From IDEA to Implementation: Getting Effective Practices into the Classroom
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Transcript of From IDEA to Implementation: Getting Effective Practices into the Classroom
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From IDEA to Implementation: Getting Effective Practices
into the Classroom
The Illinois PBIS Network
Lucille Eber [email protected]
State Director, IL PBIS Network
2008 OSEP Project Director’s Conference
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State, Regional and Local Structures
Consistent statewide training and TA
Ensure readiness & commitment before training
Data disseminated and used
newsletters
website
presentations
trainings
reports Continuous Regeneration
Sustainability of PBIS in IL:
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Implementation Model
Local Structures School-based teams District planning teams Coaches (internal & external)
Regional Structures Coordinators and Coaches Delivery of Training and Technical Assistance
Statewide Structure Development of Training & Technical Assistance Evaluation & Dissemination National Center Support
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State-level Structure
Implementation Staff (25 FTE)• Technical Assistance Directors• Technical Assistance Coordinators
Administrative Support (9 FTE)• Training/Communications• Evaluation and Data Management• IT support
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SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
OUTCOMES
Social Competence &Academic Achievement
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Tier 3/Tertiary Interventions 1-5%•Individual students•Assessment-based•High intensity
1-5% Tier 3/Tertiary Interventions•Individual students•Assessment-based•Intense, durable procedures
Tier 2/Secondary Interventions 5-15%•Some students (at-risk)•High efficiency•Rapid response•Small group interventions• Some individualizing
5-15% Tier 2/Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response•Small group interventions•Some individualizing
Tier 1/Universal Interventions 80-90%•All students•Preventive, proactive
80-90% Tier 1/Universal Interventions•All settings, all students•Preventive, proactive
School-Wide Systems for Student Success:A Response to Intervention (RtI) Model
Academic Systems Behavioral Systems
Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm
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Positive Behavior Interventions & Supports:
A Response to Intervention (RtI) Model
Tier 1/Universal School-Wide Assessment
School-Wide Prevention Systems
Tier 2/Secondary
Tier 3/Tertiary
In
terv
entio
nAssessm
en
tIllinois PBIS Network, Revised May 15, 2008Adapted from T. Scott, 2004
SIMEO Tools: HSC-T, RD-T, EI-T
Small Group Interventions (CICO, SSI, etc)
Group Interventions withIndividualized Focus (CnC, etc)
Simple Individual Interventions(Simple FBA/BIP, Schedule/ Curriculum Changes, etc)
Multiple-Domain FBA/BIP
Wraparound
ODRs, Attendance, Tardies, Grades,
DIBELS, etc.
Daily Progress Report (DPR) (Behavior and Academic Goals)
Competing Behavior Pathway, Functional Assessment Interview,
Scatter Plots, etc.
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IL PBIS Schools and Districts
PBIS Schools Trained & Implementing
394444
520587
654
800
96 115 134 151 170 200
0
100
200
300
400
500
600
700
800
900
Year 5 6/03
Year 6 6/04
Year 7 6/05
Year 8 6/06
Year 9 6/07
Year 106/08
num
be
r of sc
ho
ols
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Illinois PBIS Schools
74%
14%
12%
83%
12%
5%
50%
60%
70%
80%
90%
100%
% o
f stu
de
nts
with
OD
Rs
Partia lly Implementing
(n=58)
Fully Implementing (n=141)
0-1 ODRs 2-5 ODRs 6+ ODRs
Mean Percentage of Students with Major ODRs 2006-07, Statewide
The differences between fully and partially implementing schools were statistically significant in all three levels of ODRs
(0-1 ODR, Mann-Whitney U=3035.0, p=0.004; 2-5 ODR, Mann-Whitney U=3050.0, p=0.005; 6+ODR, Mann-Whitney U=3062.0, p=0.005).
