School-wide Positive Behavior Support Professional Development Blueprint Tim Lewis, Ph.D University of Missouri Susan Barrett Shepard-Pratt Health Systems OSEP Center on Positive Behavioral Interventions and Supports pbis.org

Why a Professional Development Blueprint? Need for competent – State, region, & district Coordinators – Trainers – Coaches (technical assistance) Avoid an “accrediting” role/process Goal across all PBIS center activities to build local capacity Center had some hand in over 15,000 schools… There are over 100,000 schools in the U.S.

PD Blueprint… Lists and describe minimum core readiness, skill, and performance competencies for SWPBS trainers. Lists and describe minimum outcome competencies for SWPBS implementation by (a) school staff, (b) school leadership teams, and (c) coaching personnel. Provides self-assessment guides for monitoring training and coaching progress. Provides evaluation procedures for assessing training and coaching fidelity and integrity. Recommends schedules and sequence for training and coaching activities. Assumes that trainers have implementation experience and fluency with SWPBS practices and systems. Focuses on the school, district/region, and state as the context for sustained training implementation and support.

PD Blueprint Doesn’t Dictate specific training scripts or lesson plans. Require specific training examples. Provide an exhaustive list of training topics or delivery mechanisms. Align content with other behavior support, school climate or discipline, or social behavior curricula. Teach SWPBS content to trainers.

Build parallel systemic processes 1.Provide school/district teams with a process to address the presenting challenge (SWPBS) 2.Develop a parallel process for districts/states to support school implementation and continue to expand with integrity ( District /State Leadership Team)

District Initiative District Coordinator / Trainer PBS Coaches/ Trainers School Teams

Most Training Guskey (1986, 2000) Nearly every major work on the topic of staff development has emphasized the failings of these efforts. Majority of staff development fail to consider two factors: "What motivates teachers to engage in staff development, and the process by which change in teachers typically takes place" (p. 6). Considerations: – Change is a slow, difficult, gradual process; – Teachers need to receive regular feedback on student learning outcomes; and – Continued support and follow-up are necessary after initial training.

PD to Change Staff Behavior Staff Development Change in Teacher Practice Change in Student Outcomes Change in Teacher Beliefs Guskey, 1986

Blueprint Logic - Training Assess and map training to school team “readiness” Training targets focus on specific steps in building a continuum of behavioral supports All training should be outcome based with measurable goals (along with tool to measure) Trainers must master and demonstrate competency on essential features

Most Technical Assistance Relies on expert model Case by case Contingent upon funding streams and/or student eligibility Often poor fit within an instructional model

Rethinking Technical Assistance Moving from a case by case expert model to building expertise in the school Focus of all TA is on teaching the school team to solve problems or address challenges for themselves Shift from providing answers to asking questions Shift from developing plans to prompting plan development Shift from being viewed as the expert to being viewed as a facilitator Will not replace need for specialist, re-focus all to building capacity

Blueprint Logic – Technical Assistance Key competencies and skill sets of TA providers provided Basic logic of SW-PBS problem solving adhered to across all related activities (data- practices –systems) Tools and measures to assist in process School Team(s) are target of all TA

Derby Ridge Elementary Tier 2 Systems Classroom Teachers Grade Level Teams Tier Two Development Team CORE Team

Building the Blue Print

Phases of Implementation Exploration Installation Initial Implementation Full Implementation Innovation Sustainability 2 – 4 Years Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

Trainers Train more folks than you think you need Levels of skill development Organized around Phases of Implementation – Team Member – Team Leader – Coach – Trainer – Coach Coordinator – Regional/State Coordinator

Coaching within SWPBS Implementation Defining the Role Internal vs External Selecting Coaches Training and support for coaches Assessing Impact

Outcomes of Coaching Fluency with trained skills Adaptation of trained concepts/skills to local contexts and challenges And new challenges that arise Rapid redirection from miss-applications Increased fidelity of overall implementation Improved sustainability Most often due to ability to increase coaching intensity at critical points in time.

