Building Statewide Capacity via Regional Networks

Mary Richter, Ph.D.Missouri SW-PBS

Susan Bailey-AndersonMontana Behavior Initiative

Tim Lewis, Ph.D.University of Missouri

Key

Build parallel systemic processes • Provide school/district teams with a process to

address the presenting challenge (e.g., problem behavior, drop out, learning to read)

• Develop a parallel process for districts/states to support school implementation and continue to expand with integrity (Blue Print Leadership Team)

Research Findings on Scaling Up(Fixsen, Naoom, Blase, Friedman, & Wallace, 2005, p. 70)

• Best evidence documents what doesn’t work:– Information dissemination alone– Training by itself

Research Findings on Scaling Up(Fixsen, Naoom, Blase, Friedman, & Wallace, 2005, p. 70)

• What does work– Long term, multi-level approaches– Skills-based training– Practice-based coaching– Practioner performance-feedback– Program evaluation– Facilitative administrative practices– Methods for systems intervention

Funding Visibility PolicyPoliticalSupport

Training Coaching Behavioral ExpertiseEvaluation

LEADERSHIP TEAM(Coordination)

Local School/District Implementation Demonstrations

Missouri Schoolwide Positive Behavior Support (MO SW-PBS) Organization

MO SW-PBS Partners

• Missouri Department of Elementary and Secondary Education (MO DESE) Supports MO SW-PBS:– Financing 32 positions– Promoting SW-PBS (letters to superintendents,

presentations to stakeholders, collaboration with Missouri Department of Mental Health to promote 3-tiered models across agencies

– Dedicating funds and personnel to plan, prepare and conduct summer regional trainings and statewide institute

– Committing resources for School Data Profile (SDP) online data collection system development and maintenance

Growth in %

2006-2007 2007-2008 2008-2009 2009-2010 2010-20110

10

20

30

40

50

60

70

80

90

100

11.3 11.7 13.820

24.5

14.9 16.7 19.9624.46

31.65

Missouri SW-PBS Active Schools and Districts

(091610)

Percentage of Mo Schools Percentage of Mo Districts

Perc

enta

ge o

f Tot

al

Growth in Schools & Districts

2006-2007 2007-2008 2008-2009 2009-2010 2010-20110

100

200

300

400

500

600

275 284

341

486

597

83 99 111136

176

Missouri SW-PBS Active Schools and Districts

(091610)

Total Schools Total Districts

Tota

l for

Cat

egor

y

Missouri Regional Professional Development Centers (RPDCs)

RPDCs in General

• Associated with university campuses• Independent entities

– Directors hired by universities• Support collaboration

– Sp Ed, SWPBS, PLC, MELL, Turnaround specialists, Blind/Deaf, Accountability, Curriculum resource specialists

2007 2008 2009 2010 20110

5

10

15

20

25

MO SW-PBS Historic Personnel

RPDC ConsultantsCoordinator / AssistantTier 2/ 3 ConsultantsWeb & Data Consultant

Coming Onboard Process

MO SW-PBS TrainingCurriculum Based on 7 Essential Components

1. Administrative Support, Participation and Leadership2. Common Purpose and Approach to Discipline 3. Clear Set of Positive Expectations and Behaviors4. Procedures for Teaching Expected Behaviors5. Continuum of Procedures for Encouraging Expected Behaviors6. Continuum of Procedures for Discouraging Inappropriate Behaviors7. Procedures for Ongoing Monitoring

• Stages of Building/District Training• Tier 1 Preparation Emerging Fluent • Tier 2 Preparation Emerging Fluent • Tier 3 Preparation Emerging Fluent

Family Involvement and Culturally Responsive Practices are infused throughout all components and across all school settings.

