Scaling Up SW PBS Implementation:

Different Journeys to the Same

Destination

Heather Peshak George, Ph.D.

APBS Conference, St. Louis, MO: March 26, 2010

2

Florida’s PBS Project

Our Mission• Increasing the capacity of Florida’s school districts to

address problem behavior using positive behavior support through a Response to Intervention framework.

What we do…• Provide training and technical assistance to districts across

the state in the development and implementation of positive behavior supports at the school-wide, targeted group, classroom and individual student levels

3

Exploration Phase

• Is there a need for change?

• What current practices and initiatives exist that are facilitators or barriers?

• What is innovation and does it address our problem?

• How do we plan for implementation?

• Is the team ready to begin installation of innovation?

4

Installation Phase

• What individuals have authority to reallocate resources/facilitate implementation and connect with state improvement plan?

• Who will guide implementation?

• What does implementation of the innovation involve?

5

Initial Implementation Phase

• Who are initial implementers?

• How do we begin implementation?

• How do we monitor fidelity and outcomes?

6

Full Implementation Phase

• How do we build local training/coaching capacity?

• What resources do we need to add more schools?

• How do we sustain fidelity and positive outcomes over time?

7

Innovation and Sustainability Phase

• How do we braid innovation with new/existing initiatives?

• How do we become more efficient and effective?

• How do we share what we have learned?

9

Funding

• IDEA Part B Discretionary Grant

• Around 1997: $33,000/year

• Current: Almost $1.8 million/year

10

Visibility

Before:

• Present at every state conference

• Special education

• Expanded across disciplines

• ABA, Safe Schools, RtI, Reading, School

Psychologists, Superintendent, Evaluation

Now:

• Present when requested or “invited”

11

Click Here…

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http://flpbs.fmhi.usf.edu/resources_newsletter.asp

Newsletter:

Read directly

from the website

or download to

print.

Use to find useful

tips, data,

important dates,

etc.

13

Political Support and Policy

• Expanded funding of project

• State RtI Implementation Plan

• Active member on the FL DOE’s State Transformation Team for RtI

• Title of Project to include RtI:B

• RtI

• Bullying & Harassment Policy

• Zero Tolerance

State Infrastructure• State Management Team

– Role: Provide leadership and facilitate policy-level changes to support implementation of effective educational practice

• State Transformation Team

– Role: Analyze progress toward statewide efforts, recommend actions for improvement, and support District Based Leadership Teams DBLT to build the capacity of districts to implement evidence-based practices and to establish integrated RtI academic and behavior systems in each school

• District Based Leadership Team

– Role: Provide leadership, advisement, and training at the district level and assist schools in their implementation efforts

• School Based Leadership Team

– Role: Develop a school implementation plan. The school based team willbecome “trainers” and “coaches” for the school staff and will be responsible for school wide implementation

• Advisory Group

– Role: Provide on-going stakeholder input

– pp. 11-13 of the Statewide RtI Implementation Plan

District Responsibilities

Based on selfBased on self--assessment results, and in conjunction assessment results, and in conjunction

with the student progression plan and Kwith the student progression plan and K--12 12

Comprehensive Reading Plan, develop an RtI Comprehensive Reading Plan, develop an RtI

implementation plan organized around building implementation plan organized around building

consensus, infrastructure, and implementation. Plans consensus, infrastructure, and implementation. Plans

should also address:should also address:

–– How current resources will be used to implement How current resources will be used to implement

RtI and identify additional resources neededRtI and identify additional resources needed

–– How stakeholders will be educatedHow stakeholders will be educated

–– How stakeholders will be involvedHow stakeholders will be involved

p. 8 of the Statewide RtI Implementation Plan

Alignment with Existing InitiativesThe basic elements of RtI are required by NCLB The basic elements of RtI are required by NCLB

and IDEA, therefore, they are included in all and IDEA, therefore, they are included in all

broadbroad--based initiatives for schools striving to based initiatives for schools striving to

meet (AYP), such as:meet (AYP), such as:

