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Effective Action Planning within the BOQ Framework Susan Barrett sbarrett@pbismaryland.org www.pbis.org Systems Perspective Organization do not “behave” … individuals behave “Organization is group of individuals who behave together to achieve a common goal ”

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effective action planning within the boq framework

Effective Action Planning within the BOQ Framework

Susan Barrett

sbarrett@pbismaryland.org

adopt systems perspective at a building level
Systems Perspective

Organization do not “behave” …individuals behave

“Organization is group of individuals who behave together to achieve a common goal”

“Systems are needed to support collective use of best practices by individuals in an organization” (Horner, 2001)

Schools as Systems

Goal to create communities that for all its members have common

Vision

Language, &

Experience

Biglan, 1995; Horner, 2002

Adopt systems perspective at a Building Level
what a leadership team does
What a Leadership Team does…
  • Communicates common vision for schoolwide supports
  • Works collaboratively to establish building capacity to support all students
  • Commits resources to establish procedures for support
  • Develops methods for evaluating progress towards measureable outcomes
  • Action planning based on data
should get easier for your school over time
Should get easier for your school over time
  • Handbook
      • Describes core features
      • Expectations and teaching matrix (rules for settings)
      • Teaching plans and teaching schedule
      • Acknowledgement system
      • Continuum of consequences for problem behavior
  • Building Leadership Team
      • Regular meeting schedule and process
      • Regular schedule for annual planning and training
  • Annual Calendar of Activities
  • On-going support for staff
using the pbis maryland site as a reference
Using the PBIS Maryland site as a reference
  • School Examples
  • Cost Benefit
  • Other tools, presentations, updated materials
  • Updated Materials- How many team members and staff have gone to New Team?
  • Have you seen new training materials?
  • Tier 1 now includes Classroom Systems !
  • Workbook is posted
purpose of systems measures
Purpose of Systems Measures
  • BOQ Implementation Checklist
    • Evaluates status of Tier I Positive Behavior Supports
    • Submitted online at www.pbssurveys.org
  • Self-Assessment Survey
    • Evaluates status of Schoolwide, Nonclassroom, Classroom and Individual Student Supports
    • Submitted online at www.pbssurveys.org
what is the self assessment survey
What is the Self-Assessment Survey?
  • Self-assessment survey to assess the extent to which Positive Behavior Support practices and systems are in place within a school
    • School-wide (15 items)
    • Non-classroom (Specific Setting) (9 items)
    • Classroom (11 items)
    • Individual Student (8 items)
who completes the self assessment survey
Who Completes the Self-Assessment Survey?
  • Initially, the entire staff in a school completes the Survey.
  • In subsequent years and as an on-going assessment and planning tool, the Survey can be completed in several ways:
    • All staff at a staff meeting.
    • Individuals from a representative group.
    • Team member-led focus group.
using the self assessment information for decision making
Using the Self-Assessment Information for Decision Making
  • Is a system in place?
    • “in place” > 66%
  • Is there a need to focus on a system?
    • Current status of “in place” is < 66% and
    • Priority for improvement is “High” for > 50%
  • Which system should receive focus first?
    • Always establish schoolwide as first priority
  • Which features of the system need attention?
  • Combine survey outcomes with information on office referrals, attendance, suspensions, vandalism, perceptions of staff/faculty
individual summary charts
Individual Summary Charts
  • Charts are provided for each system (school-wide, nonclassroom, classroom, and individual)
  • Current status Charts
    • Percentage of respondents who answered "In Place", "Partially In Place", and "Not In Place"
  • Improvement Priority Charts
    • Percentage of respondents who answered "High", "Medium", and "Low”
analysis of schoolwide system chart
Analysis of Schoolwide System Chart

Shows a chart with bars for components of the schoolwide system

  • Expectations defined (question 1)
  • Expectations taught (question 2)
  • Reward system (question 3)
  • Violations system (question 4-8)
  • Monitoring (question 10-12)
  • Management (question 9, 14-16)
  • District support (question 17-18)
slide16

