Building Consensus for Change: Collaborative Teaming within an RtI Framework. Laura Feuerborn, University of Washington, Tacoma Ashli Tyre & Kay Beisse, Seattle University Susan Ruby, Eastern WashingtonUniversity

Laura L. Feuerborn, Ph.D., NCSP

Schoolwide Positive Behavior Supports: Facilitating Staff Buy-In

May 2011 NWPBIS ConferenceBellevue, WA(Feuerborn, 2011)1Advance OrganizerThe importance of staff perceptions & staff buy-in to schoolwide positive behavior supports (SWPBS)Staff perceptions as facilitators & inhibitors to staff buy-inDeveloping a data-based understanding of staff perceptionsStrategies for building staff buy-in(Feuerborn, 2011)Guiding QuestionsWhy are the perceptions of staff and staff buy-in important in the implementation of SWPBS?What are the factors associated with staff buy-in? How do we assess/understand staff perceptions of SWPBS? How do we foster staff buy-in?

(Feuerborn, 2011)The Nature of ResistanceResisters often have ideas that we might have missed, especially in situations of complexity.

Resisters are crucial to the politics of implementation in democratic organizations, such as schools.

Respect those you wish to silence (Heifetz, 1994)(Beisse, K. 2010)

(Feuerborn, 2011)4The importance of staff buy-in to the Implementation of SWPBSWhy are the perceptions of staff and staff buy-in important in the implementation of SWPBS?(Feuerborn, 2011)Impact of Staff Buy-In on SWPBS ImplementationMisunderstandings and philosophical beliefs inconsistent with SWPBS, poor knowledge of behavioral principles, and low support for implementation were all reported factors influencing staff implementation of SWPBS in their schools. Lack of staff buy-in was identified as a barrierLack of staff buy-in was associated with low implementation schoolsAchieving staff buy-in was related to successful implementation(Kincaid, Childs, & Blas, 2007)(Feuerborn, 2011)6Impact of Staff Buy-In on SWPBSMajor barriers influencing implementation of SWPBS at the universal level involved lack of staff support:staff perceptions of poor administrative leadership; skepticism that SWPBS was needed; feelings of hopelessness related to change; philosophical differences with the core elements of SWPBS; negative school climate in which staff felt disenfranchisedTwice as many statements reflected issues of staff support than any other. (Lohrmann, Forman, & Martin, 2008)(Feuerborn, 2011)Impact of Staff Buy-In on SWPBSTeam members reported that staff perceptions were one of the most pervasive barriers to implementation at the individual level. perceptions of low administrative support and involvementphilosophical beliefs inconsistent with SWPBSlimited knowledge of SWPBS principleslimited time to participate in problem solving(Bambura, Nonnemacher, & Kern, 2009). (Feuerborn, 2011)Impact of Staff Buy-In on SWPBSHigh school teams reported:Support and buy-in from staff a key area of concern Only 30% of teams reported that nearly 80% of staff supported SWPBS. Obtaining staff support a top priority Teams linked lack of support for SWPBS to inconsistent and lower levels of implementation (Flannery, Sugai, & Anderson, 2009)(Feuerborn, 2011)The link between perceptions, level of support, and implementation fidelity has been documented with classroom-based programs (e.g. Beets et al., 2008), school-wide programs (e.g. Ransford, Greenberg, Domitrovich, Small, & Jacobson, 2009), and large-scale educational reform efforts (e.g. Geijsel, Sleegers, van den Berg, & Kelchtermans, 2001). (Feuerborn, 2011)Change Requires Systemic ThinkingVision without systems thinking ends up painting lovely pictures of the future with no deep understanding of the forces that must be mastered to move from here to there.

(Senge, 1990, p. 12)(Feuerborn, 2011)11Change is IndividualChange is a process, not an event.Systemic change begins at the individual level. When the majority of individuals have changed, the system has changed.Change is a personal experience- Individuals change at different rates and in different ways.Individuals must change in to two important ways- knowledge and beliefs. Supports must be provided at an individual level.(Fullan, 1985; Hall & Hord, 2006)(Feuerborn, 2011)12Fidelity, Readiness, & PerceptionsWhat are the factors important to SWPBS implementation?SETSchool-wide Evaluation Tool

Designed to assess and evaluate the critical features of school-wide effective behavior support across each academic school year.

Sources of data include a review of permanent products, observations, and staff (minimum of 10) and student (minimum of 15) interviews or surveys.

