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Building Administrator Support across Implementation Stages Using Implementation Science to Support Administrators at PBIS Schools. Slide 2 Exceptional Children Division Behavior Support and Special Programs Positive Behavior Intervention and Support Initiative 2 Slide 3 Presenters Marcie Beard Principal, Pitts Road Elementary School, Concord, NC marcie.beard@cabarrus.k12.nc.us Trisha Scardina Assistant Principal, Beverly Hills Elementary School, Concord, NC trisha.scardina@cabarrus.k12.nc.us Beth Kolb PBIS/RtI Coordinator, Cabarrus County Schools, NC melissa.kolb@cabarrus.k12.nc.us Laura Winter Region 6 PBIS Coordinator, NC DPI laura.winter@dpi.nc.gov Slide 4 Implementation Science and PBIS in North Carolina Introduction Slide 5 Survey of NC School Administrators 1. Administrator strategies for actively supporting PBIS (65%) 2. Intensive supports (53%) 3. Problem solving with discipline data (44%) 4. Supplemental supports (40%) 5. Integrating PBIS and other initiatives (38%) 6. Supporting a transition away from punitive approaches to discipline (33%) 7. Effective integration of PBIS into the school improvement plan (28%) 8. Disciplinary referral practices and procedures (27%) Introduction Slide 6 Key Roles/Factors for Administrator Involvement 1. Participation 2. Supporting Team Implementation 3. Fostering Communication 4. Creating a Climate 5. Facilitating Leadership 6. Establishing a Vision 7. Considering Policies and Procedures (Kincaid, Childs, Wallace & Blas, 2007) Introduction Slide 7 What is Implementation Science? Interventions Stages Drivers Teams Cycles http://sisep.fpg.unc.edu/learning-zone/who Implementation Science Slide 8 Stages Exploration Installation Initial Implementation Full Implementation Implementation Science Slide 9 Drivers Competency Staff selection Training Coaching Performance assessments Organization Decision support data system Facilitative administration Systems interventions Leadership Adaptive leadership Technical leadership Implementation Science Slide 10 Cycles Ongoing Problem-Solving =TIPS Policy-Practice-Feedback Loop http://sisep.fpg.unc.edu/learning-zone/science-of- implementation/implementation-frameworks/cycles Implementation Science Slide 11 PBIS Administrator focus is impacted by the phase of implementation. The effectiveness of efforts is increased. Stages are cyclical, not necessarily linear. Activities during each stage should facilitate progress with the focus of implementation at that time. Implementation Science Slide 12 By considering administrator roles together with the stages and drivers, we can provide recommendations for focused roles/tasks for administrators at each stage. How do we synthesize administrator roles with Implementation Science to provide guidance about specific, meaningful ways for administrators to support implementation? Implementation Science Slide 13 Administrator Focus: Exploration Stage Exploration Slide 14 Participation Public Support (Colvin & Sprick, 99) Enthusiasm about implementation (Bohannon-Edmonson, Flannery, Eber & Sugai, 2005) Exploration Slide 15 Supporting Team Implementation Select effective team members. (Kaster, 2005) Ensure team is representative of the staff. (Bohannon-Edmonson, Flannery, Eber & Sugai, 2005) Know who would be capable team members. (Bohanon-Edmonson, Flannery, Eber & Sugai, 2005) Exploration Slide 16 Fostering Communication Communicate the importance of implementation with all stakeholders. (Colvin & Sprick, 1999) Regularly communicate implementation actions with staff members. (Colvin & Sprick, 1999) Exploration Slide 17 Creating the Climate Use surveys to establish buy-in. (Kaster, 2005; George & Martinez, 2007) Ask for perceptions from staff, students and families. Share discipline/behavior data through gallery walks or PLCs to gather feedback. Use walk-through tools to capture current practices. Exploration Slide 18 Administrator Focus: Installation Stage Installation Slide 19 Participation Attend training with school team. (Bohanon-Edmonson, Flannery, Eber & Sugai, 2005) Regularly attend meetings. (Colvin & Sprick, 1999) Model behavior expected of staff and students. Reinforce staff efforts to meet expectations. Installation Slide 20 Supporting Team Implementation Support team members with time and resources. (Colvin & Sprick, 1999) Regularly attend team meetings. (Kaster, 2005; Bohannon-Edmonson, Flannery, Eber & Sugai, 2005) Installation Slide 21 Facilitating Leadership Support teacher leaders on the PBIS team. Provide PBIS team with tools. Installation Slide 22 Establishing the Vision Determine how PBIS implementation will address: Needs identified through data analysis and problem-solving process Goals outlined in the School Improvement Plan Academic performance Installation Slide 23 The School Improvement Plan is written every summer using Baldridge School Improvement Model. Training is facilitated through the districts Accountability department, with coaching from Curriculum and Instruction personnel. PBIS Schools use data from the Accountability department and the SET Feedback Report from the spring, which is