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Comparison of Partial & Fully Implementing
Schools
on Suspensions/Expulsions FY07 per 100 Students
11.2
5.7
0
2
4
6
8
10
12
Partial (n=58) Full (n=140)
Implementation
Num
be
r o
f su
spe
nsio
ns
pe
r 10
0
stud
ents
Illinois PBIS Schools
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Comparing School Safety Survey
Partial vs. Full Implementation
46 41
7378
0
20
40
60
80
100
Partial (n=20) Full 80/80 (n=62)
Partial vs Full Implementation
Perc
enta
ge o
f Risk
and
p
rote
ctio
n fa
cto
r
Risk factor Protection factor
Illinois PBIS Schools
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Illinois PBIS Schools
59.3
68.4
54
56
58
60
62
64
66
68
70
Partial (n = 89
schools)
Full (n = 120
schools)
Level of PBIS Implementation
Pe
rce
nta
ge
of st
ud
ents
The difference between the two types of schools was significant (t=3.72, df=159, p<0.001).
Illinois 2005-06 Proportion of Students who Meet
or Exceed Third Grade ISAT Reading Standard
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Illinois PBIS Schools
65.6
86.6
0
10
20
30
40
50
60
70
80
90
100
Partial (n = 160
schools)
Full (n = 157 schools)
Level of PBIS implementation
Perc
en
tag
e o
f sc
ho
ols
tha
t m
et
AYP
Findings suggest that fully implementing PBIS schools met AYP at a significantly higher percentage than partially implementing schools (χ2=19.17, df=1,
p<.001).
Illinois 2005-06 Proportion of Schools
that Met AYP
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Small Group & Individual Interventions Rated "High" or
"Very High" in Fully & Partially Implementing PBIS
Schools 2006-07
142
42
0
50
100
150
Fully Implementing
Schools (n= 70 schools)
Partially Implementing
Schools (n= 24 schools)
Level of implementation
Nu
mb
er o
f in
terv
en
tion
Illinois PBIS Schools
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Summary of FY 2008 Office Referrals:Mean Number of Office Discipline Referrals
per SIMEO Student
6.3
3.6
0
1
2
3
4
5
6
7
8
Baseline Time 2
Office Disciplinary Referrals
N=44N=44
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Summary of FY 2008 Office Referrals:Mean Number of Office Discipline Referrals
per SIMEO Student for Students with Same Data Points
2.27
6.3
3.35
0
1
2
3
4
5
6
7
8
Baseline Time 2 Time 3
Office Disciplinary Referrals
N=19N=19 N=19
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Building Local Capacity: Coaches
Coaches are school personnel who have:
Fluency with systems & practicesCapacity to delivery high level technical
assistanceCapacity to sustain teams in efforts to
implement systems & practices
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Redefine Roles of District-level Staff to Coach
Sustainability & Accountability
Hands-on technical assistanceGuide problem solvingLocal trainingTeam start-up & sustainabilityPublic relations/communicationsSupport local leadershipLocal coordination of resourcesProvide prompts & reinforcers
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PBIS External Coach Expansion from FY05 to FY08
118
71 76
100
124
150
0
20
40
60
80
100
120
140
160
num
ber o
f ext
ern
al c
oache
s
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Coach Role/Goals
• Provide information and technical assistance:– best practices– current research– funding sources
• Know and anticipate local needs and resources
• Keep teams focused/functioning
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• Volume• Quality• Consistency• Dosage/practice• Layering Content from Tier to Tier• Systems, Data, Practices at all 3 Tiers
Ongoing Staff DevelopmentComponents to Consider:
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A Multi-level Training Plan
Awareness/ReadinessUniversal/Tier 1Secondary/Tier 2Tertiary/Tier 3Coaches SeriesAudience Specific (H.S, Alt. schools, etc)
District Leadership Team TrainingsAdministrator Academies
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Continuum of Support for Secondary-Tertiary Level
Systems1. Group interventions (BEP, social or academic skills
groups, tutor/homework clubs, etc)2. Group Intervention with a unique feature for an
individual student, (BEP individualized into a Check & Connect; mentoring/tutoring, etc.)
