2014-2017 School Climate Transformation Grant Implementation Survey Summary Prepared by Jen Freeman, Rob Horner, & George Sugai OSEP TA Center on PBIS March 2017 Background In October 2014, the office of Safe and Healthy Students funded 12 states and 71 districts to implement a Multi-tiered Behavior Support Framework. The National PBIS Technical Assistance (TA) Center has received funding to provide technical assistance to states and districts across sites. To assess the ongoing technical assistance needs and implementation status across School Climate Transformation Grant (SCTG) recipients, the National PBIS Technical Assistance (TA) Center conducted implementation surveys three times per year (Nov, March, May) during the first year of the project, two times per year (Nov, March) during the second year and once per year (March) for the duration of the project. All SEA and LEAs were sent a link to an online survey and asked to complete this information electronically. The purpose of this report is to summarize these data from October 1, 2014 through March 30, 2017 and describe how the TA center is using this information to guide the ongoing organization of TA supports across sites. As of March 2017, School Climate Transformation Grants are supporting work in at least 151 districts and 1418 schools. Elementary School Middle Schools High Schools Other Districts LEA Grants 585 234 154 81 70 SEA Grants 157 109 93 7 81 Total 742 341 247 88 151 Response Rate Thank you to all SEA and LEA teams who submitted survey data. The TA center will continue to collect implementation survey data annually for the duration of the project, and we encourage SCTG recipients to continue to discuss TA needs with their TA providers as they arise. TA Worksheet Nov 2014 Survey March 2015 Survey May 2015 Survey Nov 2015 Survey March 2016 Survey March 2017 Survey SEA 5/12 (42%) 9/12 (75%) 10/12 (83%) 8/12 (67%) 9/12 (75%) 11/12 (92%) 8/12 (67%) LEA 19/71 (27%) 40/71 (56%) 49/71 (69%) 54/7 (76%) 37/71 (52%) 42/70 (60%) 57/70 (81%) 67% 92% 75% 67% 83% 75% 42% 81% 60% 51% 76% 69% 56% 27% 0% 20% 40% 60% 80% 100% Response Rate SEA LEA
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2014-2017 School Climate Transformation Grant Implementation Survey
Summary
Prepared by Jen Freeman, Rob Horner, & George Sugai
OSEP TA Center on PBIS
March 2017
Background
In October 2014, the office of Safe and Healthy Students funded 12 states and 71
districts to implement a Multi-tiered Behavior Support Framework. The National PBIS
Technical Assistance (TA) Center has received funding to provide technical assistance to
states and districts across sites.
To assess the ongoing technical assistance needs and implementation status across
School Climate Transformation Grant (SCTG) recipients, the National PBIS Technical
Assistance (TA) Center conducted implementation surveys three times per year (Nov,
March, May) during the first year of the project, two times per year (Nov, March) during
the second year and once per year (March) for the duration of the project. All SEA and
LEAs were sent a link to an online survey and asked to complete this information
electronically. The purpose of this report is to summarize these data from October 1,
2014 through March 30, 2017 and describe how the TA center is using this information
to guide the ongoing organization of TA supports across sites.
As of March 2017, School Climate Transformation Grants are supporting work in
at least 151 districts and 1418 schools.
Elementary
School
Middle
Schools
High
Schools
Other Districts
LEA Grants 585 234 154 81 70
SEA Grants 157 109 93 7 81
Total 742 341 247 88 151
Response Rate
Thank you to all SEA and LEA teams who submitted survey data. The TA center
will continue to collect implementation survey data annually for the duration of the
project, and we encourage SCTG recipients to continue to discuss TA needs with their
TA providers as they arise.
TA
Worksheet Nov 2014
Survey
March 2015
Survey
May 2015
Survey
Nov 2015
Survey
March 2016
Survey
March 2017
Survey
SEA 5/12
(42%)
9/12
(75%)
10/12
(83%)
8/12
(67%)
9/12
(75%)
11/12
(92%)
8/12
(67%)
LEA 19/71
(27%)
40/71
(56%)
49/71
(69%)
54/7
(76%)
37/71
(52%)
42/70
(60%)
57/70
(81%)
67%
92%75%
67%83%75%
42%
81%
60%51%
76%69%56%
27%
0%20%40%60%80%
100%
Response Rate
SEA
LEA
Results In the following charts, we compare the results of implementation surveys
from Nov 2014- March 2017 in the areas of implementation steps taken and evaluation plan components. Additionally, we provide a summary of practices included in SEA and LEA implementation plans.
