1. PBIS District Leadership Teams: Using Implementation Science and the National Blueprint to Develop and Guide Implementation Efforts
Special School District PBIS Team
Lisa Powers, Area Coordinator Planning & Development
Bridget Thomas, PBIS Facilitator
Lynn Yokoyama, PBIS Data Specialist
PBIS District Leadership Teams:  Using Implementation Science and the National Blueprint to Develop and Guide Implementation EffortsSpecial School District
Pay It Forward with SW-PBS for School Success
8th Annual MO SW-PBS Summer Training Institute, 2013
O'Hare & Powers, 2010

2. We would like to thank… Dr. Kathleen Lane
Professor of Special Education,
University of Kansas
Dr. Lucille Eber
Illinois PBIS Network Director
Dr. Joanne Malloy
Assistant Clinical Professor,
University of New Hampshire
*If presenting in a partner district, add their logo.
The Missouri Schoolwide Positive Behavior Support is a partnership among DESE, MU and the National Center for PBIS. Funding for the Regional Professional Development facilitators is provided by DESE. Technical support is provided by DESE, The University of Missouri Center for Schoolwide PBS and the National Center for PBIS. We are fortunate to have an impressive level of expertise in our state!
Center for SW-PBS
College of Education
University of Missouri

3. PBIS Mission Statement 2013
PBIS Team Mission:  The SSD Positive Behavioral Interventions and Support (PBIS) Team partners with district and school level teams in developing, implementing, and sustaining a culturally relevant multi-tiered model of prevention and intervention for the academic, behavioral and social-emotional success of all students and their families.

4. Today’s Meet Go to http://todaysmeet.com/Blueprint
Share your thoughts and questions throughout the presentation
Link to presentation

5. Introductions: “That’s Me”
Roles
Teachers
Administrators
Superintendents/Assist
Directors
Principals/Assist.
Clinicians/Specialists
School Psych.
Social Worker
Counselor
Behavior specialist
Family member
Researcher/Instructor
Currently on a DLT
Currently a DLT Coordinator/Leader
Once we have found out who is in the room.. Share our district structure.. Where we are from our district set up … we provide training and coaching for 22 districts in st louis county…

6. Objective Our Goal
Participants will learn the purpose and functions of a PBIS District Leadership Team (DLT) and be able to apply this information in their district teams.
Participants will learn how PIBS DLTs use the National PBIS Blueprint to be able to develop a three to five year action plan.
Participants will know lessons learned from experienced and beginning PBIS DLT and be able to apply this information to their work.  
Identify functions of a District Leadership Team
Provide an overview of the 2010 SW PBIS Implementation Blueprint & Self-Assessment & Sample Action Plans
Share snapshots and examples of DLT’s work, products, & perspectives
Team members: based on function not person/role
Examples: Action plan, CSIP, Brochure, video clips
O'Hare & Powers, 2010

7. By the end of this session you will be able to …
Describe potential PBIS DLT members and functions
Complete a PBIS Implementation and Self-Assessment
Describe possible next steps for your district
Share your structure for district leadership to support PBIS/multi-tiered system
What would you like to walk away with from this session?
Should we add a slide what do you want to know from this session today?
O'Hare & Powers, 2010

8. Implementation Challenge
Selecting effective, efficient, relevant, durable evidence-based solutions
Establishing systems level infrastructure to support scaled implementation of evidence-based solution
Arranging for accurate, sustained, & generalized local implementation of evidence-based solution
Rationale
George Sugai, March 2010
O'Hare & Powers, 2010

9. Stages of Implementation
Focus
Stage
Description
Exploration/
Adoption
Decision regarding commitment to adopting the program/practices and supporting successful implementation.
Installation
Set up infrastructure so that successful implementation can take place and be supported. Establish team and data systems, conduct audit, develop plan.
Initial Implementation
Try out the practices, work out details, learn and improve before expanding to other contexts.
Elaboration
Expand the program/practices to other locations, individuals, times- adjust from learning in initial implementation.
Continuous Improvement/
Regeneration
Make it easier, more efficient. Embed within current practices.
Should we do it!
Work to do it right!
Who has seen this before …
Work to do it better!

