General Session School-wide Reform

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General SessionSchool-wide Reform

• Mary Kealy George Sugai
• Loudoun Cty P.S., VA OSEP Center on PBIS
• July 20, 2009
• www.pbis.org www.scalingup.org

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PURPOSE School-wide Reform Consideration of
policy practice implications

• General Considerations (1100 George)
• General to Specific (District-Elementary-Secondary
  )
• Specific to General (SWPBS Reform)
• District Example (1140 Mary)
• Comments Questions (1210 QC)

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School-wide Reform Challenges
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School Reform (unvetted)

• Prof. dev.
• Pers. prep.
• Org. chg.
• Evaluation
• Leadership
• Policy
• Etc.

• Impl. fidelity
• Evid. prac.
• Prac. compt.
• Cult. context
• Family sup.
• Etc.

• Academic
• Social beh.
• Study skills
• Specials
• Post-sec.
• Vocational
• Recreational
• Etc.

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Policy Practice Examples Considerations
Message Policy context matters
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HR 2597 May 21, 2009Positive Behavior for Safe
Effective Schools

• ESEA funds for SWPBS
• Provisions
• Professional development
• Safe Drug Free Communities
• Early intervening services counseling programs
• Office of specialized instructional supports

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American Recovery Reinvestment ActIDEA Title
Recovery Funds

• Data systems
• E.g., SWIS
• SWPBS implementation, e.g.,
• Early Intervening Services IDEA
• School-wide Programs (ESEA Title I)
• Professional Development (ESEA Title II)

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Policy Practice Feedback Loops
Policy (Plan)
Policy Enabled Practices (PEP)
Practice Informed Policy (PIP)
Practice (Do)
Invest in Informed policy-practice
Fixsen et al. (2005) NIRN. www.scalingup.org
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Response-to-Intervention
Invest in RtI for All
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Responsiveness to Intervention
Academic Systems
Behavioral Systems
1-5
1-5
5-10
5-10
80-90
80-90
Circa 1996
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Responsiveness to Intervention
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Effective Academic Instruction
Effective Behavioral Interventions
POSITIVE, EFFECTIVE SCHOOL CULTURE (SWPBS)

Continuous Efficient Data-based Decision Making
Systems for Durable Accurate Implementation
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Responsiveness to InterventionAcademic
Social Behavior
Invest in Integrated/braided initiatives
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RTI Continuum of Support for ALL
Invest in Labeling behaviornot people
Dec 7, 2007
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Approach for operationalizing best practice
Supporting Social Competence Academic
Achievement
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Invest in Systemic support for implementers
Supporting Student Behavior
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GENERAL IMPLEMENTATION PROCESS
Team

• Readiness agreements, prioritization,
  investments
• 3-4 year implementation commitment
• Local capacity for training, coordination,
  coaching, evaluation
• Systems for implementation integrity

Agreements
Data-based Action Plan
Implementation
Evaluation
Invest in Local implementation capacities
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ESTABLISHING CONTINUUM of SWPBS

• TERTIARY PREVENTION
• Function-based support
• Wraparound
• Person-centered planning

• TERTIARY PREVENTION

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• SECONDARY PREVENTION
• Check in/out
• Targeted social skills instruction
• Peer-based supports
• Social skills club

• SECONDARY PREVENTION

• PRIMARY PREVENTION
• Teach SW expectations
• Proactive SW discipline
• Positive reinforcement
• Effective instruction
• Parent engagement

• PRIMARY PREVENTION

Invest in Logically linked interventions
80 of Students
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SWPBS Practices
School-wide
Classroom

• Smallest
• Evidence-based
• Biggest, durable effect

Family
Non-classroom
Student
Invest in Fidelity implementation of
evidence-based practices
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Sample Teaming Matrix
Initiative, Committee Purpose Outcome Target Group Staff Involved SIP/SID
Attendance Committee Increase attendance Increase of students attending daily All students Eric, Ellen, Marlee Goal 2
Character Education Improve character Improve character All students Marlee, J.S., Ellen Goal 3
Safety Committee Improve safety Predictable response to threat/crisis Dangerous students Has not met Goal 3
School Spirit Committee Enhance school spirit Improve morale All students Has not met
Discipline Committee Improve behavior Decrease office referrals Bullies, antisocial students, repeat offenders Ellen, Eric, Marlee, Otis Goal 3
DARE Committee Prevent drug use High/at-risk drug users Don
EBS Work Group Implement 3-tier model Decrease office referrals, increase attendance, enhance academic engagement, improve grades All students Eric, Ellen, Marlee, Otis, Emma Goal 2 Goal 3
Are outcomes measurable?
Invest in Decisions for working smarter
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www.pbis.org

