1. PBIS District Coaches Training NWPBIS Network Lori Lynass, Ed.D. Tricia Hagerty, M Ed.

2. Introductions Who Are You, What District/ESD are you With How Many Schools Are You Supporting What Level of Implementation Are Your Schools At (Tier 1, 2 & 3) Note Cards – Two Truths and a Fib

3. Course Goals Provide You With Tools To : Increase Understanding and Build Fluency of the PBIS Framework – Systems, Data, Practices and Outcomes Build Capacity For Training, Coaching, Coordination and Evaluation To Lead Systematic Implementation of PBIS in Your District/ESD * How to Prioritize Your Time

4. Expectations Respect ◦ Opinions of Others ◦ Facilitators ◦ Environment ◦ Cell Phones in “Manners Mode” Responsibility ◦ Be On Time ◦ Take Calls/E-mails Outside ◦ Do Readings & Tasks Safety ◦ Take Risks ◦ Eat If Hungry ◦ Attend to Personal Needs

5. www.pbisnetwork.org

6. www.pbis.org

7. Building Coaching Competencies Know and define the essential features of school-wide PBS. PBIS Blue Print – Your New Best Friend Understand the Interchange of Data, Practices, Systems & Outcomes. Learn About and See PBIS in Action

8. Coaching Skills Activity Walk to the Appropriate Answer on the Wall For Each Question That is to Be Read A – I am an expert, I could lead a demonstration on this. B – I have a solid understanding of this and could speak about it. C – I have some knowledge of this. D- Say What?

9. Why PBIS and how can coaches build buy in?

10. Challenge … Schools are facing an increasingly diverse and challenging population of students with fewer financial resources. Academics is “our job” and Social behavior is “their job” How to enhance schools’ capacity to respond effectively, efficiently, & relevantly to range of problem behaviors observed in schools. ◦ “Work Smarter”

11. K-67th-8th Student TimeAdministrator TimeStudent TimeAdministrator Time Minutes58725195755391016665 Hours978326899278 Days1634115034

12. The Challenge Exclusion and punishment are the most common responses to conduct disorders in schools.  Lane & Murakami, (1987)  Rose, (1988)  Nieto, (1999)  Sprick, Borgmeier, & Nolet, (2002) Exclusion and punishment are ineffective at producing long-term reduction in problem behavior  Costenbader & Markson (1998)

13. The Challenge Punishing problem behaviors (without a proactive support system) is associated with increases in (a) aggression, (b) vandalism, (c) truancy, and (d) dropping out.  Mayer, 1995  Mayer & Sulzar-Azaroff, 1991  Skiba & Peterson, 1999

14. Are there alternatives to punishing problem behavior and suspending students from school that work to change student behavior?

16. PBIS Locally & Nationally Implemented in over 21,000 schools nationally and has state level initiatives in 35 states. Over 550 schools have been trained in Washington. Several district-wide initiatives. Current State Advisory Team for PBIS.

17. PBIS District Coach External coaches should have experience with the SWPBS process and behavioral expertise beyond most district faculty and staff. The primary role of the external coach is to provide individual school team technical assistance by attending school team meetings, providing examples, assisting with material development, organizing internal coach meetings and trainings, and assisting with the overall district SWPBS process. Prioritize Time – Focus on Building Capacity

18. Our Vision for PBIS Support State/NWPBISNESDDistrictSchoolStudent Providing Leadership, Training, Coaching and Technical Assistance

19. What is School-wide PBS? School-wide PBS is: ◦ A systems approach, establishing the social culture and behavioral supports needed for schools to be effective learning environments for all students. Evidence-based features of SW-PBS ◦ Prevention ◦ Define and teach positive social expectations ◦ Acknowledge positive behavior ◦ Arrange consistent consequences for problem behavior ◦ Collection and use of data for decision-making ◦ Continuum of intensive, individual interventions. ◦ Administrative leadership – Team-based implementation

20. SWPBS is Framework for enhancing adoption & implementation of Continuum of evidence-based interventions to achieve Academically & behaviorally important outcomes for All students

22. History of PBIS – 1980’s During the 1980s, a need was identified for improved selection, implementation, and documentation of effective behavioral interventions for students with behavior disorders

23. History of PBIS – 1990’s In the reauthorization of the Individuals with Disabilities Act of 1997, a grant to establish a national Center on Positive Behavioral Interventions and Supports was legislated to disseminate and provide technical assistance to schools on evidence based practices for improving supports for students with BD.

24. History of PBIS – 2000’s The National Technical Assistance (TA) Center on PBIS is currently in Year 14 (third 5-year grant cycle). PBIS being used nationally and internationally.