10. Making Room for the Initiative through Braiding MTSS with District Strategic Goals
Student Achievement
Accountability
PBIS
Healthy Youth Development
Diversity
Safety & Discipline
Parent/Community Involvement
Do not add more without taking away two other tasks
Learn the district goals and make connections ..
Successful Student Outcomes
Adopted from Dr. Steve Goodman

11. SWPBS Implementation Blueprint www.pbis.org
2010
This is the magnet we work from when factialtiing the development of district leadership teams
O'Hare & Powers, 2010

14. LEADERSHIP TEAM
1. Leadership Team is configured to address multi-school (district) and/or multi-district (region, state) leadership and coordination.
The SWPBS Implementation and Planning Self-Assessment is focused on district, regional, and/or state level leadership team planning. However, its features have applications to any large scale practice adoption and sustained/scaled implementation.
The Leadership Team’s primary function is to engage in leadership and coordination functions, which support and sustain accurate implementation of a continuum of evidence-based SWPBS practices. Its activities are configured around following SWPBS Implementation Blueprint features: (a) capacity building for training, coaching, evaluation, and coordination; (b) administrative participation for political support, visibility, funding, and policy; and (c) demonstrations of school and district implementation.
The overriding mission or purpose of this team is to provide overall leadership related to assessing, developing, implementing, managing, and evaluating a state, regional, and/or district-level comprehensive system of SWPBS for all students. This team is responsible for the coordination of training, coaching, and evaluation activities related to SWPBS implementation. This team develops a 3-5 year action plan to guide its capacity building and coordination activities and to achieve the mission or purpose of the SWPBS implementation effort.

15. Leadership Team Functions Multi-school & district capacity
Membership representation (general & special education, families, mental health, administration)
Blueprint self-assessment
Three-five year action plan
Regular meeting schedule
Coordinator
Implementation team
Evaluator
Decision making authority
This should look familiar to you as it is similar to the school based leadership team?
O'Hare & Powers, 2010

16. 2. Membership Representation: Establish Effective District Leadership teams
Function not People
Membership of this team should be based on individuals whose roles, responsibilities, and activities are associated with prevention of the development and occurrence of problem behavior.
Instruction and Curriculum
Safe and Drug Free Schools
Special Education
School Psychology and Counseling
Title or Other Related Initiatives
Student Health
School-wide Discipline
Dropout Preventions
Character Education
Alternative Programming
Data or Information Management
Professional Development
Higher Education
Parent and Community
Who do you have on your team? What do they bring to the table that you value
Higher Ed connection… Parent community
Maybe make it two columns
O'Hare & Powers, 2010

17. PBIS District Level Team Meeting Observation
Observe with a purpose
PBIS District Level Team Meeting Observation
What district level system pieces did you hear them talk about?
2. What comparisons might you make between this meeting and your own?
3. What learning do you want to take with you as you plan your next PBIS DLT meeting?
We use a numbers app on the Ipad to compile and score this informaiton for us .. If you were on the team and saw this data what would you say is going well and might be an opportunity for a strategy on the action plan
3. Blueprint Self-Assessment
O'Hare & Powers, 2010

18. District Action Plan On our website O'Hare & Powers, 2010
Blueprint Features
Goal(s)
Actions
Person(s) Responsible
Resources Needed
Timeline/Status A=Achieved/Maintained, I=In Progress, or N=Not Started
Evaluation/Outcome (Data Sources)
Oct.
Dec.
March
May
Training
Coaching
Evaluation
On our website
O'Hare & Powers, 2010

19. 9. Decision making authority
To the greatest extent possible, leadership should strive toward integration of teams and committees that have common behavior-related mission
What committees/work groups can we eliminate?
What committees/work groups can we combine?
What committees/work groups need to be supported for improved outcomes and sustained functioning?
What would an organizational chart look like that shows the relationship between each of our recommended committees/work groups?
One of our
Working Smarter Not Harder Worksheet
O'Hare & Powers, 2010

20. Add 1 new initiative; Take 2 away!
How might we help teams to make these decisions?
What should they pay attention to?
We could learn from the group.. How have they worked through this with the school based team? Elbow partners people share out .. At least 5 to share
From Sugui …
O'Hare & Powers, 2010

21. PBIS Model of Continuous Improvement
Enhances collaboration and communication between feeder schools
Team provides support and guidance for newer implementing schools and new coaches
Team provides peer accountability
Encourages continuous improvement through the year

22. Funding Visibility Political Support Policy
Recurring/ stable state funding sources
Assessment & Integration of organizational resources
Dissemination strategies to inform stakeholders
Quarterly & public acknowledgem ents
Social behavior in top 3 priorities
Annual leadership report to political unit
State chief participation & support
Endorsed SWPBS policy statement
Written procedural guidelines & agreements
Semi-annual outcome review to inform policy
Cross-initiative audit of implementation integrity
Action plan for integrated implementation
Funding: Support PBS coordinator and activities identified in Annual Action Plan
Grant support for start-up
General fund for sustaining efforts
Blend support from related initiatives
O'Hare & Powers, 2010