–– KK--12 Reading Plan and Reading First12 Reading Plan and Reading First

–– FloridaFlorida’’s Continuous Improvement Model (FCIM)s Continuous Improvement Model (FCIM)

–– FloridaFlorida’’s Positive Behavior Supports (PBS)s Positive Behavior Supports (PBS)

–– PS/RtI Pilot ProjectPS/RtI Pilot Project

–– Bright BeginningsBright Beginnings

p. 1 of the Statewide RtI Implementation Plan

Tiered Model of School Supports & the Problem-Solving Process

ACADEMIC and BEHAVIOR SYSTEMS

Tier 3: Intensive, Individualized

Interventions & Supports The most intense (increased time, narrowed focus,

reduced group size) instruction and intervention

based upon individual student need provided in

addition to and aligned with Tier 1 & 2 academic

and behavior instruction and supports.

Tier 2: Targeted, Supplemental

Interventions & Supports.More targeted instruction/intervention and

supplemental support in addition to and aligned

with the core academic and behavior curriculum.

Tier 1: Core, Universal

Instruction & Supports.General academic and behavior instruction and

support provided to all students in all settings.

FL RtI State Transformation Team, Dec. 2009)

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Training

• School-Wide/Initial (Tier 1)

• Booster/Retraining (Tier 1)

• Classroom (Tiers 1 & 2) – online only

• Targeted Group (Tier 2)

• Individual Student (Tier 3)

• Team Leader

• Principal/Administrator

• SWIS

• Coaches’Italics indicates both on-site & online modules available

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Tier 1 Training Sequence

Day 1

Intro to RtI:B

Teaming

Developing Expectations & Rules

Developing a System for Teaching

Day

3

Evaluation

Classroom PBS

Facilitated work time

Day

2

Developing a Reward System

Effective Discipline Procedures

•Definitions

•Forms

•Process

•Responses

Implementing PBS

# Florida Schools' Initial PBS Training

12

61

8781

53

77

119

219

0

50

100

150

200

250

2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009

Year

Total Schools Trained

22

Number of Schools Trained(As of March, 15 2010)

6 Pre-K schools

387 Elementary schools

167 Middle schools

82 High schools

56 Alt/Center schools

50 Other (e.g. K-8)

748 TOTAL SCHOOLS

Coaching & Behavioral ExpertiseRtI:B Support Structure

Project Contact

����

District Coordinator

(District Leadership Team)

����

COACH����

School-based Team Leader

����

PBS Team Members

25

Factors to Consider in Developing Comprehensive Evaluation Systems

1) Systems Preparation– Readiness activities

2) Service Provision– Training and technical assistance

3) Identification and Assessment of Behavior Problems– Possible data sources

4) Evaluation Process– Timelines, data systems

5) Evaluation Data (Across all three Tiers)– Implementation Fidelity, Impact on Students, Attrition, Client

Satisfaction

6) Products and Dissemination– Reports, materials, presentations, etc.

(modified from Childs, Kincaid & George, in press)

26

Florida’s Evaluation Model

Training

On-going

technical

assistance

FLPBS

↓

Districts

↓

Coaches

↓

Schools

End-

Year

Impact

Outcome data (ODR, ISS, OSS)

FL Comprehensive Assessment Test

Benchmarks of Quality

School Demographic Data

PBS Walkthrough

Daily Progress Reports

Behavior Rating Scales

Climate Surveys

Implementation Fidelity

PBS Implementation Checklist (PIC)

Benchmarks of Quality (BoQ)

Benchmarks for Advanced Tiers (BAT)