0% 20% 40% 60% 80% 100%
Established Leadership Team
Established Implementation Team
Identified Coordinator
Established Support of Key Stakeholders
Selected Specific Districts/Schools forParticipation
Established a Plan (e.g. monthly leadershipteam meetings, training schedule)
Completed SCA
Agreed Upon State Evaluation Plan
Districts established leadership teams
Established Coaching Capacity forParticipating Schools
One leadership team with budget authorityacross multiple funding streams (if…
Plan for assessing district and schoolreadiness for tier 2 systems implementation
Plan for assessing district and schoolreadiness for tier 3 systems implementation
District support for tier 2 and tier 3 systemsimplementation in participating schools
Establishing coaching capacity and supportfor tier 2 and tier 3 systems implementation?
State data system capacity to support tier 2and tier 3 systems implementation?
Agreed upon process for aligning andintegrating multiple initiatives to avoid…
State leadership team includerepresentatives from multiple departments…
SEA: Percent of Sites Reporting Implementation Steps in Place
Nov 2014 (N=9)
March 2015 (N=10)
May 2015 (N=8)
Nov 2015 (N=9)
March 2016 (N=11)
March 2017 (N=8)
0% 20% 40% 60% 80% 100%
Established Leadership Team
Established Implementation Team
Established Support of Key Stakeholders
Selected Specific Districts/Schools forParticipation
Established a Plan (e.g. monthly leadershipteam meetings, training schedule)
Completed DCA
Agreed Upon District Evaluation Plan
Plan to Complete TFI in each School
ODR systems provides disaggregation byabuse of substance/weapons
Established Coaching Capacity forParticipating Schools
Receiving other Federal Funding
Leadership team with budget authorityacross multiple federal funding streams
Plan for assessing school readiness for tier 2systems implementation
Leadership teams established for tier 2implementation in participating schools
Plan for assessing school readiness for tier 3systems implementation
Leadership teams established for tier 3implementation in participating schools
Plan for establishing coaching capacity andsupport for advanced tier systems…
Data system capacity to support tier 2systems implementation
Data system capacity to support tier 3systems implementation
Identified evidence-based tier 2 and 3practices
LEA process for aligning and integratingmultiple initiatives
School based process for aligning andintegrating multiple initiatives/practices
LEA: Percent of Sites Reporting Implementation Steps in Place
Nov 2014 (N=40)
March 2015 (N=49)
May 2015 (N=54)
Nov 2015 (N=37)
March 2016 (N=42)
March 2017 (N=57)
0% 20% 40% 60% 80% 100%
School Climate
Fidelity of Implementation
Student Behavior Outcomes
District Level Capacity for Implementatin
Special Education Referrals
Mental Health Referals
Arrests or Law Enforcement
Disproportionality
Attendance
Other
SEA: Percent of Sites Reporting Evaluation Plan Component
Nov 2014 (N=9)
March 2015 (N=10)
May 2015 (N=8)
Nov 2015 (N=9)
March 2016 (N=11)
March 2017 (N=8)
0% 20% 40% 60% 80% 100%
School Climate
Fidelity of Implementation
Student Behavior Outcomes
Special Education Referrals
Mental Health Referals
Arrests or Law Enforcement
Disproportionality
Attendance
Other
LEA: Percent of Sites Reporting Evaluation Plan Component
Nov 2014 (N=40)
March 2015 (N=49)
May 2015 (N=54)
Nov 2015 (N=37)
March 2016 (N=42)
March 2017 (N=57)
* Other includes: Violence Prevention
• Other includes: Universal Screener, SAP groups (Student Assistance Program),
• We loved the Trauma Informed Interventions webinar (not listed).
• Building capacity for implementation of function based Tier 2 interventions
• NA
• Webinars specific to aligning the various interventions (RTI, Restorative Practices, Bullying, CICO, SEL, etc.)