25. PBIS In Legislation IDEA, IDEIA and NCLB PBIS In Upcoming Revision on ESEA PBIS IN State Legislation

26. SWPBIS is the Integration Of:

27. To Implement and Scale PBIS It Must:

28. Six Defining Traits

29. The outcome of an effective systems approach is an organization (school, district, state education agency) that has three basic features (Gilbert, 1978; Horner, 2003)

30. SWPBS is about…. Improving classroom & school climate Decreasing reactive management Maximizing academic achievement Improving support for students w/ EBD Integrating academic & behavior initiatives

31. 2 Worries & Ineffective Responses to Problem Behavior Get Tough (practices) Train-&-Hope (systems)

32. 2001 Surgeon General’s Report on Youth Violence: Recommendations Change social context to break up antisocial networks Improve parent effectiveness Increase academic success Create positive school climates Teach & encourage individual social skills & competence

33. School-based Prevention & Youth Development Programming Coordinated Social Emotional & Academic Learning Greenberg et al. (2003) American Psychologist Teach children social skills directly in real context “Foster respectful, supportive relations among students, school staff, & parents” Support & reinforce positive academic & social behavior through comprehensive systems Invest in multiyear, multicomponent programs Combine classroom & school- & community-wide efforts Precorrect & continue prevention efforts

34. Characteristics of Safe School Center for Study & Prevention of Youth Violence High academic expectations & performance High levels of parental & community involvement Effective leadership by administrators & teachers A few clearly understood & uniformly enforced, rules Social skills instruction, character education & good citizenship. After school – extended day programs

35. Lessons Learned: White House Conference on School Safety Students, staff, & community must have means of communicating that is immediate, safe, & reliable Positive, respectful, predictable, & trusting student- teacher-family relationships are important High rates of academic & social success are important Positive, respectful, predictable, & trusting school environment/climate is important for all students Metal detectors, surveillance cameras, & security guards are insufficient deterrents

36. It’s not just about behavior! Good TeachingBehavior Management STUDENT ACHIEVEMENT Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

37. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Basics: 4 PBS Elements

38. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011; Sugai, O’Keeffe, & Fallon, in press CULTURALLY RELEVANT CULTURALLY VALID CULTURALLY SKILLED CULTURALLY EQUITABLE

39. SYSTEMS PRACTICES DATA OUTCOMES DATA Clear definitions Efficient procedures Easy input/output Readable displays Regular review

40. SYSTEMS PRACTICES DATA OUTCOMES Data-based Relevant/valued Measurable

41. SYSTEMS PRACTICES DATA OUTCOMES PRACTICES Evidence-based Outcome linked Cultural/contextual adjustments Integrated w/ similar initiatives Doable

42. Give Priority to Effective Practices Less Effective Label StudentExclude StudentBlame FamilyPunish StudentAssign RestitutionRequire Apology More Effective Invest in School-WideTeach & Reinf Soc SkActively Supervise & Prevent Individualization based on Competence Consider Culture & Context

43. SYSTEMS Training to fluency Continuous evaluation Team-based action planning Regular relevant reinforcers for staff behavior Integrated initiatives SYSTEMS PRACTICES DATA OUTCOMES

44. General Implementation “Map” 2+ years of school team training Annual “booster” events Coaching/facilitator support @ school & district levels Regular self-assessment & evaluation data On-going preparation of trainers Development of local/district leadership teams Establishment of state/regional leadership & policy team

45. Major SWPBS Tasks Establish leadership team Establish staff agreements Build working knowledge & capacity of SW- PBS practices & systems Develop individualized action plan for SW- PBS

46. Agreements Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS: “Getting Started”

47. Outcomes Systems: To sustain the implementation Data: For decision making Practices: Evidenced- based and doable SWPBS IMPLEMENTATION DRIVERS

49. Highline Public Schools Scaling-Up PBIS Improving Social and Academic Outcomes for All Students District PBIS Coordinator Tricia Robles, Patricia.robles@highlineschools.orgPatricia.robles@highlineschools.org

50. Schools implementing PBIS create a continuum of Behavior Support for students.

51. Prevention Logic for All (Walker et al., 1996) Decrease development of new problem behaviors Prevent worsening of existing problem behaviors Redesign learning/teaching environments to eliminate triggers & maintainers of problem behaviors Teach, monitor, & acknowledge prosocial behaviors

52. Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ALL SOME FEW 52

53. SWPBIS (aka PBIS/RtI) is All students Academic & behaviorally important outcomes for Continuum of evidence-based interventions to achieve A framework for enhancing adoption & implementation of

56. Scaling Up PBIS 1.Are we doing what we said we would do? Accurate & sustained implementation 2. Is it benefitting students? Meaningful student outcomes 3. How do we know? Use Data

57. What Works?

58. 2011-2012 PBIS in Highline  1.8 District PBIS Coordinators  District PBIS Team 2008-Present  Establishing PBIS Coaches – Service Area  Monthly PBIS Team Meetings  26 K-12 - Tier 1 School-wide PBIS 20 K-12 – Tier 2 Screening & CC&E  7 K-6 – Tier 3 Technical Assistance Teams  Baseline Data & Planning High Schools

