District Planning & Leadership Implementation of SW-PBIS

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Presentation transcript:

District Planning & Leadership Implementation of SW-PBIS Chris Borgmeier, PhD Portland State University cborgmei@pdx.edu

Group Discussion In your experience… what have been the most successful district efforts to implement evidence/research based practices? What made these implementation efforts successful? How do you know they were successful? What have been the most common challenges & barriers to implementation of professional development efforts?

Goals of the Leadership Team Training Provide training and support related to the critical features of a district and regional infrastructure to maximize PBIS efforts, and Help your district/regional leadership teams develop collaborative district and regional plans to best address the unique needs and challenges to supporting effective PBIS implementation in your district/region.

Why District Leadership Teams & Planning? Effective Professional Development

Islands of SW-PBIS PBIS Ghost Towns PBIS Ghost Towns

Implementation Excellent experimental evidence for what does not work Training alone, no matter how well done, does not lead to successful implementation With a variety of designs and measures, information dissemination and training by themselves repeatedly have been shown to be ineffective in education, human services, health, business, and manufacturing

Implementation Excellent evidence for what does not work Implementation by edict does not work Implementation by “following the money” does not work Implementation without changing supporting roles and functions does not work Paul Nutt (2002). Why Decisions Fail

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

District Planning, Support & Coaching Putting it Together Effective intervention practices and programs + SW-PBIS Effective implementation practices District Planning, Support & Coaching Good outcomes for students The usability of a program has little to do with the weight of the evidence regarding program outcomes Evidence on effectiveness helps us select what we want implement Evidence on outcomes does not help us implement the program I am going to shift to implementation now. Remember though, these are separate things—a poor program can be implemented well! No other combination of factors reliably produces desired outcomes (c) Dean Fixsen and Karen Blase, 2004 9 9

Premise of SW-PBIS The ability of schools to sustain effective and accurate implementation of SW-PBIS is largely dependent upon the school district and local/regional supports that are in place. (extend this logic beyond SW-PBIS to any effort to implement evidence-based practices)

Stages of Implementation Implementation is not an event It’s a mission-oriented process involving multiple decisions, actions, and corrections Commitment Required

Stages of Implementation Implementation occurs in stages: Exploration Installation Initial Implementation Full Implementation Innovation Sustainability 2 – 4 Years Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

Team Discussion Exploration Stage Since you’re here… you’ve presumably explored and identified SW-PBIS as your evidence based practice. What has been your process of exploration? What do you know about SW-PBIS? What do you want to/need to know?

Performance Assessment (Fidelity) Decision Support Data System Implementation Model District Leadership Teaming & Support Student Benefits Performance Assessment (Fidelity) Coaching Training Selection Systems Intervention Facilitative Administration Decision Support Data System Competency Organization Adaptive Integrated & Compensatory Technical Leadership © Fixsen & Blase, 2008

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

SW-PBIS Organization Logic

Challenge = Implementation Limited resources Time, money, expertise, etc. For too many competing initiatives Limited focus on Implementation Need to define the systems to support sustained, accurate implementation of SW- PBIS Starts with strategic, long-term district planning

Features of an Effective Systems Approach (Gilbert, 1978; Horner, 2003) A Common Vision: The organization has a mission, purpose, or goal that is embraced by the majority of members of the organization and serves as the basis for decision making and action planning. A Common Language: The organization establishes a means of describing its vision, actions, and operations so that communications are informative, efficient, effective, and relevant to members of the organization. A Common Experience: The organization is defined by a set of actions, routines, procedures, or operations that is universally practiced and experienced by all members of the organization and that also includes a data feedback system to link activities to outcomes.

Establishing a Social Culture Common Language MEMBERSHIP Common Experience Common Vision/Values

Los Angeles Unified School District Discipline Policy Every student has the right to be educated in a safe, respectful and welcoming environment…. This will be achieved through the adoption and implementation of a consistent school-wide positive behavior support discipline plan for every school in LAUSD. All school level plans will include: teaching school rules and social emotional skills; reinforcing appropriate student behavior; using effective classroom management and positive behavior support strategies by providing early intervention for misconduct and appropriate use of consequences. http://notebook.lausd.net/portal/page?_pageid=33,911578&_dad=ptl&_schema=PTL_EP

Common Vision Team Work Time Related to school climate, behavioral support & discipline… What is your district vision? How well defined? How well known? Is this vision apparent in your district policy?

A Systems Approach An alternative to “train-n-hope” Prioritizes problem solving and action planning that emphasizes accurate, durable, and expanded implementation: Establish a visible, effective, efficient, and functional leadership team. Review existing information/data. Analyze, describe, and prioritize issue within context. Specify measurable outcome that is related directly to issue and context. Select evidence-based practice to achieve specified outcome. Provide supports for accurate sustained adoption and implementation of practice. Monitor practice implementation and progress toward outcome. Modify practice implementation based on analysis of progress data.