• Restorative Practices, Building capacity and sustainability.
• Tier Two and Three Readiness Effective practices for Tier 2 and 3 supports/ interventions
• Sadly, I have not had the luxury of time to watch nor research what webinars there are to research.
• Advanced Tier II/III Interventions
• Alternative funding sources Staff Buy-In
• Data Based Decision Making
• Integrating mental health systems and data collection for Tier 3
• Tier II and Tier III trainings --- What do these tiers look like?
• Additional Tier 2 & 3 Supports
• Additional information about Evidence based Tier 2 and 3 interventions
• Sustainability More on Mental Health Framework
• Continue classroom strategies/management
• I loved the webinar on Trauma Informed Approaches. Our
team is working on creating Trauma Sensitive Schools and giving classroom teachers the tools to help them work with our students who have experienced trauma. Anything on this topic is helpful.
• Practical strategies for trouble-shooting tier 2 & 3; case studies on how PBIS is being implemented in rural and low-resource schools
• effective coaching for PBIS
• District coaching/site coaching practices application, Academic data and behavioral data integration,
• I would love to hear what specific interventions and programs others are doing around the country.
• How to implement MTSS at the High School Level
• Systems to Support Teachers
• Next level of implementation of Restorative Practices and Trauma Informed Practices in PBIS
• Mindfulness in PBIS
• Mental Health and PBIS
• Funding for MTSS work
• Sustainability and fundraising opportunities
• more classroom implementation strategies
• Integrating trauma informed practices and PBIS
• Help with aligning DLT, specifically community partners
• Walking through the TFI
• District Alignment (supporting the recently released brief)
• Tier 3 Fidelity Tools
• District Coaching Support - policy/practice
• PBIS in Alternative Programs
• More RP, examples of circles etc.. recommended trainings for staff. addressing disproportionality.
Website In addition to the webinar materials the National TA center has provided a number of other documents and resources to all SCTG sites via http://www.pbis.org/sctg. The main SCTG webpage has received 29,786 views and 27,152 visits. The following table lists available resources and the number of downloads for each.
Document Name Number of Downloads
2014-2016 School Climate Transformation Grant Implementation Survey Summary
393
Six Month TA Status Report 234
Computer Applications for Monitoring Student Outcomes: Behavior
1041
Measuring Performance within School Climate Transformation Grants
1378
SCTG-Multi-tiered Behavior Framework Overview and TA Support
1137
SCTG Technical Assistance Worksheet 841
SCTG TA PBIS overview: Coordination and Capacity-Building Technical Assistance for Multi-tiered Behavioral Frameworks
888
SCTG and Technical Assistance: Frequently Asked Questions
880
Use of SCTG Funds for Incentives and Communication Products
The National TA center has co-facilitated an annual project directors meeting as a
pre-conference day aligned with the National Leadership Forum held in Chicago each
fall. Topics have included multi-tiered behavioral systems, integration and alignment,
equity and implementing advanced tiers. The table below summarizes the suggested
topics for future pre-conference days.
SEA LEA
• Using ESSA to sustain PBIS
• Integration of multiple initiatives; accessing, integrating, and funding community mental health supports in schools and as wraparound services
• update on funding/direction of DOE
• Helping the department and sites plan for Year 6--beyond the grant--sustaining all the work
• I'd like to be able to bring my Project AWARE Project Coordinator with me--our integration of the work depends on us cross-training
• More Tier II & III Behavior Support Strategies
• Best Practices for School Climate Walk-throughs
• Interconnected Systems Framework
• Evaluation support
• Tier II/III Models of implementation
• Fidelity of implementation
• Logistics of setting up District-wide data dig days. Behavior Education Policies
• Sustaining PBIS long term; What should PBIS recognition/acknowledgment look like in year 4;
• Scheduling and interventions at the secondary level
• Sustaining practices in years 4-5, turning practices over to in-district staff
• Tier 3 Systems Integrating with Health/Wellness/Academics
• Moving from only complex comprehensive FBA to Basic/Simple FBA
• Sustainability beyond the grant-what are districts doing and are there other funding sources?