School Demographic Data

School-wide Implementation Factors

Tier 3 plan fidelity checklist

BEP Fidelity checklist

Project Impact

Attrition Survey/Attrition Rates

District Action Plans

Client Satisfaction

School-Wide Implementation Factors

District Coordinator’s Survey

Training Evaluations

�Annual Reports

�Revisions to training

and technical

assistance process

�National, State,

district, school

dissemination

activities

�Website

�On-line training

modules

Systems

Preparation

Service

ProvisionEvaluation

Process

Evaluation

Data

Products and

Dissemination

MidY

ear

I

MidY

ear

II

Identification/

Assessment

�Discipline Records

�ESE Referrals

�Surveys

�Walkthroughs

�PIC

�Classroom Assessment

Tool

�Student rank/rating

�Teacher requests

�Lack of response

�BAT

�Behavior Rating Scale

�Daily Progress Report

Charts

•District Action

Plan

•District

Readiness

Checklist

•School

Readiness

Checklist

•New School

Profile (includes

ODR, ISS, OSS)

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(1) Systems Preparation• Tier 1

• District Readiness Checklist• District Action Plan

– District baseline and goals

• School Readiness Checklist• Baseline data

• Tier 2• School Readiness

• Implementation of Tier 1

• School Infrastructure

• Tier 3– District Action Plan

• Systems change

• Evaluation of products and processes

• Establish vision and goals

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(2) Service Provision

Training and ongoing technical assistance

FLPBS

Districts

Coaches

Schools

•Training

•Tier 1- District and multi-district

on-site

•Tier 2 –District, multi-district,

web-based

•Tier 3- Post assessment, goal

setting, systems/process established

(3) Identification & Assessment

• Tier 1

– Discipline records, attendance, ESE referrals, baseline BoQ, action plans, climate surveys, coaches surveys, walkthrough (mini SET), PBS Implementation Checklist (PIC)

• Classroom

– Discipline records, teacher requests, student rankings/ratings, ESE referrals, observations, Classroom Assessment Tool

• Tier 2

– Discipline records, teacher requests, student rankings/ratings(SSBD, TRF, etc…), lack of response to Tier 1, Daily Progress Reports, PBS Implementation Checklist (PIC), Benchmarks for Advanced Tiers (BAT)

• Tier 3

– Above items, lack of response to Tier 2, Behavior Rating Scale, observation data, intervention fidelity checklist, PBS Implementation Checklist (PIC), Benchmarks for Advanced Tiers (BAT)

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Referrals per Student

0

10

20

Nu

mb

er

of

Re

ferr

als

pe

r S

tud

en

t

Students

Office Discipline Referrals

Student Initials Grade/Period I or E (Step 2)

_________ ________ ________

_________ ________ ________

_________ ________ ________

Academic Personally Taught Personally Given Externalizing Concerns Expectations SW Reward 1. __________________ ____ Yes ____ Yes ____ Yes

2. __________________ ____ Yes ____ Yes ____ Yes

3. __________________ ____ Yes ____ Yes ____ Yes

•Rank top 3 externalizing and top 3 internalizing

students

•Check “YES” if personally taught expectations to

the student

•Check “YES” if personally given a SW-PBS

reward to student

Teacher Nomination

Tier 2 Progress Monitoring

Behavior Rating ScaleBehavior Date

Hitting 8 or more6-7 times4-5 times2-3 times0-1 times

54321

54321

54321

54321

54321

54321

54321

54321

54321

54321

54321

54321

54321

54321

54321

54321

54321

54321

Profanity 16 or more times12-15 times8-11 times4-7 times0-3 times

54321

54321

54321

54321

54321

54321

54321

54321

54321

54321

54321

54321

54321

54321

54321

54321

54321

54321

Requesting Attention/Assistance

55% or more40-55%25-40%10-25%0-10%

54321

54321

54321

54321

54321

54321

54321

54321

54321

54321

54321

54321

54321

54321

54321

54321

54321

54321

(4) Evaluation Process

• Timelines for State Evaluation– Baseline (due date varies)

– Mid Year I – due 10/31• School Profile

• PBS Implementation Checklist (PIC) (Tiers 1-3)

– Mid Year II – due 2/28• PBS Implementation Checklist (PIC) (Tiers 1-3)

– End Year – due 6/15• Benchmarks of Quality (BoQ) (Tier 1)

• Benchmarks for Advanced Tiers (BAT) (Tiers 2-3)