Leadership Team

PBIS Implementation Self Assessment & Planning Tool

PBIS District Leadership Team Purpose: Establish & maintain District Vision for PBIS District Self Assessment & Action Plan Steers the PBIS ship Regularly review progress, challenges and needs of building implementers (remove barriers) Review data (outcome & implementation data) & use to guide decision making & action planning Planning for ongoing development, coordination, and maintenance of programs

Representative Leadership Team Membership on the SWPBIS Leadership team should represent individuals who benefit from and are affected by the activities and decisions of SWPBIS implementation By striving toward representation from appropriate stakeholders, political, policy, management, and fiscal communications can occur. To the greatest extent possible, leadership should strive toward integration of teams and committees that have a common behavior-related mission.

Membership on District SW-PBIS Leadership Team Membership of this team should be based on individuals whose roles, responsibilities, and activities are associated with the: prevention of the development and occurrence of problem behavior, development and maintenance of general and specialized behavioral capacity or competence, and management and evaluation of resources related to the provision of behavioral supports.

Typically, the following emphases are represented: 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 Prevention Character Education Alternative Programming Data or Information Management Multiculturalism and Affirmative Action Regional/County Office of Education partner

Political Support To the greatest extent, administrative leaders (e.g. superintendents, school board members, program head, directors) of the regional/ district political unit should be included as active members of the PBIS Leadership Team to enhance: political support and influence, decision making, resource management, relevant action planning, durable and expanded implementation, and policy development and implementation.

Questions to Consider 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?

Are outcomes measurable? Is there overlap in purpose? Sample Teaming Matrix Initiative, Committee Purpose Outcome Target Group Staff Involved SIP/SID Attendance Committee Increase attendance Increase % of students attending daily All students Eric, Ellen, Marlee Goal #2 Character Education Improve character Marlee, J.S., Ellen Goal #3 Safety Committee Improve safety Predictable response to threat/crisis Dangerous students Has not met School Spirit Committee Enhance school spirit Improve morale Discipline Committee Improve behavior Decrease office referrals Bullies, antisocial students, repeat offenders Ellen, Eric, Marlee, Otis DARE Committee Prevent drug use High/at-risk drug users Don EBS Work Group Implement 3-tier model Decrease office referrals, increase attendance, enhance academic engagement, improve grades Eric, Ellen, Marlee, Otis, Emma Are outcomes measurable? Is there overlap in purpose?

Initiative, Project, Committee District Teaming Matrix Initiative, Project, Committee Purpose Outcome Target Group Staff Involved SIP/SID/ etc Attendance SPED – Behavior Placement Response To Instruction & Intervention Positive Behavior Support Discipline Committee Curriculum – Character Ed Bullying Group Counseling

District Leadership Team – Behavior/Discipline Team Task Complete Self Assessment items for Leadership Team Who should be included to make this team more representative across stakeholders What existing teams can we merge or eliminate w/ establishment of Ldrsp Team? Develop a meeting schedule Complete Action Plan w/ specific tasks & dates for completion

PBIS Implementation Self Assessment & Planning Tool

Funding Stable and predictable funding should be secured to support the personnel, management, coordination, and leadership function of the SWPBIS implementation effort. Activities and requirements specified in the annual action plan also can be used to develop an appropriate funding model. To the greatest extent possible, secure recurring support from the general fund. grant support can be a useful source of start-up funding, this type of funding may not be sustainable.

Funding SWPBIS goals, activities, and outcomes are likely to be related to those of other initiatives and programs, for example, Character Education, Safe/Drug-Free, Title, Special Education. To achieve organizational effectiveness, efficiency, and relevance, Leadership Team members and stakeholders should examine opportunities to blend funding and resources. This blending can occur naturally as a result of organizational restructuring and integration of multiple and similar committees, programs, etc.

Funding Team Task Complete Self Assessment items for Funding What possibilities are there for increasing cost effectiveness due to overlapping initiatives/efforts? Prioritization Focus on evidence based practices & outcomes Inventory & evaluate funding and outcomes of existing programs/interventions Complete Action Plan w/ specific tasks & dates for completion

PBIS Implementation Self Assessment & Planning Tool

Visibility Keeping stakeholders (e.g., district/state administrators, school board members, local politicians, parent groups) informed about the implementation efforts and accomplishments is important for a number of reasons, for example: communication, accountability, funding and resource justification, promotion of sustained and/or expanded implementation, and acknowledgements.

Visibility Can use a variety of methods (e.g., websites, newsletters, presentations, media coverage, site visits). Goal = regular (e.g., quarterly, semi-annual, annual) events in which current activities and accomplishments and future events are highlighted. In addition, exemplar schools, classes, grade levels, students, and/or communities can be showcased. To the greatest extent possible, outcomes should be highlighted through the collection and display of data. These data should be linked to the activities of the initiative and to the costs and benefits of the effort.

