District Implementation of PBISC-1

Rob Horner Brian MegertUniversity of Oregon Springfield School District

Maximizing Your Session Participation

Work with your team

Consider 3 questions:

– How does this session fit with where we are in PBIS implementation?

– What do I hope to learn?– What will I do with what I learned?

Goals

• Define the role of district coordination, systems and supports when implementing and sustaining of PBIS.

• Provide one example of a district that is successfully implementing PBIS.

Implementation• Children/families are the unit of impact

• Schools are the unit of analysis

• Districts are the unit of implementation

District Role in PBIS Implementation

ExternalTA

TrainingSupport

District Role in PBIS Implementation

Effective Districts

• Initial Implementation• Scaling• Sustainability/ Continuous Improvement

District Role in PBIS ImplementationFeature Description

District Leadership Team • Composition: authority, content knowledge, grade-level representation, data systems.

• Meeting: Meets at least MonthlyVisibility and Dissemination • Faculty & Staff

• Families & Community• School Board

Political Support • Annual report to Board• Twice –a- year report to superintendent/ cabinet

Policy and Alignment • Social behavior defined as core outcome• Process in place for managing alignment of initiatives

Personnel Readiness • Selection of all personnel includes “… preference is given to individuals with documented expertise and experience in implementation of multi-tiered systems of academic and behavior support”

• Orientation of new personnel includes MTSS• Evaluation of all personnel includes implementation

of MTSS.

District Role in PBIS ImplementationFeature Description

Training Capacity/Professional Development

• District personnel with ability to train new teams• Train in Tier I, Tier II, Tier III

Coaching and Technical Assistance

• Coaching support for new personnel and new teams• Coaching at Tier I, Tier II, Tier III

Evaluation • Lead implementation of data systems for monitoring student outcomes: behavior, math, reading.

• Lead collection and reporting implementation fidelity data

Content Expertise in Behavior Support

• District personnel with knowledge of behavioral theory/ Function-based Support

Local Demonstration Sites • Schools with documented success in both implementation fidelity and improved student outcomes.

Objectives

• Define purpose of SPS and UO collaboration to implement PBIS in five model elementary/middle demonstration sites, and one high school.

• Summarize activity and outcomes for 2014-15.• Identify specific aspects of district composition.

Purpose

• The collaboration between the University of Oregon (UO) and Springfield Public Schools (SPS) is organized around two broad goals targeted for achievement between 2013 and 2018.

– Goal 1: Document five “Model Demonstration” schools implementing PBIS at all three tiers with high fidelity and documented benefit for students.

– Goal 2: Establish the capacity of SPS to implement and sustain PBIS across all schools in the district

Build on Existing RtI systems:

Teams/ Use of Data/ Multi-Tiered Support

Springfield Public Schools (Oregon)

• 10,600 total student population• 12 elementary schools• 4 middle schools• 2 comprehensive high schools• 2 charters• 1,450 students with disabilities• 68% students in poverty

2015 Implementation Activities

• Five Model Demonstration Schools….

• Implement PBIS– Tier I PBIS trained, coached and implemented 2013-14 (Two full day events… two ½ day)– Tier II PBIS trained, coached and implemented 2014-15 (Two full day events… ½ day team)– Tiered Fidelity Inventory(TFI): January 2014, May, 2014

• Coaching Support– SPS coaches (5 individuals with part-time PBIS responsibilities)– UO coaches (3 part-time support staff)

• Data Systems– Implement SWIS– Implement CICO-SWIS– Use TFI to assess implementation– Use DCA to assess district capacity

Team Focus: Student Centered TeamWho: People who know the student and know behavior support When: As neededWhat Data: individual student behavior data

Team Focus: Individual Support System•Who: similar to targeted•When: Analyze Data 2x/Month•What Data: ISIS-SWIS - individual student behavior data, prior CICO data, health of individual supports program/system

Team Focus: Targeted Supports Systems•Who: Representative from universal team, admin, people responsible for student supports

•When: Analyze Data 2x/Month•What Data: CICO-SWIS, point card data, student referrals, health of tier-2 programs/systems

Team Focus: Universal Supports Systems •Who: Representative Team across grade levels and specialty•When: Analyze Data at least 1x/Month•What Data: SWIS, Office Referrals with Problem Statement, health of tier-1 programs/systems

Team Roles for ALL Teams

Administrator Data Analyst Facilitator Minute Taker

2014-15 Coordination

• SPS Implementation Leadership Team• UO Faculty• Special Programs Director• Level Directors• School Psychologists*• Special Programs Facilitators/TOSAs*

Outcomes 2014-15

• Is PBIS being Implemented?– Tier I– Tier II– Tier III

• Is the District building Capacity to Scale and Sustain PBIS?

• Is implementation of PBIS benefiting students?

Tier I PBIS Implementation: Model Demonstrations

2013-14 and 2014-15

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Tier I PBIS Implementation: Scaling

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Tier IIPBIS Implementation: Demonstration

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Tier IIIPBIS Implementation: Demonstration

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13-14 14-15 15-16 16-17 17-18

Cohort 1 5 schools

Train Sustain

Train SustainTrain Sustain

Cohort 24 schools

Train Sustain

Train Sustain

Train Sustain

Cohort 33 schools

Train Sustain

Train Implement SustainTrain Sustain

Cohort 44 schools

Train Sustain

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Train

High Schools Explore Train

Train Train

SystemsOf Support

3 Coaches Add 2 coaches = 5

Add time to coaches FTE

District Leadership Team Planning and Coordinating Efforts

Data System

• SWIS implemented in Demonstration schools• SPS personnel implemented SWIS in Scaling

schools• ------------------------------------------------------• CICO – SWIS implemented in Demonstration

Schools

Student Outcomes

• Office Discipline Referrals

Median: Elementary

Median: Middle

Risk Index 1.78

Risk Index 1.26

Risk Index

2.0

Risk Index 1.14

Risk Index 1.50

CICO Outcomes

Student Outcomes Summary

• SPS schools are now able to collect, summarize and use data for decision-making

• Data from 2014-15 shows variability, and development. This will be good data to compare with results for 2015-16

• CICO is being implemented with effect in four of the six schools. Again, real effects will be assessed during the coming year.

District Capacity• The District Capacity Assessment

– Leadership• Leadership structure• Planning

– Competency• Selection• Training• Coaching• Performance Feedback

– Organization• Data Systems• Facilitative Administration• Organization Systems

District Capacity

Ongoing Supports for PBIS Implementation

• Initial administration of TFI with potential demonstration schools

• Allowing PBIS teams additional time for planning

• Presentations to school board and cabinet• Building upon previously implemented RtI

structures• Relatively low cost through coaching structures

Plan for 2015-16• Sustain Tier I PBIS implementation

• Scale up Tier II PBIS implementation– Tier I in all middle schools– Tier II in all elementary schools

• Establish Tier III with Demonstration Schools• One full day , Two ½-day trainings, SPS Coaches

• Expand use of SWIS and CICO-SWIS• Focus on use of data now that data are available• Introduce ISIS-SWIS in Demonstration Schools

• High School Implementation at T High• Freshman Success

• Build District Capacity• Selection, Evaluation• Data Systems• Leadership Team

Discussion