Using the self assessment to expand and sustain sw pbs
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Using the Self Assessment to Expand and Sustain SW-PBS. Susan Barrett Outcomes. Build Action Plan Using Self Assessment State, LEA, cluster??? Introduce Topic Discuss Action Plan. PBS Systems Implementation Logic. Marketing Visibility. Funding.

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Using the Self Assessment to Expand and Sustain SW-PBS

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Using the Self Assessment to Expand and Sustain SW-PBS

Susan Barrett


  • Build Action Plan Using Self Assessment

    • State, LEA, cluster???

  • Introduce Topic

  • Discuss

  • Action Plan

PBS Systems Implementation Logic






Political Support

Leadership Team

Management Team

Active Coordination




Local School Teams/Demonstrations

Implementers Blueprint

  • Self Assessment

    • “More like guidelines”

    • Provides common language and framework

    • Outcomes

      • Use revised self assessment to build local infrastructure

      • Discussion

      • Next Steps to ensure we sustain and move forward for expansion (more schools or “up the triangle”?)

As the magnitude of the problem increases….

The need to enhance environmental structures increases

The frequency for collecting and acting upon information increases

The required resources to address the problem increases

Core Support Program:

Provided to all, intended to reach most.

Continuum of Supports

Leadership Team

  • Language is important

    e.g. OISM, MISI- “Stayin Alive”

  • Integration Teams? Who are the players?

    Do you have folks who can assign dollars to a budget?

    change policy like job descriptions, code of conduct?

    Do you have Community Partners?

  • Management team- to do the day to day activities, planning, visiting schools, etc

    Roles and Responsibilities may change over time depending on implementation phase

  • Establish a Partnership Agreement

Local Coordinator Identified

  • Implementation Phase should determine FTE

  • Access to Ongoing Training and Technical Assistance – Support

  • Meeting with other coordinators is critical!!

  • Local Management Team

    • Creating protocols/standards (State v Local)


  • Partnership Agreements

    • Folks in charge have to understand 3-5 years, systems change

  • MD Example

  • Blending Initiatives

  • Social Marketing

    • Economic Benefits, Serendipity( TN example)

  • Grants

  • Be careful what you wish for…

Marketing and Visibility

  • Who are your stakeholders?

  • Do you have a spokesperson?

  • Using the data to create newsletters, presentations, fact sheets, elevator business cards- important you can get access to what you need to make your case on the fly!!


  • Colorado- Marketing exemplar

  • Be Careful

Multiple levels of Visibility

  • State and Local Level: Presentations, Trainings, Stakeholder meetings, Interagency efforts, (Transformation; Mental Health Integration; Wraparound)

  • Multiple Media: Visual, Face to Face, Written, Website

  • Multiple Audiences: School Administrations and Instructional Leaders; University staff; Legislators, Potential alternative funders; State and Local Political appointees; Juvenile Justice; Vendors in the System of Care; Parent and other advocacy organizations; Community Members


  • What are your questions?

  • Do you have the tools to answer?

  • Can you get the answer quickly?

  • Easy, Efficient, Relevant

  • Economic Benefits

  • Behavior

  • Achievement

  • Regular Feedback to all Stakeholders- MD example

PBIS Maryland Partner Meeting

December 10, 2007

Management Team meets with Assistant Superintendent of Student Services and Special Education

91% Rate of Return

Evaluation Question: Are schools in beginning or advanced stages of implementation?

Data Source: Implementation Phases Inventory

Overall, the IPI data suggest a relatively advanced level of self-reported implementation among the schools in Maryland

Evaluation Question: Are schools implementing School-wide PBIS?Data Source: Team Implementation Checklist (Target Criterion = 80%)Based on the total average of the 327 checklists submitted, school teams report that 78% of items are in place.

Evaluation Question: Are schools implementing SW-Positive Behavior Support?Data Source: SET (Objective Criterion = 80%)-All regions met objective criterion-A pre-post comparison regional average shows a 69% increase.

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 92% of their students receive 0 or 1 office referral.

Evaluation Question: Where is the location of behavior problems in Middle Schools?Data Source: SWISThe majority of the problem behaviors reported occur in the classroom followed by hallways.

We have 500 schools that have…

Problem solving teams with admin support and

teacher buy- in

Established Universal or SW Practices

Behavior Support Coach

Local Facilitator or Coordinator

Action Plan with outcome measures

Tools to assess fidelity and outcomes

Sustainability mechanisms (ongoing training, recognition)

Data Facilitator


SW-PBS Framework and Logic can easily be link other major education initiatives

RtI, Character Ed, Drop Out Prevention, Bully prevention

SW-PBS can also be linked to other major mental health initiatives

School-based MH, Systems of Care

“We have a unique opportunity and responsibility to promote integration of services for students across a continuum that meets all students’ needs”

What is Coaching Capacity?