(Horner, Todd, Lewis-Palmer, Irvin, Sugai, & Boland, 2004)

(Feuerborn, 2011)Everywhere High School: Results from the SET.SET DomainsPercent in PlaceExpectations Defined25%Behavioral Expectations Taught40%On-Going System for Rewarding Behavioral Expectations17%System for Responding to Behavioral Violations88%Monitoring and Decision Making63%Management50%District-Level Support50%Total48%(Feuerborn, 2011)15The Readiness Assessment Process Systemic ReadinessStaff ReadinessContinuous assessment of the current status and needs of the system with respect to implementation:Focused on all readiness domainsGuided by a core leadership teamConducted at least annually

Following awareness training, assessment of staff readiness deserves special consideration. Continuous assessment of staff:Knowledge and skillsAttitudes and beliefsConducted at least annuallyAlso guided by a core planning team(Feuerborn, 2011)16Understanding Staff PerceptionsWhat perceptions influence buy-in, and how can we develop an understanding of those perceptions?(Feuerborn, 2011)17Assessing Staff ReadinessWhat? Knowledge & SkillsPrior Training (Pre-service/ In-service)Training needsBeliefs & AttitudesPerceptions of PBIS in the six domainsLevels of interest and support for implementationFollowing an awareness training(Feuerborn, 2011)Add citation to Kathleen Lane article for acceptability18Understanding Staff ConcernsAwarenessPersonalManagementImpactCollaborationSurveysFocus groupsOne legged conferencesOpen ended concerns statements: When you think about implementing PBIS, what concerns do you have?

Stages of ConcernAssessing Concerns(Bailey & Palsha, 1992; Hall & Hord, 1987; Hall & Loucks, 1978; Cheung, Hattie, & Ng, 2001)(Feuerborn, 2011)Awareness: Teacher has little knowledge of the innovation. Teacher is primarily concerned with learning more about the innovation, what it is, how it works.

Personal: Teachers begin to ask how the innovation will affect them personally and their personal adequacy in meeting new expectations that would come with the innovation.

Management: Teacher is focused on implementing the innovation, how, when, where- focus on time management, organization, prioritizing responsibilities.

Impact: Teacher is concerned for the extent that the innovation will have a positive impact on student outcomes and families, and how this information can be used to change or improve the innovation.

Collaboration: Concerns center around collaborative efforts among those implementing the innovation- work together to implement and share information about the innovation with others.

One legged conferencesAsk casual questions about the innovation to elicit the concerns of teachers, in the hall, in the teachers lounge Open ended concerns statementsTeachers are asked to write complete statements to answer the question, When you think about __________, what are you concerned about? Please be frank and use complete sentences (Newlove & Hall, 1976). Stages of Concern Questionnaire (Hall & Hord, 1987) 35 item paper and pencil measure- yields a profile of individual concerns.

19The Stages of Concern QuestionnaireDesigned to assess staff perceptions of a generic change initiative.Developed by Concerns Based Systems International http://www.sedl.org/cbam Currently, other priorities prevent me from focusing my attention on the innovation.I would like to know how the innovation is better than what we have now.I would like to know how my role will change when I am using the innovation.I am concerned about my inability to manage all that the innovation requires. I would like to use feedback from students to change the program.

(Feuerborn, 2011)20Staff Perceptions of Behavior and Discipline Survey (SPBD)Designed to assess perceptions of behavior, discipline, and PBIS, including perceptions ofThe effectiveness of PBISThe need for change in current discipline practicesAdministrative direction and leadershipSupports for implementationPersonal confidence for managing behaviorPhilosophical views of behavior and discipline(Feuerborn& Tyre, 2010).

(Feuerborn, 2011)21Technical Properties of the SPBD: Content ValidityBased on a comprehensive review of the systemic change, consultation, and PBIS literature bases, The six aforementioned domains of staff perceptions were identified and defined, Items were developed to assess staff perceptions in each domain, and Additional items were added to assess staff experience, interest in participating, and support for implementation.(Feuerborn, 2011)Strong internal consistency reliability for the total scaleCronbach alpha coefficient of .80 Based on a comprehensive review of the systemic change and PBIS literature bases, assess perceptions in the following domains:Level of interest and support for implementation.

22Technical Properties of the SPBD: Internal Consistency ReliabilityPreliminary analyses of 228 survey responses revealed that the survey items consistently assess staff perceptions of behavior, discipline, and PBIS.

Internal Consistency Reliability: Cronbach alpha coefficient of .84

(Feuerborn, 2011)23SWPBS will be effective in our school.RationaleIf staff believe that SWPBS is likely to lead to socially meaningful outcomes in their school with their students, they will be more likely to support implementation. However, when staff feel hopeless that change is possible, a common barrier to the implementation of SWPBS exists.Example ItemsSWPBS is likely to be an effective approach in our school.SWPBS may work in other schools, but I have doubts it will work in ours. This school has successfully implemented similar change efforts in the past.Behavior plans dont seem to work well.

