Transcript School Reform

General Session
School-wide Reform
Mary Kealy & George Sugai
Loudoun Cty P.S., VA
OSEP Center on PBIS
July 20, 2009
www.pbis.org
www.scalingup.org
School-wide Reform Challenges
Limited resources w/ unlimited & exponentially
growing needs & requests
Multiple competing, uncoordinated, uninformed, &
independently functioning efforts
Inefficient & ineffective continuous professional
development & regeneration
Limited attention to implementation integrity & endconsumer improvement
Lack of conceptual framework & functional logic
model
“School Reform” (unvetted)
Systemic
actions
intended to
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Prof. dev.
Pers. prep.
Org. chg.
Evaluation
Leadership
Policy
Etc.
Maximize
performance
outcomes of
all students
Enhance
implementation
capacities that
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Impl. fidelity
Evid. prac.
Prac. compt.
Cult. context
Family sup.
Etc.
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Academic
Social beh.
Study skills
Specials
Post-sec.
Vocational
Recreational
Etc.
Policy & Practice Examples
& Considerations
RtI
IDEA
ARRA
HR 2597
SWPBS
Message
Policy context matters
ESEA
HR 2597 May 21, 2009
“Positive 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
American Recovery &
Reinvestment Act
IDEA & 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)
Policy
Practice Feedback Loops
Policy
Policy Enabled
Practices
(PEP)
Practice Informed
Policy
(PIP)
Policy (Plan)
Practice (Do)
Invest in
Fixsen et al.
(2005) NIRN.policy-practice
www.scalingup.org
Informed
Structure
Procedure
Practice
“Response-to-Intervention”
IMPLEMENTATION
W/ FIDELITY
UNIVERSAL
SCREENING
CONTINUUM OF
EVIDENCE-BASED
INTERVENTIONS
DATA-BASED
PREVENTION
DECISION MAKING
& EARLY
& PROBLEM
INTERVENTION
SOLVING
CONTINUOUS
Invest in
PROGRESS
RtI forMONITORING
All
Responsiveness to Intervention
Academic Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
Circa 1996
1-5%
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
Behavioral Systems
80-90%
1-5%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
Responsiveness to
Intervention
Social
Sciences
Specials
SWPBS
Etc.
Literacy &
Writing
Numeracy
&
Sciences
Effective Academic
Instruction
Effective Behavioral
Interventions
=
Continuous & Efficient Databased Decision Making
Systems for Durable &
Accurate Implementation
POSITIVE,
EFFECTIVE
SCHOOL
CULTURE
(SWPBS)
Responsiveness to
Intervention
Academic
+
Social Behavior
Invest in
Integrated/braided initiatives
RTI
Intensive
Continuum of
Support for
ALL
Targeted
Universal
Invest in
Labeling behavior…not people
Dec 7, 2007
Approach for
operationalizing
best practice
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Systemic
Invest in
supportSupporting
for implementers
Student Behavior
GENERAL
IMPLEMENTATION
PROCESS
Team
Agreements
• Readiness agreements, prioritization, &
investments
• 3-4 year implementation
commitment
Data-based
Action
Plan
• Local capacity for
training,
coordination,
coaching, & evaluation
• Systems for implementation integrity
Evaluation
Invest in
Implementation
Local implementation capacities
ESTABLISHING CONTINUUM of SWPBS
~5%
~15%
TERTIARY
PREVENTION
TERTIARY
PREVENTION
•• Function-based support
•• Wraparound
•• Person-centered planning
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SECONDARY
PREVENTION
SECONDARY
PREVENTION
•• Check in/out
•• Targeted social skills instruction
•• Peer-based supports
•• Social skills club
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PRIMARY
PREVENTION
PRIMARY
PREVENTION
•• Teach SW expectations
•• Proactive SW discipline
•• Positive
reinforcement
Invest
in
•• Effective instruction
•• Parent engagement
••
Logically linked interventions
~80% of Students
SWPBS
Practices
Classroom
Non-classroom
• Smallest #
• Evidence-based
Family
• Biggest, durable effect
Student
Invest in
Fidelity implementation of
evidence-based practices
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
DARE
Committee
Prevent drug use
High/at-risk
drug users
Don
EBS Work Group
Implement 3-tier
model
All students
Eric, Ellen,
Marlee, Otis,
Emma
Decrease office
referrals, increase
attendance, enhance
academic
engagement, improve
grades
Invest in
Decisions for working smarter
Goal #3
Goal #2
Goal #3
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
Invest in“Evidence Base”
click “Research”
Evidence-based practices
PBS Systems Implementation Logic
Funding
www.pbis.org
“PBS
Implementation
Blueprint”
Visibility
Political
Support
Leadership Team
Active & Integrated Coordination
Training
Coaching
Evaluation
Invest in
Local School Teams/Demonstrations
Systemic implementation logic
SUSTAINABLE IMPLEMENTATION & DURABLE SCHOOLREFORM THROUGH CONTINUOUS REGENERATION
Continuous