59. Working on Sustainability 3 rd Annual August PBIS Training District Level Commitment - Stakeholders District Coordinators – Service Area Coaches School Commitment – Sponsorship Building-based Coaches/Coordinators TIPS Protocol & www.pbisassessment.orgwww.pbisassessment.org Celebrate Successes – Building Level with staff, students, families – District Level with administrators, school board, and community

64. Compared to last school year, we have seen drastic reductions in ODRs at the K- 6 and middle school levels: K-6 th Grade · 21% reduction (-1305) in office discipline referrals (ODRs) · 53% reduction in total out of school suspensions (OSS). · 47% reduction in number of students suspended. · 63% reduction in the total number of OSS days.

66. Student Time Recaptured 60school days Administrator Time 15- 8 hr. work days Student Time Recaptured 78 school days Administrator Time 19 -8 hr. work days

67. K-67th-8th Student TimeAdministrator TimeStudent TimeAdministrator Time Minutes58725195755391016665 Hours978326899278 Days1634115034

70. Compared to last school year, we have seen drastic reductions in ODRs at the middle school level: Middle Schools · 33% reduction (-1111)in ODRs · 42% reduction in total OSS. · 28% reduction in number of students suspended. · 51% reduction in the total number of OSS days.

72. Cedarhurst Total Office Discipline Referrals from 1,228 to 307

73. Cedarhurst Elementary PBIS

75. Test Your Knowledge As A Team Discuss Quickly Your Answer and Hold Up Your Fingers To Indicate Your Answer: ◦ One Finger – A ◦ Two Fingers – B ◦ Three Fingers – C ◦ One Finger – True ◦ Two Fingers - False

76. The PBIS Blueprint www.pbis.org

77. PBIS Blueprints www.pbis.org

78. District Leadership Team Funding Visibility Political Support TrainingCoachingEvaluation Active Coordination Local School Teams/Demonstrations Behavioral Expertise District Level Action Plan and Scaling Strategy Cadre of Trainers/CoachesSite Based Behavioral Expertise Evaluation Plan Data Use Policy

79. Top 10 Reasons PBIS Implementation gets Bogged Down 1.Lack of continuous administrative support & involvement 2.Lack of awareness and understanding that staff set and change culture in schools 3.Lack of understanding commitment and “buy-in” from staff 4.Lack of understanding that academic success is driven by school culture 5.Not working through the PBIS processes on a consensus basis as a team 6.Taking on too much too fast (generally with positive intentions) 7.Inconsistency of implementation by staff 8.Looking for the negative vs. looking for positives in student behavior 9.Focusing only on the high risk students 10.Not tracking, reporting out, and responding to school behavior data (Created by Pam Hallvik)

80. Working on Sustainability 4 th Annual PBIS Summer Institute District Level Commitment - Stakeholders District Coordinators – Service Area Coaches School Commitment – Sponsorship Building-based Coaches/Coordinators TIPS Protocol & www.pbisassessment.orgwww.pbisassessment.org Celebrate Successes – Building Level with staff, students, families – District Level with administrators, school board, and community

81. HPS Lessons Learned & Next Steps Continue High Visibility of PBIS via Recognition & Celebrations – Annual School Board Presentation – Annual August Training – Highlight PBIS School Successes in Local HPS Publications Continue Integrating PBIS with District Initiatives and Embed PBIS to Improve Outcomes for ALL – Equity, Alternatives to Suspension, HIB, Drug/Alc, etc. Continue Investing & Improving in Data, Systems, Practices Re-examine implementation plans in High Schools to ensure maximum success

82. Lunch – 1 Hour

83. Lunch Time Activity As We Get Started On Your Note card Please Write Two Truths and a Fib About Yourself Put Your Name on the Note card in The Top Corner of the Note card Example: I have skydived 5 times. I have back packed through the Grand Canyon. I once sold the most girl scout cookies in my neighborhood.

84. Implementation Science and PBIS

85. Evidence-based Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231). Download all or part of the monograph at: http://www.fpg.unc.edu/~nirn/resources/detail.cfm?resourceID=31 Implementation Research: A Synthesis of the Literature

86. Challenge = Implementation Limited focus on Implementation ◦ Need to define the systems to support sustained, accurate implementation of Tier 2 & Tier 3 Behavior Supports ◦ Starts with strategic, long-term district planning & commitment

87. GOOD FASTCHEAP When implementing an innovation, you may pick any two. Wexelblatt’s Scheduling Algorithm

88. Solution Effective intervention practices and programs + Effective implementation practices Good outcomes for students No other combination of factors reliably produces desired outcomes

89. © Fixsen & Blase, 2008 Performance Assessment (Fidelity) Coaching Training Selection Systems Intervention Facilitative Administration Decision Support Data System Integrated & Compensatory Competency Drivers Organization Drivers Leadership AdaptiveTechnical Improved Outcomes for... Program/Initiative (set of practices)

90. © Fixsen & Blase, 2008 Performance Assessment (Fidelity) Coaching Training Selection Integrated & Compensatory Competency Drivers Organization Drivers Leadership Improved Outcomes for... Program/Initiative (set of practices) Competency Drivers are mechanisms that help to develop, improve, and sustain one’s ability to implement an intervention to benefit students.