• Outcome Data Summary

• School-wide Implementation Factors (SWIF)

• Web-based Data Entry and Reporting• PBSES

• Statewide Student Database – Academic/Behavior

36

(5) Evaluation Data

a) Implementation Fidelity

– PIC (All Tiers)

– BoQ (Tier 1)

– BAT (Tiers 2-3)

– SWIF (All Tiers)

– Walkthrough (Tier 1)

– Tier 2 & 3 intervention specific fidelity measures

c) Attrition

– Attrition Survey (All)

b) Impact on Students

– Outcome data (ODR, ISS, OSS)

– Academic achievement

– School Demographic Data (e.g. ethnicity)

– Attendance

– DPR charting

– Behavior Rating Scale

d) Client Satisfaction

– SWIF

– Climate surveys

– Social validation

37

(a) Implementation Fidelity

1. Are schools trained in SWPBS implementing with fidelity? Across years? Across school types?

– BoQ, BAT, School Demographic Data

2. What factors are related to implementing with fidelity?

– SWIF survey, BoQ, BAT

38

Tier 1 Critical

Element

Implementation

Level chart

39

PBS

Implementation

Level chart

40

High Implementing Florida PBS Schools(Scoring 70 or Above on BoQ)

57 5660

7774

0

10

20

30

40

50

60

70

80

90

100

School Year

Percent of Schools Scoring 70+ 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009

Average

Score

66

Average

Score

66

Average

Score

72

Average

Score

77

Average

Score

76

BoQ Totals by School Type Across Years

Average BoQ Total Score by School Type

69

64

70 6971

66 66

7674 73

63

8178

74 75

8080

74

67

80

0

10

20

30

40

50

60

70

80

90

Elementary Middle High Alt/Center

School Type

Average BoQ Total Score

2004-2005 2005-2006 2006-2007 2007-2008 2008-2009

38Schools

77Schools

104Schools

27Schools

54Schools

55Schools

6Schools

14Schools

17Schools

15Schools

26Schools

28Schools

149Schools

221Schools

59Schools

93Schools

17Schools

25Schools

32Schools

37Schools

Brief Walk-through

Benchmarks for Advanced TiersScore Summary for BAT Sections

0

10

20

30

40

50

60

70

80

90

100

Tie

r 1

T2

&3

:Co

mm

it

T2

&3

:Stu

Id

ent

T2

&3

:Mo

nit

or

T2

:Su

pp

ort

T2

:Mai

n I

mp

l

T2

:Mai

n M

on

ito

r

T2

:2n

d I

mp

l

T2

:2n

d M

on

ito

r

T2

:3rd

Im

pl

T2

:3rd

Mo

nit

or

T2

:4th

Im

pl

T2

:4th

Mo

nit

or

T3

:Su

pp

ort

T3

:Ass

ess

T3

:Mo

nit

or

To

tal

BAT Sections

Percent Possible Score

44

(b) Impact on Student Behavior

1. Do schools implementing SWPBS decrease ODRs, days of ISS, and days of OSS?

– ODRs, ISS, OSS

2. Do schools implementing SWPBS realize an increase in academic achievement?

– FCAT scores

3. Is there a difference in outcomes across school types?

– ODRs, ISS, OSS, FCAT scores, school demographic data

4. Do schools implementing with high fidelity have greater outcomes implementers with low fidelity?

– BoQ, ODRs, ISS, OSS

5. Do teams that work well together have greater outcomes than those that don’t work as well together?

– Team Process Evaluation, ODRs, ISS, OSS

Percentage Change in Discipline Outcome

Between Baseline and Year 1

-24%

-18%

-8%

-30%

-25%

-20%

-15%

-10%

-5%

0%

ODR ISS OSS

Percentage Change

110Schools

89Schools

108Schools

higher implementing schools reported 37% fewer ODRs per 100 students

162

114115

94

105100

107

85

115

73

0

20

40

60

80

100

120

140

160

180

Low (BoQ <70) High (BoQ >=70)