(E.g. Bambara et al., 2009; Kincaid et al., 2007; Lane et al., 2009; Lohrmann et al., 2008; Rogers, 2003; Von Brock & Elliott, 1987; Witt & Elliott, 1985).(Feuerborn, 2011)24SWPBS is needed in our school.RationaleWhen staff perceive there is a need for change in the discipline practices within their school system, they will be more likely to support implementation of SWPBS. However, staff are less likely to support the implementation of SWPBS when they feel more or less satisfied with the current discipline system. Example ItemsI dont see a need to do anything differently in terms of how we handle discipline. Discipline is taking too much time away from academic instruction. Students at this school need to be held more responsible for their behavior.

(E.g. Adelman & Taylor, 2007; Lohrmann et al., 2008; Rogers, 2003; Sugai & Horner, 2006)(Feuerborn, 2011)25Our administration will provide the necessary direction and leadership.RationaleStaff are more likely to support implementation of SWPBS when they perceive that the school administrator is committed to SWPBS, actively involved in planning and implementation, and has the leadership skills to move implementation forward in a direction that will benefit the school community.Example ItemsI have trust in my administrations ability to lead us through change.Behavioral support is one of our top three school improvement priorities.This is likely to be yet another fad or initiative that comes and goes.Staff should be included more in decisions that affect the whole school.(E.g. Adelman & Taylor, 2007; Ervin & Schaughency, 2008; Fullan, 2001; Hall & Hord, 2011; Ransford et al., 2009; Rogers, 2003; Stollar et al., 2006)(Feuerborn, 2011)26Support will be provided for implementation.RationaleStaff are more likely to support the adoption of SWPBS when they perceive the supports they need for implementation will be provided. Justifiably, they are likely to resist the adoption of SWPBS if they perceive they will be asked to take on additional responsibilities without additional resources. Example ItemsOur administration will provide the resources needed to support implementation. I dont have the time to teach social and behavioral expectations.I resent being asked to do one more thing in my classroom.(E.g. Adelman & Taylor, 2007; Bambara et al., 2009; Kincaid et al, 2007; Lohrmann et al., 2008; McKevitt & Braaksma, 2008; Sugai & Horner, 2006). (Feuerborn, 2011)27I can successfully implement SWPBS in my job role.RationaleWhen school staff feel confident in their ability to implement proactive behavior management strategies, they are more likely to do so. However, when staff lack confidence in their ability to implement positive strategies, they are prone to rely on emotional and reactive approaches.Example ItemsI understand what is involved with schoolwide positive behavior supports.I need more training to support the behavioral needs of my students.I need more support in dealing with behavioral issues in my classroom.

(E.g. Bambara et al., 2009; Hastings, 2002; Oliver & Reschly, 2010; Tillery, Varjas, Meyers, & Collins, 2010)(Feuerborn, 2011)28I understand and believe in the philosophy of SWPBS.RationaleMisperceptions and misunderstandings of SWPBS often result from insufficient or poor professional development. Yet, staff members may fully understand the philosophy of SWPBS and fundamentally disagree with it, representing an implementation barrier. Example ItemsMy colleagues and I share a common philosophy for student discipline.I dont feel that teaching social and emotional skills is part of my job role.As a teacher, I should not have to deal with discipline problems.We should reserve rewards for exceeding expectations, not simply meeting them.(E.g. Adelman & Taylor, 2007; Bambara et al., 2009; Lohrmann et al., 2008; Zins & Ponti, 1990)(Feuerborn, 2011)297 STRATEGIES to Building Staff Buy-InHow can we facilitate staff buy-in?(Feuerborn, 2011)30Building Change(Feuerborn, 2011)Build a Case for ChangeReveal a need for changeDiscuss school needs assessment data, both academic and social-behavioral, to illustrate the limitations of current disciplinary practices in meeting the needs of students, staff, and the larger school communityReveal a need for SWPBSIt should be clear that SWPBS is worth the investment and will produce substantive social-behavioral and academic outcomes for students, staff, and the school community. Remember: Half the staff believe behavior plans do not work well!(Feuerborn, 2011)Provide the Evidence: Use Data & TestimonialsAn extensive body of research supports:Reductions in office referrals,Fewer reports of harassment,Reductions in suspensions,Fewer school safety violations,Improved attendance and punctuality,Positive behavior in school common areas. (Kartub, Taylor Green, March, & Horner, 2000; Luiselli, Putnam, Handler, & Feinberg, 2005; McIntosh, Chard, Boland, & Horner, 2006; Scott, 2001; Oswald, Safran & Johanson, 2005; Scott & Barrett, 2004; Metzler, Biglan, Rusby, & Sprague, 2001; Todd, Haugen, Anderson, & Spriggs, 2002 Turnbull et al., 2002, White, Marr, Ellis, Audette, & Algozzine, 2001).(Feuerborn, 2011)33Marston, Muyskens, Lau, and Canter, 2003, noted a reduction in both the number of African-American students referred for evaluation and the number placed in special education when an RTI approach was used.