Performance Feedback At all levels (e.g., individual student, classroom teacher, leadership team, school and district administrator, regional/state chief), accurate and sustained implementation of effective practices is directly linked to meaningful, regular, and contingent feedback. An important element of performance feedback is ensuring that positive recognition are visible to the individual and relevant members of that individual’s working and social network or culture.

Performance Feedback One of the major functions of the SWPBIS Leadership Team is to develop and implement a formal system of performance acknowledgements, which must be: Culturally and contextually relevant. Visible to individuals and their relevant social network. Contingent or related to the individual’s actual performance at expected criterion levels. Provided on a regular schedule (e.g., monthly, quarterly, annually). Specific performance expectations and criteria that are appropriate to a given individual’s level of functioning and position.

Visibility & Political Support Team Task Complete Self Assessment items for Visibility Who are the stakeholders who should be included in visibility efforts related to school climate, behavior, discipline? What strategic efforts should be taken to increase visibility? Whose performance feedback will be critical to success of SW-PBIS efforts in short-term? How can these critical efforts be highlighted and acknowledged? Complete Action Plan w/ specific tasks & dates for completion

PBIS Implementation Self Assessment & Planning Tool

BOARD POLICY Student Conduct and Discipline 4.30.010-P The Board is committed to a positive, respectful, inclusive climate in every school that promotes academic achievement, ensures safe and drug-free learning communities, provides positive behavior supports, ensures equitable outcomes in discipline, and maximizes the time students spend in school.

Policy This policy statement should include descriptions of: (a) need and rationale, (b) purpose and benefits, (c) measurable outcome objectives, (d) activities and operations for achieving these objectives, and (e) evaluation strategy. This statement will assist in enhancing visibility, funding, political support, and resource commitments. Although mandating of SWPBIS framework, specifically, is not recommended, a policy statement can delineate necessary requirements related to, for example, implementation readiness, participation expectations, evidence-based practices, and evaluation procedures.

Policy to Practice to Policy Specifically, policy is current and contextually relevant when implementation and outcome information is collected on a regular basis (at least semi-annually). Together, implementation and outcome information can be used to refine policy statements that guide practice implementation.

Policy Team Task Complete Self Assessment items for Policy What might be goals (probably more long- term) for policy and procedural guidelines for SW-PBIS efforts? What steps could you take over the upcoming year re: those goals? Complete Action Plan w/ specific tasks & dates for completion

PBIS Implementation Self Assessment & Planning Tool

PBIS Implementation Self Assessment & Planning Tool

Scope of the PBIS Coaching Role Training Providing training/ build local training capacity Develop Training Calendar to support Training needs Coordination District Leadership/Steering Committee Team Leaders Meetings Team Trainings & Data Collection Evaluation Assess needs of school and district based on measures of implementation and outcomes, disseminate data in format to guide decision making in buildings and at district level Coaching Technical Assistance at building PBIS team meetings, trainings, team leader meetings and via email/phone

Formalizing Feedback Loops District Administration & Leadership Team District PBIS Coach School PBIS team leader & administrator (c) Dean Fixsen and Karen Blase, 2008 54

Maintain an Active link b/w Schools and the District PBIS Team Leaders are the primary liaison between the schools and the PBIS Coach & district support Regular PBIS Team Leaders Meetings are one avenue for that Set up channels for frequent, ongoing communication between PBIS Coach and school PBIS team leaders and administrators Email list, listserv, etc.

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

Training, Coaching & Coord. Team Task Complete Self Assessment items for Training, Coaching & Coordination Capacity How is your district addressing coaching for SW-PBIS teams & efforts to follow-up training? How much FTE? Who will play the role of coach? Plan for next 3 years? Complete Action Plan w/ specific tasks & dates for completion

PBIS Implementation Self Assessment & Planning Tool

Evaluation Team Task Complete Self Assessment items for Evaluation Complete Action Plan w/ specific tasks & dates for completion

PBIS Implementation Self Assessment & Planning Tool

So, the Evidence Based Practice… what is this SW-PBIS?