Example of

PBS Self Assessment Survey

Individual Item Score

Schoolwide Component

White = In Place

Yellow = Partial In Place

Red = Not In Place

why conduct self assessment survey in addition to checklists
Why conduct Self-Assessment Survey in addition to Checklists?
  • Checklists are conducted by team, all/most staff complete survey
  • Look for areas of convergence across tools
    • Increases confidence of data
  • Look for areas of divergence across tools
    • Decrease confidence of data?
    • Possible reasons for disparity…
      • Lack of understanding of questions
      • Staff not fully aware of work of Building Leadership Team
      • Support component not fully “In Place”
reviewing student measures
Reviewing Student Measures

Answer the “Big Five” questions

  • How often are problem behavior events occurring?
  • Where are they happening?
  • What types of problem behaviors?
  • When are the problems occurring?
  • Who is contributing?

Using SWIS “Big Five” reports

  • Major Discipline Referrals per Day per Month
  • Major Discipline Referrals by Location
  • Major Discipline Referrals by Problem Behavior
  • Major Discipline Referrals by Time
  • Major Discipline Referrals by Student
langley elementary school 478 students grades k 5
Langley Elementary School: 478 Students, Grades K-5

Problem Identification

(look at Major Discipline Referral per Day per Month on next slide)

  • Is there a problem with the absolute standard?

478

.34

4.78

1.63

4.78

100

PROBLEM- ODRs per day higher than national avg.

langley elementary school 478 students grades k 522
Langley Elementary School: 478 Students, Grades K-5

Problem Identification

(look at Major Discipline Referral per Day per Month on next slide)

  • Is there a problem with the absolute standard?
  • Are there trends or patterns?

478

.34

4.78

1.63

4.78

PROBLEM- ODRs per day higher than national avg.

TREND- 4 consecutive mos. of increasing trend

slide27

PROBLEM- ODRs per day higher than national avg.

TREND- 4 consecutive mos. of increasing trend

Happening mostly on the playground

Tardiness a problem

Disrespect also a problem

Happening during morning and lunch recess periods

About 3% of students with 2 or more ODRs, 12 students with 5 or more ODRs, 5 students with >30 ODRs

using data to build solutions
Using Data to Build Solutions
  • Prevention: How can we avoid the problem context?
    • Who, When, Where
    • Schedule change, curriculum change, etc
  • Teaching: How can we define, teach, and monitor what we want?
    • Teach appropriate behavior
    • Use problem behavior as negative example
  • Recognition: How can we build in systematic reward for desired behavior?
  • Extinction: How can we prevent problem behavior from being rewarded?
  • Consequences: What are efficient, consistent consequences for problem behavior?
  • How will we collect and use data to evaluate (a) implementation fidelity, and (b) impact on student outcomes?
next steps
Next Steps
  • Next year…
    • Continue to gather and act on behavior and reading data
      • Three data review sessions
      • Focus on strengthening Universal Support Systems
    • Training on Secondary and Intensive Level Supports
scaling up sw pbs implementation different journeys to the same destination
Scaling Up SW PBS ImplementationDifferent Journeys to the Same Destination

March 26, 2010

Don Kincaid

Heather George

Lucille Eber

Susan Barrett

phases of implementation

2 – 4 Years

Phases of Implementation
  • Exploration
  • Installation
  • Initial Implementation
  • Full Implementation
  • Innovation
  • Sustainability

Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

slide32

Exploration Stage

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

Installation

Resources needed to implement innovation with fidelity and desired outcomes are in place

Initial Implementation

Innovation 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

getting started commitment to school level implementation
Getting StartedCommitment 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
initial implementation
Initial Implementation
  • Commitment to Capacity Building
    • Demonstrated High Fidelity/High Impact
    • Demand Increases
    • State Team won’t be able to keep up with demand
features
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
full implementation
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
innovation and sustainability
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
implementers blueprint
Implementers Blueprint
  • Self Assessment
  • More like guidelines
  • Provides a common language
you have knowledge about the blueprint
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.
slide40

SWPBS Implementers’ Blueprint

Leadership Team

  • Representation from key stakeholders
  • Meet regularly with a regular process
  • Complete regular self-assessment and long term action planning
  • Led by Coordinator with FTE
slide41

