IntroductionsWho Are You, What District/ESD
are you WithHow Many Schools Are You
SupportingWhat Level of Implementation
Are Your Schools At (Tier 1, 2 & 3)
Note Cards – Two Truths and a Fib
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
ExpectationsRespect
◦ 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
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
Coaching Skills ActivityWalk 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?
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”
K-6 7th-8th
Student Time Administrator Time Student Time Administrator Time
Minutes 58725 19575 53910 16665
Hours 978 326 899 278
Days 163 41 150 34
PBIS Locally & NationallyImplemented 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.
PBIS District CoachExternal 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
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
History of PBIS – 1980’sDuring the 1980s, a need was
identified for improved selection, implementation, and documentation of effective behavioral interventions for students with behavior disorders
History of PBIS – 1990’sIn 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.
History of PBIS – 2000’sThe National Technical Assistance
(TA) Center on PBIS is currently in Year 14 (third 5-year grant cycle).
PBIS being used nationally and internationally.
The outcome of an effective systems approach is an organization (school, district, state education agency) that has three basic
features (Gilbert, 1978; Horner, 2003)
2 Worries & Ineffective Responses to Problem Behavior
• Get Tough (practices)• Train-&-Hope (systems)
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
School-based Prevention & Youth Development ProgrammingCoordinated 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
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
It’s not just about behavior!
Good Teaching Behavior Management
STUDENT ACHIEVEMENT
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
Basics: 4 PBS
Elements
SYST
EMS
PRACTICES
DATA
SupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011; Sugai, O’Keeffe, & Fallon, in press
CULTURALLYRELEVANT
CULTURALLYVALID
CULTURALLYSKILLED
CULTURALLYEQUITABLE
SYST
EMS
PRACTICES
DATAOUTCOMES
DATA• Clear definitions• Efficient procedures• Easy input/output• Readable displays• Regular review
SYST
EMS
PRACTICES
DATA
OUTCOMES
PRACTICES• Evidence-based• Outcome linked• Cultural/contextual
adjustments• Integrated w/ similar
initiatives• Doable
SYSTEMS• Training to fluency• Continuous evaluation• Team-based action
planning• Regular relevant
reinforcers for staff behavior
• Integrated initiativesSY
STEM
S
PRACTICES
DATA
OUTCOMES
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
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
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS: “Getting Started”
Outcomes
Systems: To sustain the implementation
Data: For decision making
Practices: Evidenced-based and doable
SWPBS IMPLEMENTATION DRIVERS
Scaling Up PBIS1. 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
Test Your KnowledgeAs 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
District Leadership Team
FundingVisibility Political
Support
Training Coaching Evaluation
Active Coordination
Local School Teams/Demonstrations
Behavioral Expertise
District Level Action Plan and Scaling Strategy
Cadre of Trainers/Coaches Site Based Behavioral Expertise
Evaluation PlanData Use
Policy
Action Planning Process
• What need (problem, issue, concern, etc.) are we trying to address?
• What evidence do we have to define the need and understand the problem?
• What factors seem to be contributing to the need?
• How high of a priority is this need?
Facilitating Questions• What would the solution (data, strategy, policy,
etc.) look like to address the need?• What existing activities also are addressing this
need?• What would we see if we have been successful in
addressing this need in 3 months, 1 year, 2 years, etc?
• What would a 1-3 year action plan look like to address this need?
• What factors ($, roadblocks, agreements, capacity, leadership, etc.) need to be considered?
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
schools3. Lack of understanding commitment and “buy-in” from staff4. Lack of understanding that academic success is driven by school culture5. Not working through the PBIS processes on a consensus basis as a team6. 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)
Working on Sustainability• 4th Annual PBIS Summer Institute• District Level Commitment - Stakeholders• District Coordinators
– Service Area Coaches• School Commitment – Sponsorship • Building-based Coaches/Coordinators• TIPS Protocol & www.pbisassessment.org • Celebrate Successes
– Building Level with staff, students, families– District Level with administrators, school board, and
community
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
Lunch Time ActivityAs 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.
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
Challenge = ImplementationLimited 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
GOOD
FASTCHEAP
When implementing an innovation, you may pick any two.
Wexelblatt’s Scheduling Algorithm
SolutionEffective intervention practices and programs
+Effective implementation practices
Good outcomes for students
No other combination of factors reliably produces desired outcomes
© Fixsen & Blase, 2008
Performance Assessment (Fidelity)
Coaching
Training
Selection
Systems Intervention
Facilitative Administration
Decision Support Data System
Integrated & Compensatory
Com
pete
ncy D
river
s
Com
pete
ncy D
river
s Organization Drivers
Organization Drivers
LeadershipLeadership
Adaptive Technical
Improved Outcomes for . . .
Program/Initiative (set of practices)
© Fixsen & Blase, 2008
Performance Assessment (Fidelity)
Coaching
Training
Selection
Integrated & Compensatory
Com
pete
ncy D
river
s
Com
pete
ncy D
river
s Organization Drivers
Organization Drivers
LeadershipLeadership
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.
© Fixsen & Blase, 2008
Performance Assessment (Fidelity)
Systems Intervention
Facilitative Administration
Decision Support Data System
Integrated & Compensatory
Com
pete
ncy D
river
s
Com
pete
ncy D
river
s Organization Drivers
Organization Drivers
LeadershipLeadership
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
© Fixsen & Blase, 2008
Performance Assessment (Fidelity)
Coaching
Training
Selection
Systems Intervention
Facilitative Administration
Decision Support Data System
Integrated & Compensatory
Com
pete
ncy D
river
s
Com
pete
ncy D
river
s Organization Drivers
Organization Drivers
LeadershipLeadership
Adaptive Technical
Improved Outcomes for . . .
Program/Initiative (set of practices)
Implementation:Leadership Drivers
Managing the Stages of Implementation
Exploration Installation Init’l Implementation Continual Regeneration Sustainability
LeadershipCOMMITMENT!!
◦Grounded in understanding
Understand the Systems ◦Tier 1 Data Teaming Tier 2
Data Teaming Tier 3
Understand Implementation
Progressive Implementation
LeadershipConstruct & 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
DiscussionWhat stage of implementation
would you say your district is in? Are some schools “farther” along than the district?
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
Training Outcomes Related to Training Components
Training Outcomes
Training Components
Knowledge of Content
Skill Implementation
ClassroomApplication
Presentation/ Lecture
PlusDemonstration
Plus Practice
Plus Coaching/ Admin SupportData Feedback
Joyce & Showers, 2002
10% 5% 0%
30% 20% 0%
60% 60% 5%
95% 95% 95%
General ConsiderationsWho’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?
Big IdeasCoaching capacity is defined as activities or
functions, not personEnd goal of coaching is to maximize adoption,
durability, & scalability of evidence-based practice experienced by students
Coaching functions have varied levels of intensityCoaching functions are shared responsibilitiesCoaching capacity at multiple organizational
levels (teacher, school, district, region, state)Coaching implementation capacity should be
planned, formal, continually monitored, and systematically evaluated
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?