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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 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
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
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

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


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

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