• Building capacity and sustainability.
• Tier Two and Three Readiness
• Effective practices for Tier 2 and 3 supports/ interventions (which were at last year's conference, and we used much of what we learned!)
• BEST Practices for ways to share documents with sites, how to animate sites to participate when there are reluctant employees, how to move forward to improve culture when there are nay-sayers of new plans.
• Brief documents- (less wordy ones) for quick self eval, and some that include the check list of PBIS or Restorative features for schools & districts to have in place, quick on-line resource guides
• Sustainability
• Sustainability of systems with teacher and leadership turnover.
• Building district capacity for implementing MTBF
• More information about the Grant's fiscal year outlook. I feel like a large amount of time is spent on PBIS training--we are in Year 3 of the grant--please more forward and stop repeating the same information.
• Maybe divide into groups of returning project directors and new project directors--both groups need different information
• Possible Q & A session with strong SCTG implementers
• More Tier 2 and Tier 3 interventions
• Continue to offer the same
• Trauma Sensitive Schools
• Tier II Systems of Support
• Integrating Restorative Practices and PBIS would be nice. In addition, what is the possibility of sustaining this initiative if funding goes away!
• Transition after the Grant is over.
• Sustainability
• Grants
• Tier II Group Interventions - not an overview for beginners - an in-depth coverage of types of groups that are successful in keeping kids from rising to Tier III and/or getting kids back to Tier I
• Other Funding options for states/districts is SCTG funding ceases after year 3
• Sustainability and fundraising opportunities
• Some more evidenced-based Tier 2 strategies/building capacity at Tier 2
• Inclusive MTSS practices for ESE students
• What happens if you don't meet fidelity measures? How do you unpack when you don't meet requirements?
• Funding?
• Specific to HS
• It would be great if we could all submit some videos, pictures etc and "See" what other LEA's are doing, get a sense of how it has impacted students and ideas for sharing.
Summary and Next Steps
General Observations
Based on survey results from 2014- March 2017, we conclude with a few general
observations:
SEA
1. The SEAs have succeeded in establishing leadership, coordination and
stakeholder coordination
2. Recent improvement has occurred in collection of School Climate,
Implementation Fidelity, Student outcome, Disproportionality and Attendance
data
3. States have plans for implementation, but continue to need more development of
the technical support needed for improving depth of implementation (Tier II and
Tier III), Alignment of multiple initiatives, and Sustainability
4. All SEAs that responded to this survey are focused on implementing PBIS with at
least 50% also focused on Trauma Informed Care, Mental Health First Aid, and
Social Emotional Learning. Implementing multiple initiatives will be a major
area of focus.
LEA
1. The LEAs have made substantial improvement since 2014 on Leadership,
coordination, school team development, information systems, coaching capacity,
Tier I implementation and Launching Tier II/ Tier III implementation
2. Recent improvements have occurred in selection of Tier II and Tier III practices
for implementation, and development of district training and coaching capacity.
3. Districts have become much more focused on the collection and use of data, and
are targeting strategies for improving either the type of data available to schools,
or the process for using existing data sources.
4. All districts that responded to this survey are engaged in implementing PBIS, and
at least 50% of LEAs area also focused on Restorative Practice Trauma Informed
Care, Mental Health First Aid and/or Social Emotional Learning
5. The LEAs have made major gains in the quality and array of evaluation data they
are collecting (school climate, fidelity, student outcomes, SPED referrals,
Disproportionality, Attendance)
Technical Assistance
1. Technical Assistance is being directed primarily to SEA and LEA leadership
teams and Coordinators. Most of the TA events are 1 hour to 1 full day in length
and involve either Individual or On-site meetings.
2. Webinars and implementation materials continue to be accessed, and used, but the
participation is becoming more targeted to sites specifically focused on the
content of webinars and materials.
Next Steps
The TA center is using survey data across sites to inform the selection of webinar
and conference session topics. Individual TA providers are using survey data to support
the development of individualized action plans within sites. In addition to informing the
organization of TA supports, the implementation survey will be used to track the progress
of LEAs and SEAs as they work to develop MTBF implementation capacity.