Self-Assessment
Relevance
Valued
Outcomes
Priority
Efficacy
Fidelity
Practice
Implementation
Effective
Practices
Main Messages….Invest in
School, district, & state leadership
Outcome-based integration of initiatives
Fidelity implementation of evidence-based practices
Informed culture/context-based policy-practice
Systemic supports for implementers
Meaningful reinforcement of accomplishments
Schoolwide Reform
Efforts
Successful Implementation:
A School District Perspective
Mary V. Kealy, EdD
Assistant Superintendent for Pupil Services
Loudoun County Public Schools
Virginia, USA
President-Elect, Council for Administrators of
Special Education
Challenges
Successes
Lessons Learned
System Change Initiatives
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Early Intervention
Inclusive Practices
Positive Behavior Intervention
and Support (PBIS)
Response to Intervention (RtI)
Implementation Challenges
Leadership
Data
Management
Resources
District
Level
Professional
Development
Evaluation
Lessons Learned
Administrative
Leadership
Lessons Learned
Capacity
Building
Model
Administrative
Leadership
Lessons Learned
Capacity
Building
Model
Administrative
Leadership
Professional
Development
Lessons Learned
Capacity
Building
Model
Administrative
Leadership
Professional
Development
Culture of
Collaboration
Lessons Learned
Capacity
Building
Model
Administrative
Leadership
Integrated
Initiatives
Professional
Development
Culture of
Collaboration
Lessons Learned
Capacity
Building
Model
Accountability
and
Sustainability
Integrated
Initiatives
Administrative
Leadership
Professional
Development
Culture of
Collaboration
Leadership
Integrated
Initiatives
Maintaining
Momentum
School
Level
Data-Driven
Decision
Making
Collaboration
Staffing
And
Resources
Challenges
Vision
Resources
and
Support
+
+
Administrative
Leadership
Collaborative
Teamwork
+
+
Action
Plans
Challenges
Vision
Resources
and
Support
+
+
Administrative
Leadership
Collaborative
Teamwork
+
CONFUSION
+
Action
Plans
Challenges
Vision
Resources
and
Support
+
+
Administrative
Leadership
Collaborative
Teamwork
+
ANXIETY
+
Action
Plans
Challenges
Vision
Resources
and
Support
+
+
Administrative
Leadership
Collaborative
Teamwork
+
FRUSTRATION
+
Action
Plans
Challenges
Vision
Resources
and
Support
+
+
Administrative
Leadership
Collaborative
Teamwork
+
+
Action
Plans
SLOW CHANGE
Challenges
Vision
Resources
and
Support
+
+
Administrative
Leadership
Collaborative
Teamwork
+
+
Action
Plans
FALSE STARTS
Challenges
Vision
Resources
and
Support
+
+
Administrative
Leadership
Collaborative
Teamwork
+
+
Action
Plans
SUCCESSFUL IMPLEMENTATION
Success: Show Me the Data!
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Successful implementation has led to
improvement both at the district and school
level in:



Student behavior
Student achievement
School climate
FCPS Elementary School:
Suspension Rate
8
7.13
6
4.37
2.98
4
2
0
2003-04
2004-05
2005-06
FCPS Elementary School
Pass Rate for Reading at Third Grade
82.2
90
67.7
80
70
60
44.3
50
40
30
20
10
0
2003-04
2004-05
2005-06
FCPS Middle School:
Suspension Rate
18
17.11
17
15.67
16
15
14
2004-05
2005-06
FCPS Middle School:
Pass Rate for Eighth Grade English
89.1
90
67.6
80
70
60
50
40
30
20
10
0
2004-05
2005-06
LCPS Middle School:
Suspension Data
80
70
60
50
40
30
20
10
0
ISS
OSS
FY 08
FY 09
Improved School Climate
Ratings
(1 - Strongly Disagree to 5 - Strongly Agree)
School Climate Survey Responses from School Administrators
of PBS Schools in Loudoun County Public Schools (n=22)
5
4.5
4
3.5
3
2.5
2
1.5
1
0.5
My school
The school climate
The learning
Students exhibit
promotes common
for staff and
environment is free socially-desirable
expectations and
students is
of undesirable
behaviors.
teaches
positive.
student behaviors.
appropriate
student behaviors.
BEFORE Implementing PBS
Students are
motivated for
learning.
AFTER Implementing PBS
Our school has
strategies to
decrease problem
behaviors.
Improved Student Behavior
Satisfaction Level of School Administrators for Improving
Student Behavior in Targeted Areas of the School (n=22)
5
4.5
Ratings
(1 - Least to 5 - Most)
4
3.5
3
2.5
2
1.5
1
0.5
Cafeteria
Hallw ays
Playground
Bathrooms
Common
Areas
Office
Locker Area
Referrals
using CheckIn Check-Out
BEFORE Implementing PBS
Buses
Physical
Education
AFTER Implementing PBS
Using Data On-Time to
for Behavior
School
Interventions
Lessons Learned
Resources
and
Supports
Accountability
and
Sustainability
Integrated
Initiatives
Capacity
Building
Model
Administrative
Leadership
Professional
Development
Culture of
Collaboration
Resources and Support
Local
Resources
And
support
National
State
Contact Information
Dr. Mary V. Kealy
Loudoun County Public Schools
21000 Education Ct.
Ashburn, VA 20148
[email protected]