Introductions Dr. Kelsey Morris Dr. Trisha Guffey Dr. Lisa Powers Senior Research Associate Senior Research Associate Asst. Research Professor Co-Director, MU Center for School-wide PBS GuffeyT@missouri.edu PowersL@missouri.edu MorrisKels@missouri.edu
Context Turnover leads to implementation failure Training and coaching investments are drained Implementation knowledge is lost Internal capacity must be built to offset losses No definitive roadmap for district-wide implementation
Context 2014 – School Climate Transformation Grant (SCTG) through Office of Safe and Healthy Students 12 states and 71 districts funded Goal = implement a multi-tiered behavior supports framework Missouri received a state-level award
Session Objectives
Session Objectives Learn new strategies to impact and inform internal capacity at the district level Learn about exemplar tools, processes, and resources to guide district leadership teams Learn about the new District Systems Fidelity Inventory (DSFI) and accompanying resources
Guiding Questions How would you generate a plan to implement PBIS throughout a school district? What actions would you prioritize for your district-level work? What data could you collect to inform your district-level work? What changes would you make to revise your current systems? How would you present a focus on district-level work to your stakeholders?
Audience District PBIS Coaches District Leaders/Administrators Building Administrators Consultants and/or TA Providers State and/or Regional Leaders University Partners/Researchers Practitioners (e.g., district or building team member) Currently implementing PBIS district-wide
District Systems Fidelity Inventory (DSFI)
New Guidance on Administration and Action Planning
Additional Resources District Action Plan Template *Link to Google Drive Copy
Where do most districts start?
1. Leadership Teaming Based on DSFI results 2. Stakeholder Engagement in the districts we work with... 3. Resource Alignment, Funding, & Allocation 4. Policy & Systems Support 5. Workforce Capacity 6. Professional Development 7. Coaching & Technical Assistance 8. Evaluation 9. Local Implementation Demonstration
1 - Leadership Teaming 1.1: Leadership Authority Leadership Teaming is 1.2: Stakeholder Representation the 1.3: Team Composition foundation of building 1.4: Team Leadership district 1.5: Team Operating Procedures capacity. 1.6: Action Planning 1.7: Communication with Executive Leadership 1.8: Communication with Key Stakeholders 1.9: Goal Identification
Where to Start
Team Roles Responsibilities Team Lead Before Team Meeting • • Data Manager During Team Meeting • • Time Keeper After Team Meeting • • Communication • Coordinator/Secretary Policy/Procedure Manager • Tier 1 Support • Tier 2 and 3 Support • Professional Development Coord • All Members •
What is our why? Ferguson-Florissant School District
5-10 Year Plan
One Year Plan
2: Stakeholder Engagement 2.1: Stakeholder Involvement 2.2: Information Dissemination 2.3: Stakeholder Participation
THINK IDENTIFY • How would you define stakeholders? • How would you specifically identify stakeholders? • What process currently exists for information dissemination regarding communication information, data and accomplishments? How can this be expanded upon? • What opportunities are available for stakeholders to provide input and how can the district team utilize these current practices?
Where to Start Information Dissemination with Key Stakeholder Groups: Community Partnerships • Business Partnerships • Family Partnerships • Student Groups •
Fulton Public Schools Percent of Group Total Level Campuses Enrollment Enrollment * Asian Elementary Schools 3 1,045 8.00 Black Middle Schools 1 551 * Hispanic High Schools 1 680 * American Indian Early Childhood 1 * Center 7.60 Multi-racial Total 5 2,276 * Pacific Islander 80.80 White Missouri Department of Elementary and Secondary Education, 2018
District Website • Team purpose • Team membership • Meeting summaries
District Website: Meeting Summaries Meeting Review • What are the 3 big ideas that need to be shared with stakeholders? Consider communicating information, data, and accomplishments. • What updates/feedback need to be shared with executive leadership regarding implementation progress and outcomes?