23. Funding
Support PBIS coordinator and activities identified in Annual Action Plan
Grant support for start-up
General fund for sustaining efforts
Blend support from related initiatives

24. Visibility Function Examples Communication Accountability
Funding and resource justification
Promotion of sustained and/or expanded implementation
Acknowledgements
DLT Minutes shared
Brochure to the Community/Board of Education
PBS Testimonial Video to the Board of Education
Data
PBIS Compendium
PBIS Award of Excellence
Newsletters to the Community
Communication: Notes distributed after each meeting and asking for input
Accountability: Sharing data with the board
O'Hare & Powers, 2010

29. What do you do for visibility?

30. Policy & practice inform each other
Fixsen & Blase, 2007
O'Hare & Powers, 2010

31. 17. PBIS Policy Statement LOS ANGELES UNIFIED SCHOOL DISTRICT
Policy Bulletin
BUL Page 1 of 14
Student Health and Human Services March 27, 2007
TITLE: Discipline Foundation Policy:
School-Wide Positive Behavior Support
NUMBER: BUL
ISSUER: Donnalyn Jaque-Antón, Executive Officer
Educational Services
DATE: March 27, 2007
Sugai quoting Fixsen, 2008: “Policy is-allocation of limited resources for unlimited needs.” “Policy is-opportunity, not guarantee, for good action.” “Training does not predict action.”-”Manualized treatements have created overly rigid & rapid applications.”
O'Hare & Powers, 2010

32. Training Coaching Evaluation Expertise
Evidence- based practices & professional development
Plan for local training capacity
Plan for continuous regeneration
Local & regional coaching network
Monthly (new) & quarterly (established) coaching
Internal & external coaching functions
Implementatio n evaluation process & schedule
School based data system
District/state systems evaluation
Dissemination of annual report
Quarterly celebration & acknowledge- ment of accomplish- ments & outcomes
At least 2 individuals w/ SWPBS systems expertise
Individuals w/ behavioral expertise
Academic- behavioral expertise
Process & organizational expertise

33. 23. DLT plans for local training capacity to build & sustain SWPBS practices.
To decrease reliance on outside training expertise
Requirements for this role include:
Demonstrated fluency with key concepts/features of PBS
Participated in full training sequence with school teams
Provided successful training workshops to adult learners
Experience with examples of implementation of SW-PBS practices and systems in multiple schools

34. 1. PD 2.- 3. Time allotted 4. Present at monthly meetings
Blueprint Features
Goal(s)
Actions
Person(s) Responsible
Resources Needed
Timeline/Status A=Achieved/Maintained, I=In Progress, or N=Not Started
Evaluation/Outcome (Data Sources)
Oct.
Dec.
March
May
Training
1.Tier 3 training in process for all schools who have completed T3 PL 2.Training at beginning of the year for all schools 3. Mentor program for new teachers into the building 4. Online Classroom Modules Counselors to attend PBIS and make connections with PBIS and care teams 6. Invite C and I to principle's DLT to discuss PD 7. Provide new teacher training
1.Continued PD as needed per school Time incorporated in schedule School Teams and Liz will support schools to develop a process for new teachers Staff meetings Invited C & I to DLT How are schools supporting new teachers…Liz Counselors to participate in PL
Team
1. PD Time allotted Present at monthly meetings
1. I I I I
1. I A I I I 6.A I
On our website
O'Hare & Powers, 2010

35. Year at a Glance

36. Agenda for Sept-Oct YAG
Celebrations:
What is going well in your school?
Data- School Safety Survey:
Systems PBIS Action Plan:
Practice- Teaching Expectations:
Closure
Review
Preview
Next Steps

37. The Vital Role of Administrative Support
Plan for continuous professional development for administrators.
Plan for supporting new administrators to work with school based PBIS Team
O'Hare & Powers, 2010

38. The following principles are considered when establishing coaching capacity
Each team should have access to coaching support
On-going district support is needed to maintain coaching activities
Coaches must have experience with school team implementation and problem solving
Coaches’ training and experiences must be linked with school team training and implementation

