4/27/15  

1  

PBIS  Leadership:  Arranging  

Opportuni7es  for  Successful  

Implementa7on  

George  Sugai  University  of  Connec:cut  

George.sugai@uconn.edu  

Na:onal  Technical  Assistance  Center  on  Posi:ve  Behavioral  Interven:ons  &  Support  

Center  on  Behavioral  Educa:on  and  Research  

www.pbis.org      www.neswpbs.org        

PURPOSE    

A  couple  of  leadership  

lessons  from  PBIS  

implementa:on  (&  from  

yesterday  &  today!)  

 

Sneak  in  reinforcement  of  thing

s  

I  agree  with!  

   

School  leadership  &  contribu:ng  factors  on  student  learning.    

Louis, Leithwood, Wahlstrom, & Anderson (2010).

School Leadership

School Conditions

Teachers

Classroom Conditions

Administrator  Leadership  

Collec:ve  Leadership  Shared  

Distributed  

Wahlstrom,  Louis,  Leithwood,  &  Anderson,  2010  

LEADERSHIP  DIMENSIONS  

Establishing  goals  &  expecta:ons  (ES  .35)  

Strategic  Resourcing  (ES  .34)  

Planning,  Coordina:ng,  &  evalua:ng  teaching  &  curriculum  (ES  .42)   Promo:ng  &  par:cipa:ng  in  

teaching  learning  &  development  (ES  .84)  

Ensuring  orderly  &  suppor:ve  environment  

(ES  .27)  

Robinson  (2007)  

School  leaders  needed  to  turn  school  around  

Be  instruc:onal  leader  &  organiza:onal  CEO  

Hiring  &  retaining  quality  teaching  force  important  

5+  years  to  turn  school  around  to  last  

Instruc:onal  leader  transfers  3-­‐4  years  

????  

Center  for  Public  Educa:on  

4/27/15  

2  

“Analyze”  wicked  problems…but  no  data    

Randy  

Reauthoriza:on  creates  opportuni:es    

Sam  

Look  for  outcomes  of  implementa:on  systems  

David  

“Doing”  works  if  “doing”  is  posi:vely  reinforced  

Ronnie  

Deliberate  prepara:on  of  Principal’s  as  competent  

instruc:onal  leader  Jack  

Making  Explicit  

Leaders  are  effec:ve  &  explicit  teachers  Brian  

Research-­‐informed  designing  backward  

Tom  

Research-­‐  &  implementa:on-­‐based  prac:ces  

Bryan  

Common  Vision/Values  

Common  Language  

Common  Experience  

Quality  Leadership  

Effec:ve  Organiza:ons  “Organizations are groups of individuals whose collective

behaviors are directed toward a common goal & maintained by a common outcome”

Skinner, 1953, Science of Human Behavior

School  Climate  &  Discipline  

School  Violence  &  Mental  Health  

Dispropor:onality  &  School-­‐Prison  Pipeline  

Role  of  Leadership?  

PBIS  Framework  

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 Individualized Systems for Students with High-Risk Behavior

CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT

ALL#

SOME#

FEW# SYST

EMS

PRACTICES

DATA

OUTCOMES

Supporting Important Culturally

Equitable Academic & Social

Behavior Competence

Supporting Culturally Relevant

Evidence-based Interventions

Supporting

Culturally

Knowledgeable

Staff Behavior

Supporting

Culturally Valid

Decision Making

PBIS (aka SWPBS, MTSS-B, MTBF, RtI-B…) !!!!!!!!!!!!!!!!for!enhancing!adop.on!&!implementa.on!of!!

!!!!!!!!!!!!!!!of!evidence4based!interven.ons!to!achieve!

!!!!!!!!!!!!!!!!!!!!&!behaviorally!important!outcomes!for!

!!!!students!

