom
1,2,3no
OfficeReferralsBIG 5, climate
Yes-fold into PBIS
School Spirit Committee
Students Tom 1no
Survey Yes-fold into PBIS
Discipline Committee
StudentsStaffSuspension
Tom, Lou 1,2,3no
Office Referrals
Yes-fold into PBIS
Student Support Team/Problem Solving Team
Students,Staff?
Steve, Sue,Jon,Tom
2,3yes
Discipline,DIBELS,FACTS…
No- continue
School Improvement
Bill, Jon, Lou, Tom
1,2,3yes All of the above Yes- continue
Working Smarter- Systems / Staff Support
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Decision Rules for Access to Advanced Tiers (and decision rules for prevention-if we can predict the trajectories , then
we can prevent it from happening)
• Youth has 2 Major ODRs• Youth has 1 Suspension• Youth experiences more than ? minutes out of instruction • Youth misses more than ? days unexcused absences• Youth drops GPA by more than ??• Youth – benchmark testing- McIntosh • Youth- incomplete class work/homework• Attendance (look at predictors for drop-out and school completion)• Admin Referral• Teacher/Staff Referral• Family Referral• Other:
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Funding Visibility PolicyPoliticalSupport
Training Coaching Behavioral ExpertiseEvaluation
LEADERSHIP TEAM(Coordination)
Local School/District Implementation Demonstrations
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Coaching
• Define Role• Coach Self Assessment• Coach Checklist• Scope and Sequence• What organizational structures should be in place
to allow coaching to occur?• How do coaches get access to support?• Coach Tools: Implementation Snapshots, Practice
Profile
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Coaching Defined• Coaching is the active and iterative delivery of:
– (a) prompts that increase successful behavior, and – (b) corrections that decrease unsuccessful behavior
• Coaching is done:– by someone with credibility and experience with the target skill(s)– on-site, in real time – after initial training– repeatedly (e.g. monthly)– by adjusting the intensity according to need
Horner (2009)
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Practices/SkillsThe technical skill set required to achieve fidelity
•Problem Solving (Team, Classroom, Staff, Student)• Team Building/Collaboration
• Delivering Feedback• Behavioral Consultation
Building Coaching Capacity
SystemsConditions that support skill development
for staff • Policy and Procedures alignment
• Budget Re-allocation• Recruitment and Selection of Coaches
• Supervision of Coaching within Organization•Training Curriculum and Scope and Sequence
• Access to certification• Facilitative Administrator Supports
DataInformation required to guide skill development process• Action Plan with short/long term measurable goals
• Self Assessment• Process Measures/Fidelity Checks• Performance Feedback Measure
• Progress Monitoring Tools• Evaluation Tools
• Student Outcomes• Data used for continuous regeneration (PEP/PIP)
StateRegionalDistrictBuilding
ClassroomStaff
StudentFamily
Occurs at ALL Levels
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Skill Mastery Competency Level Data Practices Systems Level One (Coaches): Fluency @ Universal
level ŅLeadÓ teams through
process (Direct)
Multiple data collection systems
Problem solving with Data
School-wide PBS essential features Effective Instruction Classroom management Rules to inform adoption of
practices Model school examples Basics of ABA PBS responses to problem
behavior
Meetings / Team roles Communication within building Consultation Targeted technical assistance Task analyze team generated universal
practices for implementation Codify practices into policy
Level Two (Coaches/Trainers): Established effective
school site(s) Fluency at Small
group and Individual student level
Work with school team chair (Indirect)
Train teams in universals
Research data collection tools (e.g., SET)
Direct observation data at individual student level
Advance ABA Functional Behavioral Assessment Social Skill instruction
Systematic (data-based) student identification for small group/ individual supports
Create/support student support team or process
Task analyze team generated small group/individual practices for implementation
Adapting universal systems to support generalization of small group /individual plans
Consult with other agencies/parents Codify practices into policy
Level Three (Coordinator): Work with multiple
schools Train teams universal
Š individual level Train coaches Establish district-wide
system
Evaluation of district-wide efforts
Data Šdecision rules to identify needed supports within/across schools
Link school needs (data-based) to district professional development
Effective professional development / training skills
Map district policy to essential features of PBS
Leadership team roles / meetings Communication across district Resource bank (ŅexpertsÓ & materials) Codify practices into policy
Coach Competencies
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Outcomes of Coaching
• Fluency with trained skills• Adaptation of trained concepts/skills to local
contexts and challenges• And new challenges that arise
• Rapid redirection from miss-applications• Increased fidelity of overall implementation• Improved sustainability
• Most often due to ability to increase coaching intensity at critical points in time. Horner 2009
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Practice Profiles• Each critical component is a heading• Each level of implementation becomes a
dimension on the rubric associated with that critical component.