39. Coaching Capacity “Emerging” teams Attend team meetings
Make contact with team leaders
Review and report school data
Complete and or check on team progress on Team Implementation Checklist
Acknowledge team progress and outcomes
Report school progress to district leadership team

40. Coaching Capacity “Established” teams
Monitoring accuracy and consistency of implementation
Maximizing targeted outcomes
Increasing implementation efficiency
Acknowledging progress and outcomes
Communicating progress to district leadership team
Facilitating review of data and action plan enhancement

41. District Action Plan On our website O'Hare & Powers, 2010
Blueprint Features
Goal(s)
Actions
Person(s) Responsible
Resources Needed
Timeline/Status A=Achieved/Maintained, I=In Progress, or N=Not Started
Evaluation/Outcome (Data Sources)
Oct.
Dec.
March
May
Coaching
 1. to have a coaches network
2. Build support for coaches
3. Yearly calendar for coaches
 1. Identify coaches in district, matched to skillset identifed in Training and PD Blueprint
2. Monthly meeting for coaches
3. Build coaches calendar
DLT
Behavior Specialist
Behavior Specialist along with DLT/coaches
On our website
O'Hare & Powers, 2010

42. What resources guide your training and coaching processes?

43. 31 Build public relations
Dissemination, celebration, and acknowledgement of outcomes and accomplishments
Build public relations
Provide information about implementation efforts and outcomes
Reinforce implementation efforts
Provide support for future funding and implementation planning
(websites, conferences, presentations, newspaper articles certificates, radio and television spots)

44. 2009-10 vs. 2010-11 = 5% reduction in Total Number of Office Discipline Referrals

55. What data do or might you use to drive your action plans?

56. Behavioral Expertise Behavioral Theory Behavior Analysis
Proactive School-wide discipline
Effective classroom and behavioral management
Function based behavior intervention planning
Direct social skills instruction
Principals of reinforcement
Could add graphic on Behavior Expertise page 24 blueprint..
O'Hare & Powers, 2010

57. p. 25 in Blueprint

58. Local School/District Implementation Demonstration
At least 10 local school demonstrations of SWPBS process & outcomes
At least 2 districts/regional demonstrations of system-level leadership teams (25% of schools)
Rationale for local implementation efforts
Serve as training resources and models for future teams
ADD the Red box to match the Blueprint
Rationale for local implementation efforts
Serve as training resources and models for future teams
O'Hare & Powers, 2010

59. Learning Walks Why do schools use Learning Walks?
Learning Walks Provide an Opportunity to:
Reinforce attention to critical features
Gather data
Stimulate collegial conversations
Learning from others

60. 2012-13 DLT Goals Cabinet member engaged
Communication system with cabinet on monthly/quarterly basis
Connection to Special Education Leaders
Blueprint self-assessment completed
Develop an Action Plan connected to blueprint
Diverse team membership
Tier 1 training/coaching plan for maintaining/sustaining
Action plan for developing Tier 2/3
Monitor progress quarterly
District data, Type, Visual, and Process
Data system developed
DLT Agenda connected to action plan
Family Partnership and Voice at the district level

61. Lessons Learned
Maintain commitment from key players in the school district
District Action plan is a working document
Use data for decision-making
Reductions in Office Discipline Referrals (ODRs)
Sustained implementation at criterion
Increased academic gains
Increased perception that school is safe
Saved Instructional Time
Student Outcomes for Tier 2/3
Attendance
O'Hare & Powers, 2010

62. Lessons Learned cont.
Build internal capacity for professional development and coaching
Build reciprocal communication structures including to/from cabinet and big ideas to stakeholders
Plan for regeneration
Integration of Initiatives (Example: CR, RTI, etc.)
Integration of special education and general education
O'Hare & Powers, 2010

63. Challenges Communication Systems that are reciprocal Data Systems
Common protocols, procedures, timelines

64. Pbiscompendium.ssd.k12.mo.us

65. Post Organizer: Preview & Cue Use
Invite your PBIS Consultant to support the development of a District Leadership Team.
Discuss how to use the features of PBIS Implementation Blueprint to build your leadership team?

66. Our Next Steps
Use the National Center’s PBIS Intervention Blueprint & Self-Assessment
Help DLTs use Data at each meeting
Local Calendar includes PBIS Evaluation Plan & Professional Development
Assist DLTs to Improve communication to & from schools
Plan for regeneration

67. “Good Instruction” is an appropriate academic AND behavior intervention.”
Find another quote??? Put academic and behavior quote at the end…
O'Hare & Powers, 2010