SWPBS Implementers’ Blueprint

Political Support

Funding

Visibility

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
  • Presentations to:
  • school boards,
  • state departments
  • Write into policy
  • Connect with key
  • administrators
  • Disseminate results
  • to multiple audiences
    • Websites
    • Newsletters
    • Conferences
    • Media (TV, etc.)
  • Identify recurring
  • funding sources
  • 3 to 5 yrs. of support

LEADERSHIP ACTIVITIES

slide42

Funding Visibility Policy Political SupportExploration * Installation * Initial Implementation * Full ImplementationInnovation and Sustainability

  • How have these features evolved over time?
slide43

SWPBS Implementers’ Blueprint

  • BUILD 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-BASED
  • DECISION MAKING
  • Create data systems
    • Fidelity
    • Student outcomes
  • Design process for
  • evaluation
  • Establish eval cycles

Evaluation

Training

Coaching

Behavioral Expertise

COORDINATION ACTIVITIES

slide44

Training Coaching EvaluationExploration * Installation * Initial Implementation * Full ImplementationInnovation and Sustainability

  • How has the Training evolved over time?
  • How has Coaching evolved over time?
  • How has evaluation evolved over time?
how did they do that
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

pbis maryland
PBIS Maryland

Susan Barrett

sbarrett@pbismaryland.org

www.pbismaryland.org

1999-2010

successes serendipity
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
pbis maryland infrastructure
PBIS Maryland Infrastructure

Commitment of leadership at State, District and School levels

Private, Public, University partnership

Implementation Standards and Protocols developed and implemented

INFRASTRUCTURE developed to support State and Regional Training Capacity

State-wide impact:

741 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)

pbis maryland infrastructure51
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
  • 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
slide52
Leadership TeamExploration * Installation * Initial Implementation * Full ImplementationInnovation and Sustainability
  • How has the Leadership Team evolved over time?
maryland after 11 years
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 local school systems
  • Regional Teams
    • Organize Returning Team Summer Institute
  • Local School System Teams (various POI)
    • Parallels State structure/process
roles and functions of coordinator
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?
generation of practitioners
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
slide56

District Initiative

District

Coordinator

PBS Coaches

School Teams

slide59

PBIS Maryland 09-10

Feb. 19

Spring Forum Administrator attends

July 26-30

New Team Training

Feb- June

Planning Phase for New Teams Checklist Completed

Sept. 1st – Feb. 28th

New SWIS and CICO-SWIS subscriptions setup and invoiced

Jul

Jan

Oct

Feb

Apr

Dec

Jun

Aug

Nov

Mar

Sept

May

Oct 21 State Coaches Meeting

Nov 10

IPI Due

Dec 8

State Coaches Meeting

April 7

State Coaches Meeting

April 10

IPI Due

August

Team Planning

SWIS Readiness Completed

** Regional Returning Team Events held during Summer- Dates TBA

**CICO Training completed Regional by request

readiness structures
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
if something is worth doing once it s worth building a tool to do it
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 2

CICO Progress Monitoring Tool

Benchmark for Advance Tiers (BAT)

competencies features for building level teams
Competencies/Features for Building Level Teams
  • PBIS Maryland Example
    • New Team Training- BOQ
    • Tier 2 Basic Training- CICO Progress Monitoring Tool
    • Tier 2 Action Plan-
    • Define Feature, Complete Activity, Discuss, Define Action Steps
blueprint logic training capacity
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
training in maryland
Training in Maryland
  • Intro to Administrators
  • Readiness/Planning Phase
  • Team and Coach Training Event
  • Facilitated Action Planning- Team Time Workbook
  • Track Fidelity/Progress
  • Access to Community of Practice-knowledge sharing
  • Track Outcomes

Building Training Capacity

Training Event

Implementation Team Workbook

moving to advanced tiers
Moving to Advanced Tiers
  • 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
guiding questions
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 processHow do teachers and support staff access these supports? Request for Assistance? How long does it take to get supports in place

Communication: 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?

slide74

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: