General Session School-wide Reform Mary Kealy & George Sugai Loudoun Cty P.S., VA OSEP Center on PBIS July 20, 2009 .

General Session

School-wide Reform

Mary Kealy & George SugaiLoudoun Cty P.S., VA OSEP Center on PBIS

July 20, 2009

www.pbis.org www.scalingup.org

PURPOSE

School-wide Reform:

Consideration of policy &

practice implications• General Considerations (11:00

George)• General to Specific (District-Elementary-

Secondary)• Specific to General (SWPBS & Reform)

• District Example (11:40 Mary)• Comments & Questions (12:10 Q&C)

School-wide Reform Challenges

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

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

“School Reform” (unvetted)

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

Policy & Practice Examples & Considerations

Message

Policy context matters

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 (Plan)

Practice (Do)

Structure

Procedure

Policy

Practice

Fixsen et al. (2005) NIRN. www.scalingup.org

Invest in

Informed policy-practice

“Response-to-Intervention”

Invest in

RtI for All

Responsiveness to Intervention

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based

•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based

•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)

•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)

•High efficiency•Rapid response

Universal Interventions•All students

•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Academic Systems Behavioral Systems

Circa 1996

Effective Behavioral Interventions

Effective Academic Instruction

Systems for Durable & Accurate Implementation

Continuous & Efficient Data-based Decision Making

POSITIVE, EFFECTIVE

SCHOOL CULTURE(SWPBS)

=

Responsiveness to Intervention

Academic+

Social Behavior

Invest in

Integrated/braided initiatives

RTIContinuum of Support for

ALL

Dec 7, 2007

Invest in

Labeling behavior…not people

SupportingStudent Behavior

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

Approach for operationalizing

best practice

Invest in

Systemic support for implementers

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS

• Readiness agreements, prioritization, & investments

• 3-4 year implementation commitment

• Local capacity for training, coordination, coaching, & evaluation

• Systems for implementation integrity

Invest in

Local implementation capacities

ESTABLISHING CONTINUUM of SWPBS

~80% of Students

~15%

~5%

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

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

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

SECONDARY PREVENTION• • • • •

TERTIARY PREVENTION• • • • •

PRIMARY PREVENTION• • • • • •

Invest in

Logically linked interventions

Classroom

SWPBSPractices

Non-classroom Family

Student

School-w

ide

• Smallest #• Evidence-based

• Biggest, durable effect

Invest in

Fidelity implementation of evidence-based practices

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

Sample Teaming Matrix

Are outcomes

measurable?

Invest in

Decisions for working smarter

www.pbis.orgHorner, 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

Local School Teams/Demonstrations

PBS Systems Implementation Logic

Funding Visibility PoliticalSupport

Training Coaching Evaluation

Leadership Team

Active & Integrated Coordination

www.pbis.org “PBS

Implementation Blueprint”

Invest in

Systemic implementation logic

SUSTAINABLE IMPLEMENTATION & DURABLE SCHOOL-REFORM THROUGH CONTINUOUS REGENERATION

ValuedOutcomes

ContinuousSelf-Assessment

Practice Implementation

EffectivePractices

Relevance

Priority Efficacy

Fidelity

Main Messages….Invest in

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

Early Intervention Inclusive Practices Positive Behavior Intervention

and Support (PBIS) Response to Intervention (RtI)

Implementation Challenges

District Level

Evaluation

Data Management

Professional Development

Resources

Leadership

Lessons Learned

AdministrativeLeadership

Lessons Learned

CapacityBuilding

Model


Lessons Learned

CapacityBuilding

Model

ProfessionalDevelopment


Lessons Learned

CapacityBuilding

Model


Culture ofCollaboration


Lessons Learned

CapacityBuilding

Model



Integrated Initiatives


Lessons Learned

Accountabilityand

Sustainability

CapacityBuilding

Model





SchoolLevel

Data-DrivenDecisionMaking


Collaboration

MaintainingMomentum

Leadership

Staffing And

Resources

Challenges

VisionAdministrative

Leadership

Resourcesand

Support

CollaborativeTeamwork

ActionPlans+ +

++

Challenges


Leadership

Resourcesand

Support


ActionPlans+ +

++

CONFUSION

Challenges


Leadership

Resourcesand

Support


ActionPlans+ +

++

ANXIETY

Challenges


Leadership

Resourcesand

Support


ActionPlans+ +

++

FRUSTRATION

Challenges


Leadership

Resourcesand

Support


ActionPlans+ +

++

SLOW CHANGE

Challenges


Leadership

Resourcesand

Support


ActionPlans+ +

++

FALSE STARTS

Challenges


Leadership

Resourcesand

Support


ActionPlans+ +

++

SUCCESSFUL IMPLEMENTATION

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

7.13

4.372.98

0

2

4

6

8

2003-04 2004-05 2005-06

FCPS Elementary School: Suspension Rate

FCPS Elementary School Pass Rate for Reading at Third Grade

44.3

67.7

82.2

0

10

20

30

40

50

60

70

80

90

2003-04 2004-05 2005-06

17.11

15.67

14

15

16

17

18

2004-05 2005-06

FCPS Middle School:FCPS Middle School: Suspension Rate

FCPS Middle School:FCPS Middle School:Pass Rate for Pass Rate for Eighth Grade English

67.6

89.1

0

10

20

30

40

50

60

70

80

90

2004-05 2005-06

LCPS Middle School: Suspension Data

0

1020

30

40

5060

70

80

FY 08 FY 09

ISS

OSS

Improved School ClimateSchool Climate Survey Responses from School Administrators

of PBS Schools in Loudoun County Public Schools (n=22)

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

My schoolpromotes commonexpectations and

teachesappropriate

student behaviors.

The school climatefor staff andstudents is

positive.

The learningenvironment is free

of undesirablestudent behaviors.

Students exhibitsocially-desirable

behaviors.

Students aremotivated for

learning.

Our school hasstrategies to

decrease problembehaviors.

Ra

tin

gs

(1

- S

tro

ng

ly D

isag

ree t

o 5

- S

tro

ng

ly A

gre

e)

BEFORE Implementing PBS AFTER Implementing PBS

Improved Student BehaviorSatisfaction Level of School Administrators for Improving Student Behavior in Targeted Areas of the School (n=22)

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

Cafeteria Hallw ays Playground Bathrooms CommonAreas

OfficeReferrals

using Check-In Check-Out

Locker Area Buses PhysicalEducation

Using Datafor BehaviorInterventions

On-Time toSchool

Ra

tin

gs

(1

- L

east

to 5

- M

ost)

BEFORE Implementing PBS AFTER Implementing PBS

Lessons Learned

Resourcesand

Supports

Accountabilityand

Sustainability

CapacityBuilding

Model





Resources and Support

State

National

ResourcesAnd

support

Local

Contact InformationDr. Mary V. Kealy

Loudoun County Public Schools

21000 Education Ct.

Ashburn, VA 20148

[email protected]

General Session School-wide Reform Mary Kealy & George Sugai Loudoun Cty P.S., VA OSEP Center on PBIS July 20, 2009 .

Documents

swisswpbs implementation

effective school cultureswpbs

antisocial students

offenders ellen

academic en

evaluation systems

study skillsspecialspostsec

positive behavior