Implementation Level

Average ODRs per 100 Students

2004-2005 2005-2006 2006-2007 2007-2008 2008-2009

35

Schools

77

Schools

83

Schools

39

Schools

76

Schools

107Schools

67

Schools

162

Schools

ODR Rates by Implementation Level

Across School Years

102

Schools

256

Schools

ISS Rates by Implementation Level

Across School Years

52

29

45

28

43

32

54

25

39

26

0

10

20

30

40

50

60

Low (BoQ <70) High (BoQ >=70)

Implementation Level

Average Days ISS per 100 Students

2004-2005 2005-2006 2006-2007 2007-2008 2008-2009

35Schools

77Schools

83Schools

39Schools

76Schools

107Schools

67Schools

162Schools

67Schools

162Schools

overall average difference of 40% across the five school years

73

43

61

34

56

37

51

28

50

25

0

10

20

30

40

50

60

70

80

Low (BoQ <70) High (BoQ >=70)

Implementation Level

Average Days OSS per 100 Students 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009

35Schools

77Schools

83Schools

39Schools

76Schools

107Schools

67Schools

162Schools

OSS Rates by Implementation Level

Across School Years

67Schools

162Schools

overall average difference of 43% across the five school years

49

(c) Attrition

1. Why do schools discontinue implementation of SWPBS?

– Attrition Survey

50

(d) Consumer Satisfaction

1. Are our consumers satisfied with the training, technical assistance, products and support received?

– SWIF survey

– District Coordinators survey

– Training evaluation

– Climate surveys

School-Wide Implementation Factors (SWIF)

Higher Implementing Lower Implementing

(70+ on BoQ) (-70 on BoQ)

90% + respondents from high implementing

schools identified these factors as Helpful:

80%+ respondents from low implementing

schools identified these factors as Helpful:

Factors

MOST

Helpful to

Implementation of

SWPBS

•Expectations and rules clearly defined

•Administrator committed to PBS,

willing to teach and model PBS, willing

to reward students

•Representative and committed PBS

Team

•Reward system works

•PBS Coach’s guidance with process

•Students responses to rewards and

activities

•Expectations and rules clearly defined

•Administrator willing to reward

students

•Representative PBS Team

25%+ respondents from high implementing

schools identified these factors as Problematic:

50%+ respondents from low implementing

schools identified these factors as Problematic:

Factors

MOST

Problematic to

Implementation of

SWPBS

•Adequate funding

•Team recognizes faculty participation

•Staff stability from year to year

•Student stability from year to year

•Staff time for PBS

•Staff belief about effectiveness of PBS

•Staff philosophy

•Staff consistency in teaching

•Staff consistency in discipline

procedures

53

(6) Products and Dissemination

• Annual Reports

• Revisions to Training

• Revisions to Technical Assistance process

• Dissemination activities:

– National, state, district, school levels

• Revisions to Website

• On-line training modules

Model SchoolsFlorida's Model Schools

1739 56

91133

95

184221

280

410

0

50

100

150

200

250

300

350

400

450

2004-2005 2005-2006 2006-2007 2007-2008 2008-2009

Number of Model Schools Number of Active Schools

32% of eligible schools achieved model school status in 2008-

2009. Of the 133 schools = 27 Gold, 72 Silver, 34 Bronze

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What’s New

• Train-the-Trainer Evaluation Process

• Expansion of Online Training Modules

• State-wide Behavioral Database

• Possible State RtI Center

• High Schools

• Further Research

• ???

56

Current Research

• PBS Implementation Checklist (PIC)

• Benchmarks of Quality (Revised)

• Benchmarks for Advanced Tiers (BAT)

• Walkthrough

• Tier 3

• Model Demonstrations at Tier 2/3

57

Challenge

58

Contact

Heather Peshak George, Ph.D.

• Phone: (813) 974-6440

• Fax: (813) 974-6115

• Email: flpbs@fmhi.usf.edu

• State Website: http://flpbs.fmhi.usf.edu

• National Website: www.pbis.org

• Association on PBS: www.apbs.org