Training Phases• State-level Trainings during Summer:

– Summer Training (6 sites) for Preparation and Emerging 1 Teams (1,298 participants)

– Summer Institute for All with Emphasis on more experienced schools/districts and topic strands (918 participants)

– Consultants volunteer to help each other• Regional Trainings throughout Year:

– Training Modules = Preparation, Emerging 1, Emerging 2, Tier 2, Tier 3 beginning 2011-2012

– Optional Trainings = Administrator, SWIS, Data, SET– Consultants volunteer to help each other

Roles of Regional Consultants• Provide training & technical assistance to schools /

districts• Guide data collection and analysis• Participate in summer trainings and institute• Mentor fellow consultants• Collaborate and engage in shared learning with regional

personnel• Participate in state PBS meetings / trainings• Attend and present at professional development

opportunities

Tier 2/3 Staff Support Regional Consultants

• Provide Tier 2/3 Training for school/district teams

• Model Tier 2/3 training for regional consultants

• Review research related to Tiers 2/3 • Create, publish and revise curriculum• Provide technical assistance to regional

consultants and schools/districts

State Data and Web Support for Regional Consultants

• Refer schools to web for resources– Big 5, Triangle and Per-day Per-month generators, Big 5

Data Review Guide– Min-modules– Ongoing monitoring tools (master calendar for items due, – Training materials on web (regional, state)

• National SWIS Trainer• Share Point – one stop shop• CDR

State Coordinator Supports Regional Consultants

• Monthly training meetings• On-site regional visits and training• Informal technical support• Liaison among consultants, state personnel and

school district personnel• Training in Research-based methods• Guidance in regional roles and responsibilities

We Think it’s Working

• High retention rates of schools• High SET scores• Regional and state-level consultants electing

to stay

2006-07 2007-08 2008-2009 2009-20100

50

100

150

200

250

300

350

400

450

500

227

307

341

486

3523

40 42

84.5 92.5 88.2 88.4

MO SW-PBS Schools Remaining Active

Active SchoolsInactive At End of Year% Retained

SET Participation & Attainment

MO SW-PBS Eligible Schools with SETs MO SW-PBS Schools Attaining 80/800.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

36.0

67.7

52.0

76.671.2

87.290.8 90.3

2006-20072007-20082008-20092009-2010

25

Current MO SW-PBS Goals

• Increase district-level adoption• Collaborate with other State Initiatives to

Maximize Resources for All– PLC, RTI, Mental Health

• Expand State Website Resources• Provide More Resources for Families• Utilize State Data-base for Long-range Planning

Planning for Going to Scale

• Cadres within regions• Assessments conducted across the year (SET, BoQ,

BAT, Walk-Throughs)• District-level team building• Administrative awareness and support• Collaborating with regional and state personnel• Utilizing technology (e.g., web-based meetings,

teleconferences, online tutorials, online resources)

For More Information

• Visit our website at: http://pbismissouri.org/ – See Missouri SW-PBS 2010 Annual Report for

more detail– Training curriculum– Primary documents– Contact information for all state and regional

personnel

PBIS in Montana

About the Big Sky State

• Size: 147, 046 square miles – Ranks as 4th largest state – 570 miles long, 315 miles wide– Elevation ranges from 1,820 to 12, 799 feet above

sea level• Population: 974, 989

– Ranks as 44th most populated state • Population Density: 6.6 persons per square

mile• Seven Indian Reservations and 12 Tribal Nations• Borders three Canadian provinces and four

states

About Montana Schools

Poverty Indicators—37.2% eligible for free and reduced lunch *

* Estimated to be higher… these numbers reflect completed paperwork

More About Montana Schools

• 444 Elementary Schools• 214 Middle, 7&8, or

Junior High Schools• 171 High Schools

MONTANA-IZING PBIS…

And making it our own

MBI Belief Statements… the philosophyStudents should be taught all the skills necessary for success: academic, social, emotional and behavioral.

Schools are places where students can learn and practice positive interpersonal, cross-cultural and citizenship skills.

A caring school climate and positive relationships between students and staff are critical to student success and provide an environment where academics flourish.