provided by the district coordinator. Slide 24 Fidelity time frame is set up yearly by PBIS Coaches and LEA Coordinator. Slide 25 Fostering Communication Build communication avenues with staff about implementation. (Colvin & Sprick, 1999) Communicate team discussions/decisions regularly with all staff members. (Kaster, 2005; Bohannon-Edmonson, Flannery, Eber & Sugai, 2005) Provide feedback and reinforcement to staff regarding implementation efforts. (Kaster, 2005). Installation Slide 26 Creating the Climate Use surveys to establish and maintain buy-in. (Kaster, 2005; George & Martinez, 2007) Identify teacher leaders and motivators. Build relationships. Provide faculty reinforcements and incentives. Develop leadership skills. Installation Slide 27 Creating the Climate (cont.) Identify barriers. (Kaster, 2005; Kincaid, Childs, Wallace & Blas, 2007) Understand staff perceptions. (Kaster, 2005; Feuerborn, 2011) Installation Slide 28 Creating the Climate (cont.) Strategies for Building Staff Buy In (Feuerborn, 2011) Build a case for change Provide evidence Build administrative supports Build knowledge Build on existing capacity Nature vs. nurture Build a shared vision Build opportunities for dialogue Build ownership Installation Slide 29 Administrator Focus: Initial Implementation Stage Initial Implementation Slide 30 Supporting Team Implementation Establish systems to monitor and collect data regarding implementation and outcomes. (Colvin & Sprick, 1999) Identify funding sources to support implementation. (McKevitt & Braaksma, 2007) Initial Implementation Slide 31 Establishing the Vision Anticipate the resource needs of the team, long-term and short-term. (Kaster, 2005; Bohanon-Edmonson, Flannery, Eber & Sugai, 2005) Use Self-Assessment Survey, Implementation Inventory and SET to drive action plan. Plan for next year during current year. Long-term goals should be driven by data. Initial Implementation Slide 32 Fostering Communication Build avenues to communicate with staff about implementation. (Colvin & Sprick, 1999) Provide leadership by communicating team discussions/decisions regularly with all staff members. (Kaster, 2005; Bohannon- Edmonson, Flannery, Eber & Sugai, 2005) Provide feedback and reinforcement to staff regarding implementation efforts. (Kaster, 2005). Initial Implementation Slide 33 Supporting the Climate Use surveys to maintain buy-in. (Kaster, 2005; George & Martinez, 2007) Share data regularly to demonstrate progress towards goals or need to change strategy. Initial Implementation Slide 34 Administrator Focus: Full Implementation Stage Full Implementation Slide 35 Supporting Team Implementation Principal ensures decision-making is data driven. (Bohannon-Edmonson, Flannery, Eber & Sugai, 2005) Provide professional development opportunities for staff and PBIS team members. (McKevitt & Braaksma, 2007; Kincaid, Childs, Wallace & Blas, 2007) Full Implementation Slide 36 Slide 37 Slide 38 Facilitating Leadership Guide rather than dictate. (Colvin, & Sprick, 1999) Shared leadership results in stronger teacher working relationships and higher student achievement. Leaders impact student achievement primarily through their influence on teachers motivation and working conditions. (Lewis, Leithwood, Wahlstrom, & Anderson, 2010) Full Implementation Slide 39 Maintaining the Vision Coach team to using evaluations to action plan, rather than as a score. Clearly define majors/minors across the LEA and train staff members on consistent reporting. Start conversation about moving from punitive systems of consequences to pyramids of interventions. Full Implementation Slide 40 Slide 41 Sustaining Communication Provide leadership by communicating team discussions/decisions regularly with all staff members. (Kaster, 2005; Bohannon- Edmonson, Flannery, Eber & Sugai, 2005) Provide feedback and reinforcement to staff regarding implementation efforts. (Kaster, 2005) Full Implementation Slide 42 Sustaining Communication with Stakeholders http://www.cabarrus.k12.nc.us/domain/1 679 Full Implementation Slide 43 Creating the Climate Use surveys to sustain buy-in. (Kaster, 2005; George & Martinez, 2007) Systematically share data with stakeholders. Reinforce staff for higher level implementation efforts. Full Implementation Slide 44 Use Surveys to Sustain Buy-In Slide 45 Slide 46 Slide 47 Systematically Share Data with Stakeholders Full Implementation Slide 48 Teacher Tokens Every staff member will get paper tokens that they will carry in their clear nametag holder. When you see another staff member correcting a students behavior in a positive way, you will give them a token. Write your name on the token and be entered for a drawing each month! Prizes can be duty free recess, order your lunch out, have an administrator do an interactive read-aloud in your class, etc. WHAT IS THE LANGUAGE TO USE WHEN YOU ARE CORRECTING A STUDENT? WHAT WERE YOU DOING? WHAT ARE YOU SUPPOSED TO BE DOING? SHOW ME. PBIS TOKEN Full Implementation Reinforce Staff for Higher Level Implementation Efforts Slide 49 Considering Policies and Procedures (Kaster, 2005) Braid with other initiatives under school improvement. Sustain successful