District Planning & District Planning & LeadershipLeadership

Implementation of SW-PBISImplementation of SW-PBIS

Chris Borgmeier, PhDPortland State Universitycborgmei@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

ImplementationExcellent 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

ImplementationExcellent 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

Training Outcomes

Training Components

Knowledge of Content

Skill Implementation

ClassroomApplication

Presentation/ Lecture

PlusDemonstration

Plus Practice

Plus Coaching/ Admin SupportData Feedback

10% 5% 0%

30% 20% 0%

60% 60% 5%

95% 95% 95%

Joyce & Showers, 2002

Putting it Together

Effective intervention practices and programs

No other combination of factors reliably produces desired outcomes

Effective implementation practices

Good outcomes for students

+ SW-PBIS

District Planning, Support & Coaching

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 ImplementationImplementation is not an event

It’s a mission-oriented process involving multiple decisions, actions, and corrections

Commitment Required

Stages of Implementation

ExplorationInstallationInitial ImplementationFull ImplementationInnovationSustainability

Implementation occurs in stages:

Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

2 – 4 Years

Team Discussion

Exploration StageSince 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?

© Fixsen & Blase, 2008

Performance Assessment (Fidelity)

Coaching

Training

Selection

Systems Intervention

Facilitative Administration

Decision Support Data System

Com

pete

ncy O

rganization

Student Benefits

Leadership

Adaptive

Technical

Integrated & Compensatory

Implementation ModelDistrict Leadership Teaming & Support

GOOD

FASTCHEAP

When implementing an innovation, you may pick any two.

Wexelblatt’s Scheduling Algorithm

SW-PBIS Organization Logic

Funding Visibility PolicyPoliticalSupport

Training CoachingBehavioral Expertise

Evaluation

LEADERSHIP TEAM(Coordination)

Local School/District Implementation Demonstrations

Challenge = ImplementationLimited 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.

Common Vision/Values

Common Language

Common Experience

MEMBERSHIP

Los Angeles Unified School DistrictDiscipline 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 VisionTeam Work TimeRelated 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 ApproachAn alternative to “train-n-hope”

Prioritizes problem solving and action planning that emphasizes accurate, durable, and expanded implementation:

1) Establish a visible, effective, efficient, and functional leadership team.

2) Review existing information/data.3) Analyze, describe, and prioritize issue within context.4) Specify measurable outcome that is related directly to

issue and context.5) Select evidence-based practice to achieve specified

outcome.6) Provide supports for accurate sustained adoption and

implementation of practice.7) Monitor practice implementation and progress toward

outcome.8) 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 TeamMembership 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:

(a)prevention of the development and occurrence of problem behavior,

(b)development and maintenance of general and specialized behavioral capacity or competence, and

(c) management and evaluation of resources related to the provision of behavioral supports.

Typically, the following emphases are represented:

Instruction and CurriculumSafe and Drug Free SchoolsSpecial EducationSchool Psychology and CounselingTitle or Other Related InitiativesStudent HealthSchool-Wide DisciplineDropout PreventionCharacter EducationAlternative ProgrammingData or Information ManagementMulticulturalism and Affirmative ActionRegional/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:

(a) political support and influence, (b) decision making, (c) resource management, (d) relevant action planning, (e) durable and expanded implementation, and (f) policy development and implementation.

Questions to ConsiderWhat 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?

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

Improve character All students Marlee, J.S., Ellen

Goal #3

Safety Committee Improve safety Predictable response to threat/crisis

Dangerous students

Has not met Goal #3

School Spirit Committee

Enhance school spirit

Improve morale All students Has not met

Discipline Committee

Improve behavior Decrease office referrals

Bullies, antisocial students, repeat offenders

Ellen, Eric, Marlee, Otis

Goal #3

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

All students Eric, Ellen, Marlee, Otis, Emma

Goal #2

Goal #3

Sample Teaming Matrix

Are outcomes

measurable?

Is there overlap in

purpose?

Initiative, Project,

Committee

Purpose Outcome Target Group

Staff Involve

d

SIP/SID/ etc

Attendance

SPED – Behavior Placement

Response To Instruction & Intervention

Positive Behavior Support

Discipline Committee

Curriculum – Character Ed

Bullying Group

Counseling

District Teaming Matrix

District Leadership Team – Behavior/DisciplineTeam 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

FundingStable 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.

FundingSWPBIS 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.

FundingTeam 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

VisibilityKeeping 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:

(a)communication,(b)accountability,(c) funding and resource justification, (d)promotion of sustained and/or expanded

implementation, and(e)acknowledgements.

VisibilityCan 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 FeedbackOne 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 SupportTeam 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

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.

BOARD POLICYStudent Conduct and Discipline

4.30.010-P

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 (Plan)

Practice (Do)

Structure

Procedure

Po

licy

En

able

d P

ract

ices

(PE

P)

Pra

ctic

e In

form

ed P

oli

cy(P

IP)

PolicyTeam 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

School PBIS team leader & administrator

Dis

tric

t P

BIS

C

oach

Maintain an Active link b/w Schools and the DistrictPBIS 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

Training Outcomes

Training Components

Knowledge of Content

Skill Implementation

ClassroomApplication

Presentation/ Lecture

PlusDemonstration

Plus Practice

Plus Coaching/ Admin SupportData 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

EvaluationTeam 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?

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

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

3-Tiered Prevention

Logic &Progression of

Implementation

Nonclass

room

Setting S

ystems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

1. Common purpose & approach to discipline

2. Clear set of positive expectations & behaviors

3. Procedures for teaching expected behavior4. Continuum of procedures for

encouraging expected behavior5. Continuum of procedures for discouraging

inappropriate behavior6. Procedures for on-going monitoring &

evaluation

School-wide 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 supervisionRedirections for minor, infrequent behavior

errorsFrequent precorrections for chronic errorsEffective academic instruction & curriculum

ClassroomSetting Systems

Positive expectations & routines taught & encouraged

Active supervision by all staff◦Scan, move, interact

Precorrections & remindersPositive reinforcement

NonclassroomSetting Systems

Behavioral competence at school & district levels

Function-based behavior support planning Team- & data-based decision makingComprehensive person-centered planning &

wraparound processesTargeted social skills & self-management

instruction Individualized instructional & curricular

accommodations

Individual StudentSystems

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

4 PBIS Elements

Main Messages

Good Teaching Behavior Management

STUDENT ACHIEVEMENT

Increasing District & State Competency and Capacity

Investing in Outcomes, Data, Practices, and Systems

Evidence Based Practice: SWPBISWhat 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 2

Tier 1

Tier 3

Web Resources & Toolswww.pbis.org

◦SW-PBIS Implementer’s Blueprint & Self Assessment