Critical Component
(non-negotiable)
Define how does this Critical Component
contribute to the Outcome?
Ideal “Gold Standard” of the
Critical Component
Acceptable Variation of the Critical Component
Unacceptable Variation of the Critical Component
Adapted from work of the Heartland Area Education Agency 11, Iowa
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Review the Practice Profile
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Precorrection for Implementation Challenges
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Your Turn
• How would you use the Practice Profile?
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Phases of Coaching(adapted from Situational Leadership
Blanchard and Hersey)
Coach needs to adjust to situation (teams skill set, knowledge and commitment to change)
C1- Teaching/Transfer of new skill set: Define the roles and tasks (BOQ, BAT) of the ‘follower’ or team and supervise them closely. Decisions are made by the coach/facilitator and announced, so communication is largely one-way. Team will lack fluency who but are enthusiastic and committed. They need direction and supervision to get them started.
C2 – Coaching – High task focus, high relationship focus – coach still define roles and tasks, but seeks ideas and suggestions from the team. communication is much more two-way. For people who have some competence but can lack commitment. They need direction and supervision because they are still relatively inexperienced. They also need support and praise to build their self-esteem, and involvement in decision-making to restore their commitment.
C3 – Participating / Supporting – Low task focus, high relationship focus – coach pass day-to-day decisions, such as task allocation and processes, to the team. The leader facilitates and takes part in decisions, but control is with the team. For people who have competence, but lack confidence or motivation. They do not need much direction because of their skills, but support is necessary to bolster their confidence and motivation.
C4 – Delegating – Low task focus, low relationship focus – coach still involved in decisions and problem-solving, but control is with the team. The team decides when and how the coach will be involved. For people who have both competence and commitment-they are able and willing to work on a project by themselves with little supervision or support.
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Development of the TeamD4 – High Competence, High Commitment – Fluent and
experienced with innovation, and comfortable with their own ability to do it well. May even be more skilled than the coach .
D3 – High Competence, Variable Commitment – Experienced and capable, but may lack the confidence to go it alone, or the motivation to do it well / quickly.
D2 – Some Competence, Low Commitment – May have some relevant skills, but won’t be able to do the job without help. The task or the situation may be new to them.
D1 – Low Competence, High Commitment – Generally lacking the specific skills required for the job in hand, but has the confidence and / or motivation to tackle it.
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If something is worth doing once, it's worth building a tool to do it.
• Evaluation Template- What will the impact be?• Identify Progress Monitoring Tools
– Tier 1• Team Implementation Checklist• Benchmarks of Quality• School-wide Evaluation Tool
– Tier 2CICO Progress Monitoring ToolBenchmark for Advance Tiers (BAT)
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PBIS MarylandState Leadership Meeting
November 1, 2010
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By School Type
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PBIS Maryland Coaches
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Evaluation Question: How do reported rates of problem behavior in Maryland Schools compare to the national average?
Data Source: SWIS PBIS elementary schools in Maryland using SWIS are reporting problem behavior at a lower rate than the .34
per day per 100 students.
PBIS Middle schools in Maryland using SWIS are reporting problem behavior at a lower rate than the .69 per day per 100 students
PBIS High schools in Maryland using SWIS are reporting problem behavior at a lower rate than the .95per day
per 100 students.
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Evaluation Question: Do 80% of the students in MD Elementary PBIS schools using SWIS receive 0 or 1 office referrals?Data Source: SWIS
PBIS Elementary schools in Maryland using SWIS report that 95% of their students receive 0 or 1 office referral.
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Evaluation Question: What are the office disciplinary patterns by ethnicity?Data Source: SWIS
African American students receive office discipline referrals more than White, Latino and Asian students in all grade levels.
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PBIS Maryland
• 589 BOQs were received. Average score: 85%
• 461 SETs were received. Average score: 94%
• 371 schools were recognized– Gold: 216– Silver: 80– Bronze: 75
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