• Horner, R., Sugai, G. (2008). Is school-wide
  positive behavior support an evidence-based
  practice? OSEP Technical Assistance Center on
  Positive Behavioral Interventions and Support.
• www.pbis.org
• click Research Evidence Base

Invest in Evidence-based practices
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PBS Systems Implementation Logic
Visibility
Funding
Political Support
www.pbis.org PBS Implementation Blueprint
Leadership Team Active Integrated Coordination
Training
Evaluation
Coaching
Invest in Systemic implementation logic
Local School Teams/Demonstrations
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SUSTAINABLE IMPLEMENTATION DURABLE
SCHOOL-REFORM THROUGH CONTINUOUS REGENERATION
Continuous Self-Assessment
Relevance Priority Efficacy Fidelity
Valued Outcomes
Effective Practices
Practice Implementation
Local Implementation Capacity
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Main Messages.Invest in
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Schoolwide Reform Efforts

• Successful Implementation
• A School District Perspective

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Mary V. Kealy, EdD

• Assistant Superintendent for Pupil Services
• Loudoun County Public Schools
• Virginia, USA
• President-Elect, Council for Administrators of
  Special Education

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• Challenges
• Successes
• Lessons Learned

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System Change Initiatives

• Early Intervention
• Inclusive Practices
• Positive Behavior Intervention and Support (PBIS)
• Response to Intervention (RtI)

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Implementation Challenges
Leadership
Data Management
Resources
District Level
Evaluation
Professional Development
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Lessons Learned
Administrative Leadership
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Lessons Learned
Capacity Building Model
Administrative Leadership
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Lessons Learned
Capacity Building Model
Administrative Leadership
Professional Development
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Lessons Learned
Capacity Building Model
Administrative Leadership
Professional Development
Culture of Collaboration
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Lessons Learned
Capacity Building Model
Administrative Leadership
Professional Development
Integrated Initiatives
Culture of Collaboration
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Lessons Learned
Capacity Building Model
Accountability and Sustainability
Administrative Leadership
Professional Development
Integrated Initiatives
Culture of Collaboration
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Leadership
Integrated Initiatives
Maintaining Momentum
School Level
Data-Driven Decision Making
Collaboration
Staffing And Resources
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Challenges
Vision
Administrative Leadership


Resources and Support
Collaborative Teamwork
Action Plans


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Challenges
Vision
Administrative Leadership


Resources and Support
Collaborative Teamwork
Action Plans


CONFUSION
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Challenges
Vision
Administrative Leadership


Resources and Support
Collaborative Teamwork
Action Plans


ANXIETY
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Challenges
Vision
Administrative Leadership


Resources and Support
Collaborative Teamwork
Action Plans


FRUSTRATION
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Challenges
Vision
Administrative Leadership


Resources and Support
Collaborative Teamwork
Action Plans


SLOW CHANGE
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Challenges
Vision
Administrative Leadership


Resources and Support
Collaborative Teamwork
Action Plans


FALSE STARTS
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Challenges
Vision
Administrative Leadership


Resources and Support
Collaborative Teamwork
Action Plans


SUCCESSFUL IMPLEMENTATION
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Success Show Me the Data!

• Successful implementation has led to improvement
  both at the district and school level in
• Student behavior
• Student achievement
• School climate

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FCPS Elementary School Suspension Rate
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FCPS Elementary School Pass Rate for Reading at
Third Grade
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FCPS Middle School Suspension Rate
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FCPS Middle SchoolPass Rate for Eighth Grade
English
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LCPS Middle School Suspension Data
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Improved School Climate
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Improved Student Behavior
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Lessons Learned
Resources and Supports
Capacity Building Model
Accountability and Sustainability
Administrative Leadership
Professional Development
Integrated Initiatives
Culture of Collaboration
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Resources and Support
Local
Resources And support
State
National
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Contact Information

• Dr. Mary V. Kealy
• Loudoun County Public Schools
• 21000 Education Ct.
• Ashburn, VA 20148
• Mary.Kealy_at_loudoun.k12.va.us