IDEA 2004, which requires that states not only keep track of how many minority students are being identified for special education, but also provide comprehensive, coordinated, early-intervention programs for students in groups that are determined to be overrepresented.

Vaughn & Fuchs, 2003

If the RTI model is applied successfully in kindergarten through second grade, almost all students will arrive in third grade able to read third grade text accurately and fluently, with good understanding.Dr. Joseph TorgesonFlorida State University

Build Administrative SupportsThe building-level administrator should be involved in the planning process by participating as an active member of the building leadership team and establishing a system of regular communication between the team, staff, and district-level administration regarding proposed changes Sufficient supports must be allocated for a sustained SWPBS implementation Recall: We may not have the resources to make this as successful as other schools.

(Feuerborn, 2011)Build KnowledgeCreating readiness among staff requires building knowledge of the conceptual underpinnings and the procedural components of SWPBS. When staff have a deep understanding of the principles of SWPBS, it is likely they will have a higher confidence in their ability to implement those principles.Effective professional development adheres to best practices in adult learning, e.g. modeling, opportunities for practice, peer mentoring or coaching, and frequent performance feedback (Kratochwill, Volpiansky, Clements, & Ball, 2007). See also Handbook of Positive Behavior Support (Freeman, Lohrmann, Irvin, Kincaid, Vossler, & Ferro, J. 2009). (Feuerborn, 2011)Build on Existing CapacityInventory current practices to identify those that are consistent with SWPBS. Aligning current, effective practices to SWPBS not only builds upon existing capacities and respects the activities of staff, but it also reduces the amount of change necessary for implementation

(Feuerborn, 2011)Nature vs NurtureIs it the ability to effectively manage behavior innate or can it be learned?Professional development significantly improves teacher behavior management and student behavior (Marzano, 2003)Oh, Im just not a natural with behavior management.(Feuerborn, 2011)Build a Shared VisionSchool systems are comprised of many individuals with their own unique set of personal experiences and goals for students. Identifying a shared vision or a common set of goals is a critical, unifying step to implementing systemic change such as SWPBS (George, White, & Schlaffer, 2007). The creation of a shared vision should involve the whole staff. Recall the statement, I feel like I am doing what I need to do, but I wonder about the level of implementation schoolwide.

(Feuerborn, 2011)Build Opportunities for DialogueMisperceptions, misunderstandings, and outright disagreement with the philosophy of SWPBS may be particularly complex barriers to implementation (Flanery, et al., 2009; Lohrmann, et al., 2008). We suggest identifying and addressing these misperceptions, misunderstandings, and theoretical differences and proactively by addressing them through open conversations about behavior and SWPBS. (Feuerborn, 2011)Possible Topics for Discourse effective and ineffective teachers do not differ much with respect to how they handle discipline problems. Instead, they differ with respect to the number of discipline problems they encounter, the effective teachers having fewer problems. ..Effective teachers are likely to focus on antecedent control and establish a structure such that problems are less likely to occur (Elliot, Witt, Kratochwill, & Stoiber, 2002. p. 244).If there is anything that we wish to change in the child, we should first examine it and see whether it is not something that could better be changed in ourselves. --Carl Jung(Feuerborn, 2011)The Effectiveness of encouraging social-behavioral expectations Teacher reaction & tangible recognition effect sizes range from -.82 to -.997(Marzano, 2003)

(Feuerborn, 2011)Build OwnershipInform--staff are kept abreast of new information and possible changes. Involve --staff know their voices will be heard, and they will be part of the decision-making process. Acknowledge--the efforts of staff are acknowledge and both small and large successes are celebrated(Feuerborn, 2011)Resources:Positive Behavior Intervention and Support http://pbis.orgFlorida: http://flpbs.fmhi.usf.edu/llinois: http://pbisillinois.org Arizona: www.pbisaz.org/ Maryland: www.pbismaryland.org/ Nebraska: www.npbis.org/ Northwest: http://www.pbisnetwork.org/ Stages of Concern:http://www.sedl.org/cbam

(Feuerborn, 2011)Contact (Feuerborn, 2011)44References available upon requestfeuerl@u.washington.edu (Feuerborn, 2011)