Schools are places where youth have access to many significant adults to help them feel collectively and individually valued.

Schools and communities must work together to meet the diverse needs of students and honor the traditions and contributions of both family and community members.

All students are entitled to be treated with dignity and respect.

Successful schools gather and use a variety of information to improve teaching and learning.

Effective use of a team approach involving all school staff working together provides a consistency which enhances student success.

Positive, proactive and preventative efforts of schools and communities can create a school climate free of stereotyping, harassment and violence—filled with a concern for justice and fairness.

PBIS…

the process

What do Effective MBI Schools Do?

CRITICAL COMPONENTS OF MBI School-Wide Positive Behavior Support

-Commit to a common purpose and approach to discipline—one that creates a safe and welcoming culture

-Establish and maintain a team… with administrator support, participation and leadership

-Establish a clear set of positive expectations and behaviors-Establish procedures for teaching the expected behaviors-Establish a continuum of procedures for encouraging expected

behaviors-Establish a continuum of procedures for discouraging inappropriate

behaviors-Establish procedures for ongoing assessment and data-based

problem solving

Effective school-wide positive behavior support schools consistently implement the Critical Components at each of the three tiers. These components are individually and collectively research-based.

Susan Bailey-AndersonState Personnel Development Grant (SPDG) Director

CSPD Coordinator/MBI Coordinator Special Education Division

MBI CONSULTANTSMBI COUNCIL

MBI TEAM TRAININGMBI SUMMER INSTITUTE

STAKEHOLDERS

Montana Board of Crime Control

Montana Department of Higher Education

Montana School Resource Officers

School Administrators of Montana

School of Psychology, University of Montana

Division of Educational Research and Service, University of Montana

Jobs for Montana Graduates

And more….

Delivered at the 5 Montana CSPD Regions

MBI TEAM TRAININGS

Team Training Provided By MBI Consultants

MBI Consultants– 24 part-time employees of OPI… retired educators

and educators who are still working in local school districts

– Participate in trainings, work sessions and conference calls to gain fluency and process consistency

– Guided by a smaller core team for decision-making

MBI TEAM TRAINING CYCLE

Year One—2 two day sessions, fall and winterYear Two—2 two day sessions, fall and winterYear Three—1 two day session, fall

These trainings include Tier I Universals, Classroom MBI, and Tier Two Interventions. Site send representative teams, including an administrator

Technical Support Provided

• Consultant visits and contact– Routine visits… and visits upon request– Regular email and phone conversations

• On-Site Coach training once a year in a central location

• Evaluation assistance – TIC, SAS, SET, BOQ

• MBI Summer Institute

Investing In Early Childhood…Head Starts,

childcare centers, and pre-schools— including special education sites

Linking nutrition to learning…Partnering with Team Nutrition and

Montana Nutrition and Physical Activity

Teaching Healthy Choices

Promoting Healthy Lifestyles

Involving Youth…

Reaching Out…

• Partnering with– Montana PIRC (Parent Information and Resource

Center– Learn and Serve Montana– Montana Team Nutrition– Montana Nutrition and Physical Activity– Quaglia Institute for Student Aspirations

Sites Trained by MBI

1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 2005-069 32

65 90123 146 169

204 209 230

Active Sites with Assigned Consultants

Began with 5 pilot sites in 1995

Training model changed to formally align with national PBIS

Challenges

• Time and man/woman-power– No full FTE at state level– Consultants all part-time, many with other jobs

• Implementing with fidelity and consistency• Competing initiatives and overwhelmed schools

and teachers• Building capacity and sustainability• Funding

Reasons to Celebrate

• MBI has lasted 16 years and is still growing• MBI Summer Institute

– Quality professional development– Attended by more educators than any other state

conference• Good fortune of working with an exceptional

group of MBI proponents with both expertise and commitment

• Doing what’s right for Montana’s youth!!!!