3. Simple Individualized Function Based Behavior Support Plan for a student focused on one specific behavior (simple FBA/BIP-one behavior; curriculum adjustment; schedule or other environmental adjustments, etc)
4. Complex Function-based Behavior Support Plan across settings (i.e.: FBA/BIP home and school and/or community)
5. Wraparound: More complex and comprehensive plan that address multiple life domain issues across home, school and community (i.e. basic needs, MH treatment, as well as behavior/academic interventions) multiple behaviors
3.8.08
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Secondary Training Events
A Two Year Comparison
0
200
400
600
800
2005-06 2006-0701020
304050
Secondary Participants
Secondary Trainings
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Tertiary Training Events
A Two Year Comparison
0
200
400
600
800
1000
2005-06 2006-070
5
10
15
20
25
30
Tertiary Participants
Tertiary Trainings
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Content for integrated coaches training
across related initiatives (state-level)Systems, Data and Practices
LeadershipData based Decision MakingUniversal ScreeningProgress MonitoringStandards Aligned CurriculumEvidenced Based Practice3-Tiered Model of InterventionsDifferentiation for Academics and BehaviorTeam Based ImplementationSustainability
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EX200 Objectives• Develop fluency with fidelity tools to
guild district planning• Develop fluency with data-based
decision-making for meeting the educational needs of all students
• Practice strategies to coach district PBIS Leadership Teams
Example from Advanced Coaches Training Course
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Objective 2Develop fluency with data-based decision
making to meet the educational needs of all students
• District Data AuditThis data is currently available in
schools; locating, aggregating, and analyzing it for trends is the challenge that proves most rewarding when completed.
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Illinois PBIS Individual School Data Audit
Purpose: To guide schools and districts in the collection, analysis, comparison and decision making for school improvement
Compares and Correlates Multiple Data Sets• Demographics • Special Ed Data• Academic Achievement • Discipline Data
Start with one year and add additional years to see trends
Serves as a compilation sheet for information that is available to districts
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Demographic and Academic Data
• Enrollment Data: Fall Housing Report, SWIS, IIRC
• Retention, Drop out, Graduation, Suspension/Expulsion, ODR’s – building and district records
• Academic Data: ISAT Reports, Interactive School Report Card (iirc.niu.edu)
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Special Education Data:
• What is percentage of total enrollment by ethnicity?• What percentage of each ethnic group has an IEP?• What is their EE continuum? (% of time outside of
General Education)• Does the data indicate an increase or decrease in
students referred/placed in Special Education?• Does the data indicate an increase or decrease in
least restrictive environment?
Beyond ethnicity – replace ethnicity with gender, English Language Learners (ELL), free and reduced lunch
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How to Find Special Education Data
• Students referred: Building Records, possibly District Records
• Students with IEP’s and EE data with option of multiple reports: IEPOINT Data Base (District Special Education Director or Coop Director identifies who has access and who uses the final data products )
• Special Ed Profile District Trend Data http://webprod1.isbe.net/LEAProfile
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Challenge: Finding and Organizing Data on Placements and EE
Use of Out-of-home-School Tool (OHSC-T):– Different people have the data; Sp. Ed. and
Gen. Ed. data separate in most districts;– Who has data on students in ‘short term’ safe
school placements?– Coding and other ways that ‘hide’ data makes
the task hard; For example, students in certain placements didn’t “show up” in data review
– Students in 100% Sp. Ed but in home school didn’t come up in data
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Out of home tool: Data trends
• AA students overrepresented in EBD and in restrictive settings
• AA students underrepresented in Autism • Many kids in restrictive/placement have
moved buildings a lot• Large #s of youth “not qualifying” for IEP
but in ‘safe school’ • Students with other “label” may have
behavior problems (ex. Students with LD in separate setting)
• Placement of students in100% Special Education in home school viewed as “better” EE data (but it is not….)
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District “X”: Out of Home School • Most out of home placements are BD eligibility
• Most are for high school and middle with high school being greatest
• All out of home school placements at elementary came from one elementary school with two being from the MI program.
• The numbers of students going out of district has dropped dramatically.
• The numbers of students successfully transitioning back to their home school (from district off-site BD) has dramatically increased.
• Larger #’s of students 60% > in general ed instruction (see IEPoint Data and FACTS data)
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Next Steps
• Continue to analyze data around elementary out of home school placements and build capacity in buildings to succeed with students in general education settings.
• Further review special education placement data:– Review trends of students in general education
60%. Or more to determine effectiveness of students returning from out of district?
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Activity B: District Data Audit
Review the Data Audit for the District and the 2 Individual Schools. Process the data with the guide questions and suggest strategies for this district to improve the EE data.
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Leadership Team
FundingVisibility Political
Support
Training Coaching Evaluation
Active Coordination
Local School Teams/Demonstrations
Taking it to Scale
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District Summit Outcomes
Participants will be able to:
• identify the need for, membership of, function and mission of the district leadership team.