Why Coach? presentation

  • Personnel & resources organized to facilitate, assist, maintain, & adapt local school professional development implementation efforts

  • Coaching is set of responsibilities, actions, & activities

    Self Assessment

    Roles and Responsibilities

    Can you get your data easily?

Coach Competencies

Big Ideas

#1 Schoolwide systems need to be in place to support all students prior to building secondary and tertiary systems, therefore need to focus on SW PBIS coaches (at the universal level) first!

#2. Prior Experience and Endorsement

  • Attendance at previous introductory PBIS team training sessions

  • Coaches experienced with school team implementation

    team member

  • Supervisor endorsement

  • District agreements & support given

Big Idea #3

Not enough to be expert in PBIS content knowledge, you also need facilitation skills

Curriculum included in coaches PD:

  • Using PBIS Team Implementation Checklist

  • Preparing for Using the School-wide Data Management System

  • Using Data to Guide Decisions

  • Using the Tools

  • Using Data to Guide Instruction: Common Area Routines and Practices

  • Leading the Development of Teaching School-wide Behavior Expectations

  • Teaching Behavior

  • Assessing Classroom Management

  • Developing and Using Strategies for Generating Ideas

  • Learning Walk

  • Facilitation Skills

  • Assessing Committee / Workgroups

  • Year-end Evaluation

  • Action Planning


On-site coaching:

Clearly identify roles of External and Internal Coach, Team Leader and Team Members

  • Who develops an agenda?

    • Feedback on agenda

  • Data analysis- Who prints reports?

    • Feedback on data discussion

  • Action planning

  • Feedback on:

    • Running a meeting

    • Opening, staying with agenda, closing, action steps

    • Guiding questions

    • Problem solving

    • Participant

    • Timelines

  • #5

    • Need to plan for sustainability and capacity building

      • On-going professional development available to cultivate new building coaches

        • Turnover and burnout

        • Continuous regeneration


    • Focus on Role and Functions- not person

    • FTE/Job Description

    • Does your boss know what you do?

    • Internal v. External

    • Community of Practice

    • Funding

    • Buy In

    • Staff Turnover


    • Data Facilitator- Do your schools know how to use the tools/forms?

      • Readiness

      • Computer Application

      • Decision Making

      • Primary v. Precision

      • “Executive Coaching”-


    • Regular Training Cycle

    • Curriculum- Illinois, MO, VA, OR

    • Trainers- TOT

    • Focus on outcomes

    • Differentiated Instruction

    • Readiness

    • Follow Up

    Type of Skill to be Trained

    • Skinner (1974) distinguishes between two types of knowledge.

      • Knowing About: can describe variables that influence a phenomenon.

        • Example: Describe principles of reinforcement.

      • Knowing How: can perform effectively

        • Example: Shape the behavior of another.

    • One form of knowing does not imply the other.

    Final thoughts

    • Stay close to school’s needs

    • Do SETs, visits, ongoing feedback from various roles etc.

    • Other topics need to be addressed

      • Sustainability

      • Scaling

      • Expansion


    Scaling Up the Triangle

    Scaling Up

    • Does not simply equal more schools or every school within a district/region/state

    • Outcome = increasing school’s adoption and sustained use of evidence-based practices with integrity that lead to improved academic and social outcomes for students with accompanying organizational supports to allow replication

    Recommendations on Promoting New Initiatives

    New initiatives should be adopted with:

    Formal assessment of how they may or may not connect with other initiatives

    Documented evidence of effectiveness

    Well defined and relevant outcome indicators

    Mechanism for assessing and evaluating their fidelity of treatment

    (Adelman & Taylor, 2003)

    Research Findings on Scaling Up(Fixsen, Naoom, Blase, Friedman, & Wallace, 2005, p. 70)

    Best evidence documents what doesn’t work:

    Information dissemination alone

    Training by itself

    Research Findings on Scaling Up(Fixsen, Naoom, Blase, Friedman, & Wallace, 2005, p. 70)

    What works

    Long term, multi-level approaches

    Skills-based training

    Practice-based coaching

    Practioner performance-feedback

    Program evaluation

    Facilitative administrative practices

    Methods for systems intervention

    Recommendations(Fixsen, Naoom, Blase, Friedman, & Wallace, 2005, p. 77)

    Develop partnerships with skilled researchers

    Establish a community of practices at

    implementation sites

    Share lessons learned across functional purveyor

    teams from different programs


    • From 60 to 600: The Perfect Storm

    5 Year action plan

    • Example

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