91. © Fixsen & Blase, 2008 Performance Assessment (Fidelity) Systems Intervention Facilitative Administration Decision Support Data System Integrated & Compensatory Competency Drivers Organization Drivers Leadership Improved Outcomes for... Program/Initiative (set of practices) Organization Drivers are mechanisms to create and sustain hospitable organizational and systems environments for effective educational services

92. © Fixsen & Blase, 2008 Performance Assessment (Fidelity) Coaching Training Selection Systems Intervention Facilitative Administration Decision Support Data System Integrated & Compensatory Competency Drivers Organization Drivers Leadership AdaptiveTechnical Improved Outcomes for... Program/Initiative (set of practices)

93. Implementation: Leadership Drivers Managing the Stages of Implementation Exploration  Installation  Init’l Implementation  Continual Regeneration  Sustainability

94. Pg 32 of Blueprint

95. Leadership COMMITMENT!! ◦ Grounded in understanding Understand the Systems ◦ Tier 1  Data Teaming  Tier 2  Data Teaming  Tier 3 Understand Implementation Progressive Implementation

96. Leadership Construct & Oversee Implementation effort ◦ Commitment & Consistency over time Champion - Active advocate with a plan Formalize a clear link to district priorities ◦ Consistent topic in District Leadership team discussions ◦ Policy considerations ◦ Align District (CIP) & School Improvement goals (SIP) ◦ Disproportionate Discipline & Achievement Gap

97. Discussion What stage of implementation would you say your district is in? Are some schools “farther” along than the district?

98. Coaching in PBIS

99. Coaching Set of responsibilities, actions, activities …..not person Bridge between training & implementation ……not administrative accountability Positive & supportive resource & facilitation ….not nagging

100. Effective Coaches Build local capacity  Become the expert, but widely share knowledge Maximize current competence  Never change things that are working  Always make the smallest change that will have the biggest impact Focus on valued outcomes  Tie all efforts to the benefits for children Emphasize Accountability  Measure and report; measure and report; measure and report. Build credibility through:  (a) consistency, (b) competence with behavioral principles/practices, (c) relationships, (d) time investment. Pre-correct for success - From Florida’s PBIS Project

101. Training Outcomes Related to Training Components Training Outcomes Training Components Knowledge of Content Skill Implementation Classroom Application Presentation/ Lecture Plus Demonstration Plus Practice Plus Coaching/ Admin Support Data Feedback Joyce & Showers, 2002 10% 5%0% 30% 20% 0% 60% 60%5% 95% 95%95%

102. General Considerations Who’s coaching? Who’s being coached? Who directly & indirectly benefits from coaching? What is being coached? Where does coaching occur? How are coaches prepared? Who coaches the coaches? How is coaching provided? How is coaching implementation fidelity evaluated? How is coaching effectiveness evaluated? Are practice implementation benefits meaningful?

103. COACHING FUNCTIONS Guidance for team startup Technical assistance Resource accessProblem solving Data-based decision making Positive reinforcement Prompting & reminding Communications network

104. “Coaching” PRACTICE IMPLEMENTATION FIDELITY Formal to Informal Specialized to General Direct to Indirect Frequent to Infrequent Predictable to Unpredictable Internal to External Individual to Group

105. “Easier to coach what you know & have experienced.” Coaching linked to implementation teamCoaching training linked with team trainingCoaches participate in team trainingNew teams added with increased coaching fluencyCoaching capacity integrated into existing personnelSupervisor approved & endorsedDistrict agreements & support givenCoaches experienced with team implementationDistrict-wide coordination providedRegularly meetings for prompting celebrating, problem solving etc.

106. Big Ideas Coaching capacity is defined as activities or functions, not person End goal of coaching is to maximize adoption, durability, & scalability of evidence-based practice experienced by students Coaching functions have varied levels of intensity Coaching functions are shared responsibilities Coaching capacity at multiple organizational levels (teacher, school, district, region, state) Coaching implementation capacity should be planned, formal, continually monitored, and systematically evaluated

107. Coaches Self Assessment Complete the Coaches Self Assessment for Only the Preliminary Skills What Are the Skills You Need to Gain? How Will You Gain These?

108. Final Q & A and Action Planning