• identify and analyze relevant data to determine academic and behavioral needs of students within the district.
• integrate district initiatives to work more efficiently and avoid duplication of services.
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District Summit Outcomes
Participants will be able to:
• self-assess the status of district-wide PBIS support.
• develop a plan for long-term sustainability of the PBIS process in district schools.
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Statewide Participation in District Summits, 2007 - 2008
40
277
58
370
0
50
100
150
200
250
300
350
400
# Teams # Participants
2007
2008
45% 34%
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SIMEO Database (Systematic Information Management of Education Outcomes)
Technical Features: Database Development
online data collection and graphing database system for individual student receiving intensive level planning and supports
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Results of Implementation of Wraparound within SW-PBS in
IL• Three year pilot• Enhance SOC wraparound approach
– data-based decision-making as part of wraparound intervention
• Development of strength-needs data tools• Use of web-based data system
Wraparound
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0
5
10
15
20
25
30
FY 05 (N=18) FY 06 (N=26) FY 07 (N=26)
PBIS Network Staff School Social Worker PBIS Coach Other School Personnel
Shift in Responsibility for Individual Student
Data Management at Tertiary Demo Sites
IL PBIS Tertiary Demos
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“Mary Ellen”
Home, School, Community Tool
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Example of SIMEO-06Individual Student Data System
Using the Data to get to Strengths and Needs at Wrap meetings
1
1.5
2
2.5
3
3.5
4
Baseline 3 months 6 months
Controls Anger Has friends Gets along with children
1
1.5
2
2.5
3
3.5
4
Baseline 3 months 6 months
Controls Anger Has friends Gets along with children
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Immediate & Sustainable Change Noted in Placement
Risk
1.3
1.78
1.5
1
1.25
1.5
1.75
2
Baseline Time2 Time 3
High Risk
Low/No Risk
(n = 19)
Wraparound-07
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Ensuring Capacity at All 3 Tiers
• Begin assessment and development of secondary and tertiary tiers at start-up of universal– Assess resources and current practices
(specialized services)– Review current outcomes of students with higher
level needs– Position personnel to guide changes in practice– Begin planning and training with select personnel
• All 3 tiers addressed at all district meetings and at every training
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District-wide Secondary/Tertiary
Implementation Process• District meeting quarterly
– District outcomes– Capacity/sustainability– Other schools/staff
• Building meeting monthly– Check on all levels– Cross-planning with all levels– Effectiveness of practices (CICO/BIP/Wrap, etc)
• Secondary/Tertiary Coaching Capacity• Wraparound Facilitators
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System Data to Consider
• LRE– Building and District Level– By disability group
• Other “places” kids are “parked”– Alternative settings– Rooms w/in the building kids are sent
• Sub-aggregate groups– Sp. Ed.– Ethnicity
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Ongoing Self–Assessment of Secondary/Tertiary
ImplementationBuilding Level:• IL Phases of Implementation (PoI) Tool • IL Secondary/Tertiary Intervention Tracking Tool• Sp. Ed Referral Data• Suspensions/Expulsions/Placements (ongoing)• Aggregate Individual Student Data (IL SIMEO data)• LRE Data trends• Subgroup data (academic, discipline, Sp. Ed. Referral, LRE, etc)
District Level:• Referral to Sp.Ed. Data• LRE Data (aggregate and by building)• IL Out-of-Home-School-Tracking Tool (multiple sorts)• Aggregate SIMEO data• Aggregate PoI Data
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System Action Planning in Progress: A Tertiary Demo
DistrictStudents with history of retention
– Students who are retained 2 or more times have a 90% chance of dropping out
– Tertiary level plans should address if students should be put in grades with peers who are their chronological age (similar to supports implemented for students with IEP’s.
– Plans should be comprehensive and address skill deficits students may have
– Concerns were also discussed regarding how to plan for these situations when it is in the best interest of the student to be in a higher grade, but credits are missing at a Middle School or High School Level. District team needs to action plan around these issues
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Resources at www.pbisillinois.org
• “Commitments for Success” (click on “Getting Started”)
• “IL PBIS Network FY09 Phases of Implementation (PoI) Rubric (click on “Recognition Process,” then “Criteria”)
• Detailed Course Descriptions (click on “training”)