Building District and State Training Plans

PBIS in Virginia: Building Capacity and Sustainability School Staff, Families, Transportation, Communities Project Leadership Team Training and Technical Assistance Centers District Coordinators Coaches Team Leaders Problem-Solving Teams

How to organize it all? Phases of Implementation Implementers Blueprint – Evaluation Blueprint – Professional Development Blueprint District Implementation Workbook School Team Workbooks – Tier 1, Tier 2, CICO, Tier 3 State, District, School Examples

SYSTEMS PRACTICES PBIS Creating the Conditions for Learning OUTCOMES Social Competence & Academic Achievement Systems Supporting Staff Behavior Team Approach Administrator participation Community of Practice (Skill development and performance feedback) Data Supporting Decision Making office discipline referrals academic progress Attendance, truancy direct observation school improvement goal progress Process tools (fidelity) Practices Supporting Student Behavior Define behaviors, expectations, and rules Teach, model, and acknowledge behaviors, expectations, and rules Correct behaviors Consensus/collaboration 27 DATA

Stages of Implementation Exploration/Ado ption Installation Initial Implementation Full Implementation Innovation and Sustainability Establish Leadership Teams, Set Up Data Systems Development Commitment Provide Significant Support to Implementers Embedding within Standard Practice Improvements: Increase Efficiency and Effectiveness Should we do it? Doing it right Doing it better

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 10% 5% 0% 30% 20% 0% 60% 60% 5% 95% 95% 95% Joyce & Showers, 2002

Trainer Competencies Readiness Structures Training Day-Content (Changing and Evolving) Implementation Knowledge- Systems, Data, Practice – What resources to you have to get new content? – What structures should be in place prior to event? – What are the best ways to move through the material during the training event? What should the day(s) look like? – How are your local schools implementing?

Data Base PBS Surveys, PBS Eval Local data base Progress Report Annual Report Marketing and Dissemination Presentations Newsletters Evaluation Questions Template Tools PD System: Training Curriculum Administrator and Coaching

TOT Model: Building A System to Support Trainers Curriculum- Scope and Sequence (VA), Course Structure (IL), Competencies (NH) OR, FL UConn Learner Content Fluent (Systems, Data, Practices) Co-Trainer (Practice at Implementation Site) Trainer

Virginia: Training Capacity Special Thanks to: Florida, Illinois and Michigan VA ESD Project Bob Gable, Steve Tonelson, Irene Walker Bolton, Kim Yanek Uses Phases to organize Competencies and Outcomes identified at each Phase and Tier Access to Trainer for Fluency, TA, Performance Feedback – Monthly meetings – Guidebook help provide common language, role and consistency

“Innovation Neutral” process Any innovation/initiative A neutral process for implementing any innovation with fidelity Professional development Working smarter with limited resources – Aligning what you have to organize supports 34

Rationale for TOT Scaling/Demand Fidelity Support/Community of Learners Accountability

Expectations Completion of Application/Interview Process – Grandfather clause Agreement to attend all Facilitator Meetings Completion of Scope and Sequence Assignments Openness to feedback from assigned mentor Engage in professional learning community – Provide feedback, engage in continuous improvement

Performance Assessment Scope and Sequence – Clearly defined expectations Assessment tools for Trainers (Michigan) – Presentation Rubric – Preparedness Rubric – Content Rubric for each training event Data Systems Practices Outcomes

Preparedness Rubric

Presentation Rubric

Content Rubric

Content Tier 1-Benchmarks of Quality (BOQ) Tier 2 Basic (CICO Checklist) Advanced Tiers (BAT) Trainer Modules (ppt with notes) for each feature Observe the training Team Workbook- Activity and Action Plan Implementation Snapshots for each feature

Developmental Process (Fl, IL) Using the training grid to track progress – Learner – Content Fluent – Co- Facilitator – Facilitator

Illinois Network 2009

Fidelity Checks Scope and Sequence Facilitator Workbook (Trainer or Facilitator) Facilitator Workbook Competencies for each Phase Rubric (Preparedness, Presentation) Presentation Modules, Workbook, Implementation Snapshots (BOQ) Model, Co-present (use rubric to self assess) Observation Form Request Fidelity Check Request

PBIS in Virginia: Building Capacity and Sustainability School Staff, Families, Transportation, Communities Project Leadership Team Training and Technical Assistance Centers District Coordinators Coaches Team Leaders Problem-Solving Teams

State District Implementation Guide Workbook organized by POI Specific outcomes for each Phase Guiding Questions to build case/consensus Facilitated Activities that guide similar TA process Never meant to be a “paper product”

47 Exploration Guiding Questions Facilitated Exploration Activities Outcomes Professional Development/ Technical Assistance

Hybrid Training: Face to Face combined with Use of Technology WIKI Skype/Adobe connect

Using a WIKI “Fast” access to content/tools/resources Targets group needs Build with group Interactive or Storage Space