Presentation Outline Supporting high-ne Su needs ds scho hools: - PDF document

3/6/20 Presentation Outline Supporting high-ne Su needs ds scho hools: Un Understanding pathways to fi fidelity What is a High Needs School? State Model supporting PBIS implementation Katie Meyer Ka Ad Adam Feinberg Critical Features of Support and Outcomes Su Susan annah ah Everett University of Connecticut 1 2 What is a high-needs school? State level Implementation Support Definition Disproportionate Enrollment Massachusetts Department of Elementary Student enrollment in high-poverty schools for More than 30% of the enrolled & Secondary Education (DESE) requested a each racial and ethnic group students live below the poverty line state-wide PBIS training model. 1 0 0 % (ESSA, 2015) 9 0 % MA DESE promotes the PBIS Academy 8 0 % 7 0 % across schools that are high-need and low Schools with 75% or more of the 6 0 % performing. enrolled students eligible for free or 5 0 % 45% 44% 38% reduced lunch (NCES, 2019) 4 0 % Model provides school & district level 3 0 % 24% 17% 2 0 % training and coaching in PBIS Tier 1 and 2 14% 8% 1 0 % provided in regional cohorts. 0 % Bl a ck Hisp a n ic Ame ri ca n P acifi c Mu lti ra cial Wh ite Asian Massachusetts PBIS Academy (Every Student Succeeds Act, 2015, National Center for Educational In dian Island e r Ame ri ca n (National Center for Educational Statistics, 2019; Bradshaw, Koth, Thornton, & Leaf, 2009; Statistics, 2019) Skiba, Michael, Nardo, & Peterson, 2003) 3 4 PB PBIS S Acad ademy Ti Tier r 1: Cri ritical al Features Training Year 1 Year 2 Year 3 • 6 days Team training • 3 days Team training • 2 days Team training • SWIS training • SWIS training • SWIS training • Content Highlights: • Content Highlights: • Content Highlights: Development of Integration & PBIS & Sustainability, SWPBIS plan, alignment, Classroom Roundtable Classroom practices, practices & systems, discussions, Poster Understanding Family Engagement presentations Function of Behavior, Family Engagement Equity, Family involvement, and Data-based decision making woven throughout training content 5 6 1

3/6/20 PB PBIS Acad ademy Ti Tier 1: Criti tical al Featu tures PB PBIS S Acad ademy Ti Tier r 1: Cri ritical al Features Evaluation Coaching District Team Year 1 Year 2 Year 3 Tiered Fidelity School Outcome Social Validity Leadership Implementation Inventory (TFI) Data Data Capacity Checklist (TIC) • 3 days Coaches • 3 days Coaches • 2 days Coaches Office discipline Trainer & Team Team referrals (ODRs) District Systems training training assessment of assessment of training Fidelity – some schools PBIS PBIS Inventory • 1 day on-site TA • 1 day on-site TA • 1 day on-site TA Implementation Implementation In school Training suspension evaluation data Completed 1x Completed 1x Completed 2-3x per year per year per year Out of school Advanced skill building especially on Data-based decision making, Equity, suspension Understanding Function of Behavior 7 8 DISTRICT PBIS Acad PB ademy Ti Tier 1: Criti tical al Featu tures MA PBIS Academy: Participants MA LEADERSHIP TEAMING Year 1 Year 2 Year 3 Cohort Cohort Cohort Cohort Cohort Cohort 1 2 3 4 5 6 • 2 half day • 2 half day • 2 half day District Trainings District Trainings District Trainings 12 17 9 13 17 14 districts Districts Districts Districts Districts Districts • 3 brief District • 3 brief District • 1 day District Capacity Capacity Team TA sessions sessions 30 28 21 20 24 29 schools schools schools schools schools schools • 1 day District • 1 day District Team TA Team TA 53 total districts across all cohorts 9 10 Soci Social al Val alidity y Data: a: Trai aining Eval aluation ons 97% 5 . I a m re a d y to use m y kn owle dge of fou nd a tio ns of Scho ol- Wid e PB IS to s u pp ort m y 98% scho ol. 96% 100% 91% 6 . I a m re a d y to use m y kn owle dge of imple me n ta tio n of S cho ol -Wid e PB IS to supp ort m y 95% scho ol. 97% PBIS Academy Evaluation: 89% 93% 7 . T he con c e pts a n d co nte nt co v e re d in th e tra i nin g a re imp ortant to my work in o ur 91% scho ol/d istrict. 98% 86% What impact does the PBIS Academy have on school level implementation fidelity? 88% 8 . As a r e sul t of a tte nd in g this tra i nin g , ou r te a m h a s a d e tail e d and do a b le ac ti on pl a n to 95% guid e imple me n ta ti on. 95% 100% What areas of implementation are currently effective? What areas may need some 78% 9 . Ou r te am has a d e taile d pl a n to c o ll e ct and u s e d a ta to guid e imple me n ta ti on of sc h oo l- 82% wid e or d istrict-wid e PB IS . 74% enhancement? 97% 88% 93% 1 1 . My kno wle d g e o f P BIS i ncre ase d o v e r th e co urse of thi s tra i nin g . 98% 100% 0 % 1 0 % 2 0 % 3 0 % 4 0 % 5 0 % 6 0 % 7 0 % 8 0 % 9 0 % 1 0 0 % Co ho rt 1 Co ho rt 2 Co ho rt 3 Co ho rt 4 11 12 2

3/6/20 TFI Tier 1 Tiered Fidelity Inventory: Tier 1 Scale 1 0 0 % 9 0 % 8 0 % 77% TFI Item Analysis: 75% 75% 73% 70% TFI Results Cohort 2, End of 7 0 % 62% Cohorts 1-4 Year 3 6 0 % 5 0 % 46% 41% 40% 39% 4 0 % 3 0 % 2 0 % 1 0 % 0 % Y e ar 1 Y e ar 2 Y e ar 3 Y e ar 4 Co ho rt 1 Co ho rt 2 Co ho rt 3 Co ho rt 4 13 14 Social Validity Data: Training Evals Adjustments to Support Fidelity • Modifications made to training content for 97% 5 . I a m re a d y to use m y kno wle dge of f oun datio ns o f Schoo l-W ide P BIS to sup po rt my 98% schoo l. 96% teams and coaches in response to fidelity data: 100% – Discipline procedures 91% 6 . I a m re a d y to use m y kno wle dge of i m p le m e ntatio n o f Scho ol-W id e P BI S to su pp ort my 95% schoo l. 97% 89% – Data-based decision making 93% 7 . T he con c e pts a n d co nte nt cove re d in th e train ing are impo rta n t to m y wo rk in ou r 91% – Family engagement schoo l/d istrict. 98% 86% 88% 8 . As a re sul t of a tte nd in g this t r ain in g , ou r te a m h a s a d e taile d a n d doabl e a ctio n plan to 95% guid e imple me n ta tio n. 95% • Revised and formalized action planning review 100% process highlighting key items on the TFI 78% 9 . Ou r te am has a d e taile d plan to c o lle ct and use data to g u id e i m p le m e ntatio n o f scho ol - 82% wid e or d istrict-wid e P BI S . 74% 97% 88% 93% 1 1 . My kno w l e d g e o f P BIS i ncre ase d ove r the cou rse of th is train ing. 98% 100% 0 % 1 0 % 2 0 % 3 0 % 4 0 % 5 0 % 6 0 % 7 0 % 8 0 % 9 0 % 1 0 0 % Co ho rt 1 Co ho rt 2 Co ho rt 3 Co ho rt 4 15 16 3