Campus Websites Tight Loose • PBIS section on campus website • Recognition system details • Overview of PBIS • Classroom Managed vs. Office Managed Behaviors • Matrix posted for school community • Information about Tiers 2 and 3 • Reinforcement, Recognition, Acknowledgement vs. Reward
Essential Moves Strategies should Use a multi-format approach Consider frequency always include at of communications • Print least one of the or events Ø Brochures following: • Weekly Ø Postcards • Information • Monthly Ø Newsletters • Data • Quarterly • Online • Accomplishments Ø District/School websites • Yearly Ø Email • Verbal Ø Board of Education Ø Parent/Teacher Groups Ø School Events Ø Community Events
Stakeholder Engagement Plan and Process
3: Resource Alignment, Funding, & Allocation 3.1 Budget Plan 3.2 Community Agency Alignment 3.3 Alignment to District Outcomes 3.4 Alignment to Initiatives 3.5 Initiative Adoption Procedures 3.6 Options for Tiered Interventions 3.7 Annual Alignment Review 3.8 Operations for Tiered Interventions
THINK IDENTIFY • Why do we want to consider alignment? • What data informs your district level work? • Why would a district level approach be beneficial? • How would you describe the process to align initiatives, people, resources at the district level? • What information, resources tools would you use to start the alignment and initiative adoption process in your district?
Why a District Approach to Alignment ? • District as Unit of Analysis • Equity at the Center • Build from Existing District Leadership Team • Document Processes • Integrate to Current Practices Where to start?
TOOLS/RESOURCES TO GUIDE AND SUPPORT PBIS District Systems Fidelity Inventory (DSFI) • Technical Guide for Alignment • Integrated Systems Monograph • The Hexagon: An Exploration Tool •
Coordinate and lead alignment process with an executive level team. • Define the valued outcome(s) to be achieved. • Develop an inventory of the related initiatives that are currently implemented • across the district. Has the team identified the core system features for initiatives targeted for • alignment? Analyze and make decisions for alignment of initiatives • Design the plan for effective alignment including implementation, evaluation • and professional development.
National Implementation Research Network NIRN Assessing Evidence-Based Prevalence of Need in District Programs Academically Significant Issues Socially Significant Issues and Practices Parent & Community Perceptions Need of Need Fit with - Staff meet minimum qualifications • Current Initiatives Able to sustain Imp Drivers • AYP Priorities • Financially • RtI Implementation • Structurally • District or School priorities Buy-in process operationalized Fit • Organizational structures • District • Community Values • School • Parents Capacity to Implement Qualified purveyor Curricula & Classroom Expert or TA available IT Resources Mature sites to observe Staffing # of replications Training Operationalized so the Practice Data Systems Profiles can be developed Coaching & Supervision Imp Drivers operationalized Administrative & system Resource supports needed Intervention Readiness Availability for Replication EBP: High Medium Low Effect size Need Fidelity data Cost – effectiveness data Fit Number of studies Resources Evidence Population similarities Availability Diverse cultural groups Evidence Efficacy or Effectiveness Readiness for Replication 5 Point Rating Scale: High = 5; Medium = 3; Low = 1. Midpoints can be Capacity to used and scored as a 2 or 4. 39 I m plem ent Total Score:
Key Concepts • Adopt only programs and practices that have empirical documentation of effectiveness, • Minimize the adoption of practices and programs that overlap with respect to activities and outcomes, • Ensure selected practices and programs align with priority outcomes , • Establish procedures for aligning practices and programs so local districts/schools have a coherent and efficient process , • Simultaneously consider the extent to which practice implementation fidelity can be assessed , and • Examine the degree to which implementation expertise exists and/or can be developed. 10 Lessons Learned from SEA and LEA SCTG Sites, April 2020
4 - Policy & Systems Support 4.1: Mission/Vision Statement 4.2: Instructional Support 4.3: Discipline Guides 4.4: Discipline Policy Review 4.5: Transition Systems
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