3-Tiered Prevention Logic & Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior 3-Tiered Prevention Logic & ~5% Progression of Implementation Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings SAY: One of the most important organizing components of PBIS is the establishment of a continuum of behavior support that considers all students and emphasizes prevention. This logic of this 3-tiered approach is derived from the public health approach to disease prevention. All students and staff should be exposed formally and in an on-going manner to primary prevention interventions. Primary prevention is provided to all students and focuses on giving students the necessary pro-social skills that prevents the establishment and occurrence of problem behavior. If done systemically and comprehensively, a majority of students are likely to be affected. Some students will be unresponsive or unsupported by primary prevention, and more specialized interventions will be required. One form of assistance is called secondary prevention, and is characterized by instruction that is more specific and more engaging. These interventions can be standardized to be applied similarly and efficiently across a small number of students. The goal of secondary prevention is to reduce/prevent the likelihood of problem behavior occurrences, and to enable these students to be supported by the school-wide PBIS effort. If primary prevention is in place, a small proportion of students will require highly individualized and intensive interventions. The goal or tertiary level interventions is to reduce the intensity, complexity, and impact of the problem behaviors displayed by these students by providing supports that are (a) function-based, (b) contextually appropriate and person-centered, (c) strength-based and instructionally oriented, (d) continuously evaluated and enhanced, and (e) linked to the school-wide PBIS approach. ~80% of Students

School-wide Positive Behavior Support Systems Classroom Setting Systems Nonclassroom Setting Systems Individual Student Systems School-wide Systems

School-wide Systems 1. Common purpose & approach to discipline 2. Clear set of positive expectations & behaviors 3. Procedures for teaching expected behavior 4. Continuum of procedures for encouraging expected behavior 5. Continuum of procedures for discouraging inappropriate behavior 6. Procedures for on-going monitoring & evaluation SAY: Although most schools have a written conduct of conduct or discipline policy which is important, it tends to focus on procedures for processing rule violations (5.). Effective school-wide discipline systems have a matching and strong proactive component that teaches and encourages prosocial behavior, and provides an on-going progress monitoring system. The remaining five items are important but difficult to sustain without clear school-wide investments and structures in place.

Classroom Setting Systems Classroom-wide positive expectations taught & encouraged Teaching classroom routines & cues taught & encouraged Ratio of 6-8 positive to 1 negative adult-student interaction Active supervision Redirections for minor, infrequent behavior errors Frequent precorrections for chronic errors Effective academic instruction & curriculum SAY: Effective classroom environment is important because well-organized and managed classrooms provide opportunities for teachers to teach and students to learn both academic and social skills. If you were to visit these classrooms, you would see these practices on a daily basis. The “Classroom Practices Self-Assessment” in Appendix 5 can be used by educational leaders, teams, or facilitators to assist staff in reflecting on their own teaching practices and to develop individual or group action plans for professional development.

Positive expectations & routines taught & encouraged Nonclassroom Setting Systems Positive expectations & routines taught & encouraged Active supervision by all staff Scan, move, interact Precorrections & reminders Positive reinforcement SAY: All teachers and educational leaders know that what happens in the non-classroom settings (e.g., hallways, cafeterias, playgrounds, parking lots, etc.) can carryover into the classroom (and vice versa). In nonclassroom settings, academic instruction isn’t available to engage students and serve as a behavior management strategy. Educational leaders must ensure that effective practices are in place in nonclassroom settings. The most important evidence-based practice is “active supervision.” The “Active Supervision and Nonclassroom Setting Self-Assessment” in Appendix 6 can be used by educational leaders, teams, or facilitators to assist staff in reflecting on their own teaching practices and to develop individual or group action plans for professional development.

Individual Student Systems Behavioral competence at school & district levels Function-based behavior support planning Team- & data-based decision making Comprehensive person-centered planning & wraparound processes Targeted social skills & self-management instruction Individualized instructional & curricular accommodations SAY: If we are successful in establishing effective school-wide, classroom, and nonclassroom practices and systems, we can support a majority of students and staff. However, some students will require more specialized, intensive, and possibly individualized PBIS. To be effective in supporting high-need students, behavior specialists must have access to and fluent knowledge about tertiary level interventions and systems as characterized by these 6 sample items. They also must be fluent in the use and facilitation of these skills. One of the main objectives of school-wide PBIS is to facilitate the accurate and sustained implementation of tertiary level interventions with student who display the most challenging problem behaviors. An important element of individual student systems is adopting a “function-based approach” which generally means using information about what triggers and maintains problem behaviors to build effective behavior intervention plans. Functional behavioral assessments are conducted to build and serve as the backbone of these plans. Two checklists can be used to validate the completeness and accuracy of functional behavioral assessments and behavior intervention plans (see Appendices 7 & 8, respectively).

Supporting Social Competence & Academic Achievement 4 PBIS Elements OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

Main Messages STUDENT ACHIEVEMENT Good Teaching Behavior Management Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

Evidence Based Practice: SWPBIS What are your teams doing now? School implementation of SWPBIS Universal System Day 1 Training content Overview of SWPBIS Teaming Process Communication & Feedback w/ Staff SW Rules Behavioral Expectations Lesson Plans Day 2 Acknowledgement Systems Tier 3 Tier 2 Tier 1

Web Resources & Tools www.pbis.org SW-PBIS Implementer’s Blueprint & Self Assessment