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PBIS District Leadership Teams: Using Implementation Science and the National Blueprint to Develop and Guide Implementation Efforts Special School District.

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Presentation on theme: "PBIS District Leadership Teams: Using Implementation Science and the National Blueprint to Develop and Guide Implementation Efforts Special School District."— Presentation transcript:

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 Pay It Forward with SW-PBS for School Success 8th Annual MO SW-PBS Summer Training Institute, 2013

2 We would like to thank… Center for SW-PBS College of Education University of Missouri 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

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  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

6 ObjectiveOur Goal  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  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.

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?

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

9 Stages of ImplementationFocusStageDescription Exploration/ Adoption Decision regarding commitment to adopting the program/practices and supporting successful implementation. InstallationSet 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. ElaborationExpand 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. Work to do it right! Work to do it better! Should we do it!

10 Making Room for the Initiative through Braiding MTSS with District Strategic Goals Successful Student Outcomes Adopted from Dr. Steve Goodman Student Achievement PBIS Diversity Safety & Discipline Accountability Parent/Community Involvement Healthy Youth Development

11 SWPBS Implementation Blueprint 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 1.Multi-school & district capacity 2.Membership representation (general & special education, families, mental health, administration) 3.Blueprint self-assessment 4.Three-five year action plan 5.Regular meeting schedule 6.Coordinator 7.Implementation team 8.Evaluator 9.Decision making authority Functions Leadership Team

16 2. Membership Representation: Establish Effective District Leadership teams  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 Function not People

17 Observe with a purpose PBIS District Level Team Meeting Observation 1.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? 3. Blueprint Self-Assessment

18 District Action Plan 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.MarchMay Training Coaching Evaluation

19 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? Working Smarter Not Harder Worksheet 9. Decision making authority

20 Add 1 new initiative; Take 2 away! How might we help teams to make these decisions? What should they pay attention to?

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 Political Support VisibilityPolicy 10.Recurring/ stable state funding sources 11.Assessment & Integration of organizational resources 12.Dissemination strategies to inform stakeholders 13.Quarterly & public acknowledgem ents 14.Social behavior in top 3 priorities 15.Annual leadership report to political unit 16.State chief participation & support 17.Endorsed SWPBS policy statement 18.Written procedural guidelines & agreements 19.Semi-annual outcome review to inform policy 20.Cross-initiative audit of implementation integrity 21.Action plan for integrated implementation

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  Communication  Accountability  Funding and resource justification  Promotion of sustained and/or expanded implementation  Acknowledgements Examples  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





29 What do you do for visibility?

30 Policy & practice inform each other Fixsen & Blase, 2007

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

32 22.Evidence- based practices & professional development 23.Plan for local training capacity 24.Plan for continuous regeneration 25.Local & regional coaching network 26.Monthly (new) & quarterly (established) coaching 27.Internal & external coaching functions 28.Implementatio n evaluation process & schedule 29.School based data system 30.District/state systems evaluation 31.Dissemination of annual report 32.Quarterly celebration & acknowledge- ment of accomplish- ments & outcomes 33.At least 2 individuals w/ SWPBS systems expertise 34.Individuals w/ behavioral expertise 35.Academic- behavioral expertise 36.Process & organizational expertise TrainingCoachingEvaluationExpertise

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 Blueprint Features Goal(s)Actions Person( s) Respon sible Resources Needed Timeline/Status A=Achieved/Maintained, I=In Progress, or N=Not Started Evaluation/Outcome (Data Sources) Oct.Dec.MarchMay 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 5. 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 2. Time incorporated in schedule 3. School Teams and Liz will support schools to develop a process for new teachers 4. Staff meetings 5.Invited C & I to DLT 6. How are schools supporting new teachers…Liz 7. Counselors to participate in PL Team1. PD Time allotted 4. Present at monthly meetings 1. I 2. I 3. I 4. I 1. I 2. A 3. I 4. I 5. I 6.A 7. I

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

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 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.MarchMay 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 1.DLT 2.Behavior Specialist 3.Behavior Specialist along with DLT/coac hes

42 What resources guide your training and coaching processes?

43 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) 31

44 vs = 5% reduction in Total Number of Office Discipline Referrals vs = 11% 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

57 p. 25 in Blueprint

58 Local School/District Implementation Demonstration 37. At least 10 local school demonstrations of SWPBS process & outcomes 38. 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

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 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

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

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


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.”

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