Framework

Continuum

Academically

All

LEADERSHIP*TEAM*Coordina4on,*Readiness,*Priority*

Funding* Visibility*&*Dissemina4on*

Poli4cal*Support*

Policy*&*Systems*Alignment*

Professional*Development*

Coaching*&*Technical*Assistance*

Evalua4on*&*Performance*Feedback*

Content*Exper4se*

Local*Implementa4on*Demonstra4ons*

Personnel*Selec4on*

Implementa:on  Drivers  

• SWPBS  prac:ces,  data,  systems  

• Policy,  funding,  leadership,  priority,  agreement  

District  Behavior  Team  

• 2  yr.  ac:on  plan  • Data  plan  • Leadership  • Team  mee:ng  schedule  

School  Behavior  Team   • SWPBS    

• CWPBS  • Small  group  •  Individual  student  

School  Staff  

• Academic  • Expecta:ons  &  rou:nes  

• Social  skills  • Self-­‐management  

Student  Benefit  

Internal Coaching Support

External Coaching Support

Basic  PBIS  Implementa:on  Framework  

Team Support

Regional/State  Leadership  

LEADERSHIP  

4/27/15  

3  

Agreements

Team

Data-based Action Plan

“Plan”

Implementation “Do”

Evaluation “Check”

General  Implementa:on  

Process  

State

District

School

Students

Staff

Principal, Superintendent

All Staff, Students, Administrators

= Leadership

School/District/State

Leadership Team

Collect  data,  analyze,  &  decide  

Select  evidence-­‐based  

prac:ce  

Establish  measurable  outcome  

Implement  deliberately  &  con:nuously  

Arrange  to  implement  with  

fidelity  

Monitor  implementa:on  

&  progress  

Develop  implementa:on  plan/system  

Policy  Visibility  

Poli:cal  Support  

Technical  Assistance  

Defendable  theory  of  ac:on  &  logic  model  

Instruc:onal  leadership  

Applica:on  of  RtI  logic  

Team-­‐driven  

Con:nuum  of  evidence-­‐based  

prac:ces  

Data  driven  decision  making  

Universal  screening  

Con:nuous  progress  

monitoring  

Treatment  &  procedural  fidelity  

Selec:on  &  alignment  of  prac:ce  

Measurable  defini:on  of  

need  

Content  fluency  

Professional  development  •  Scien@fic  

method  •  Behavioral  

preven@on  sciences  

What  general  prac:ces/ac:ons  in  PBIS  leadership?   “Power  of  Habits”  Charles  Duhigg,  2012  

CUE  

• Dessert  • Tv  • Tease  • Rule  viola:on  

HABIT  

• Eat  • Sit  • Hit  • Suspend  Student  

REWARD  

• Sa:sfied  • Entertained  • Teasing  stops  • Student  removed  

•  Healthy  diet  •  Exercise  •  Problem  solving  •  Reteach  SS  

CHALLENGE:  Leadership  prepara:on  is  capacity  to  change  habits  of  organiza:ons  

Sub:tle:  “Why  We  Do  What  We  Do  in  Life  &  Business”  

• Sa:sfied?  • Entertained?  • Teasing  stops?  

• Student  removed?  

Establishing/Replacing  Habit  Charles  Duhigg  (2014)  

CUE  • Remove  compe:ng  cue  

• Add  desired  cue  

HABIT  • Teach  acceptable  alterna:ve  

• Teach  desired  alterna:ve  

REWARD  • Remove  reward  for  old  habit  

• Add  reward  for  new  habit  

Successful leadership behavior considers all 6 elements

SUGAI  LEADERSHIP  GUIDING  PRINCIPLES  

Am  I  condi:oned  posi7ve  reinforcer?  

What’s  smallest  thing  I  can  do  to  have  biggest  effect?  

What  2  things  can  I  stop  doing  to  do  that  1  new  thing?  

Will  student  benefit  be  maximized?  

Am  I    willing  to  bet  my  next  month’s  salary  on  that  decision?