strategies by writing into policy. Re-work hiring policies (staff who support PBIS). (McKevitt & Braaksma, 2007) Distribute PBIS handbook. (McKevitt & Braaksma, 2007) Adapt and modify implementation to facilitate new implementation strategies. Use data to monitor and evaluate strategies. Full Implementation Slide 50 Braiding PBIS and RtI Slide 51 During the 2012-2013 school year, a problem- solving team was created at every school in Cabarrus County. These problem solving teams attended Team Initiated Problem Solving (TIPS) training over the course of the year. Teams used the TIPS model and meeting foundations to design academic and behavioral interventions for individual students. A coaching and support model was created, as well as process checks and fidelity checks for the teams. Full Implementation Slide 52 Reading and Math Workshops Universal Screening with AIMSweb Benchmarking with Discovery Education F & P Running Record Teaching & Re-teaching of Expectations & Rules Acknowledgement System: Individual & Class Consistent Minor & Major Definitions and Procedures for Problem Behavior Next Step: Function Based Interventions for Problem Behavior Reading and Math Workshops Universal Screening with AIMSweb Benchmarking with Discovery Education F & P Running Record Teaching & Re-teaching of Expectations & Rules Acknowledgement System: Individual & Class Consistent Minor & Major Definitions and Procedures for Problem Behavior Next Step: Function Based Interventions for Problem Behavior Slide 53 Sustain Successful Strategies by Writing into Policy District Discipline Data System Collaborated with administrators, LEA Accountability and Administrative Services Departments for consistency. Created and began implementing communication plan for August through December. Goal is consistent data entry across district by January 2014. Full Implementation Slide 54 Slide 55 Q and A Slide 56 Moving Forward Complete Implementation Stage Self- Assessment. http://sisep.fpg.unc.edu/resources/stages- implementation-analysis-where-are-we Complete Driver Analysis. http://sisep.fpg.unc.edu/learning-zone/science-of- implementation/implementation-frameworks/drivers http://sisep.fpg.unc.edu/learning-zone/science-of- implementation/implementation-frameworks/drivers Document 3 action items to support PBIS Implementation in your school or LEA. Conclusion Slide 57 References Bohanon-Edmonson, H., Flannery, K.B., Eber, L., & Sugai, G. (Ed.). (2005). Positive Behavior Support in high schools: Monograph from the 2004 Illinois High School Forum of Positive Behavioral Interventions and Supports, Revised 2005. Retrieved from: http://www.pbis.org/common/pbisresources/publications/P BSMonographComplete.pdf http://www.pbis.org/common/pbisresources/publications/P BSMonographComplete.pdf Colvin, G., & Sprick, R. (1999). Providing administrative leadership for effective behavior support: Ten strategies for principals. Effective School Practices, 17, 65-71. Feuerborn, L. (2011). School-wide Positive Behavior Supports: Facilitating staff buy-in. Presented at the NW PBIS Conference, Eugene, Oregon. Retrieved from: http://www.pbisnetwork.org/wp- content/uploads/2011/02/Facilitating-Staff-Buy-In-Handouts- Feuerborn-2.6.pdf http://www.pbisnetwork.org/wp- content/uploads/2011/02/Facilitating-Staff-Buy-In-Handouts- Feuerborn-2.6.pdf George, H, and Martinez, S. (2007). How to get PBIS in your school. PBIS Newsletter, 4(1). Retrieved from: http://www.pbis.org/pbis_newsletter/volume_4/issue1.aspx http://www.pbis.org/pbis_newsletter/volume_4/issue1.aspx Slide 58 References (cont.) Kaster, B. (2005). Administrative support and roles for implementation of Positive Behavior Support in high school. In H. Bohanon-Edmonson, K. B. Flannery, L. Eber, and G. Sugai (Eds.), Positive Behavior Support in High Schools: Monograph from the 2004 Illinois High School Forum of Positive Behavioral Interventions and Supports, Revised 2005 (pp 25-34). Retrieved from: http://www.pbis.org/common/pbisresources/publications/PBSMonogra phComplete.pdf http://www.pbis.org/common/pbisresources/publications/PBSMonogra phComplete.pdf Kincaid, D., Childs, K., Wallace, F., & Blase, F. (2007). Identifying barriers and facilitators in implementing School-wide Positive Behavior Support. Journal of Positive Behavior Interventions, 9(3), 174-184. Louis, K. S., Leithwood, K., Wahlstrom, K. L., & Anderson, S. E. (2010). Investigating the links to improved student learning: Final report of research findings to the Wallace Foundation. Retrieved from University of Minnesota Center for Applied Research and Educational Improvement: http://www.wallacefoundation.org/knowledge- center/school-leadership/key-research/Documents/Investigating-the- Links-to-Improved-Student-Learning.pdfhttp://www.wallacefoundation.org/knowledge- center/school-leadership/key-research/Documents/Investigating-the- Links-to-Improved-Student-Learning.pdf McKevitt, B., & Braaksma, A. (2007). Best practices in developing a Positive Behavior Support system at the school level. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology (5th Ed.). Bethesda, MD: National Association of School Psychologists, 737-747.