District Planning & Leadership
Implementation of SW-PBIS
Lisa Andrew, Ed.D.
Rebecca Mendiola, Ed.D.
Josh Harrower, Ph.D.
Common
Language
MEMBERSHIP
Common
Experience
Common
Vision/Values
3-Tiered
Prevention
Logic &
Progression of
Implementation
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students with
High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students with
At-Risk Behavior
Supporting Social Competence &
Academic Achievement
4 PBIS
Elements
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
School-wide Systems
1. Common purpose & approach to discipline
2. Clear set of positive expectations & behaviors
3. Procedures for teaching expected behavior
4. Continuum of procedures for encouraging
expected behavior
5. Continuum of procedures for discouraging
inappropriate behavior
6. Procedures for on-going monitoring & evaluation
Main Messages
STUDENT
ACHIEVEMENT
Good Teaching
Behavior Management
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems
Evidence Based Practice: SWPBIS
What are your teams doing now?
• School implementation of SWPBIS
– Universal System
– Day 1 Training content
•
•
•
•
•
•
Tier 3
Overview of SWPBIS
Tier 2
Teaming Process
Communication & Feedback w/ Staff
SW Rules
Behavioral Expectations
Tier 1
Lesson Plans
– Day 2
• Acknowledgement Systems
Web Resources & Tools
• www.pbis.org
– SW-PBIS Implementer’s Blueprint & Self
Assessment
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.
Implementation
Excellent 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
Implementation
Excellent 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
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 Implementation
• Implementation is not an event
• It’s a mission-oriented process
involving multiple decisions,
actions, and corrections
• Commitment Required
Stages of Implementation
Implementation occurs in stages:
•
•
•
•
•
•
Exploration
Installation
Initial Implementation
Full Implementation
Innovation
Sustainability
Fixsen, Naoom, Blase, Friedman, & Wallace, 2005
2–4
Years
District
Leadership Teaming
Implementation
Model& Support
Student Benefits
Performance Assessment
(Fidelity)
Coaching
Adaptive
Training
Systems
Intervention
Integrated &
Compensatory
Selection
Technical
Facilitative
Administration
Decision Support Data
System
Leadership
© Fixsen & Blase, 2008
Wexelblatt’s Scheduling Algorithm
CHEAP
FAST
GOOD
When implementing an innovation,
you may pick any two.
SW-PBIS Organization Logic
Funding
Visibility
Political
Support
Policy
LEADERSHIP TEAM
(Coordination)
Training
Coaching
Evaluation
Local School/District Implementation
Demonstrations
Behavioral
Expertise
Los Angeles Unified School District
Discipline 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
A Systems Approach
An 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.
Common Vision
Team Work Time
Related 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?
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 Team
• Membership 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 Curriculum
Safe and Drug Free Schools
Special Education
School Psychology and Counseling
Title or Other Related Initiatives
Student Health
School-Wide Discipline
Dropout Prevention
Character Education
Alternative Programming
Data or Information Management
Multiculturalism and Affirmative Action
Regional/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.
District Leadership Team –
Behavior/Discipline
Team 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
Funding
• Stable 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.
Funding
• SWPBIS 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.
Funding
Team 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
Visibility
• Keeping 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.
Visibility
• Can 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 Feedback
• One 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 Support
Team 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
BOARD POLICY
Student Conduct and Discipline
4.30.010-P
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.
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.
Practice Informed Policy
(PIP)
Structure
Procedure
Practice (Do)
Policy Enabled Practices
(PEP)
Policy (Plan)
Policy
Team 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 PBIS
Coach
District
Administration &
Leadership Team
School PBIS team
leader &
administrator
Maintain an Active link b/w Schools
and the District
• PBIS 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
Skill
Implementation
Classroom
Application
10%
5%
0%
Plus
Demonstration
30%
20%
0%
Plus
Practice
60%
60%
5%
Plus Coaching/
Admin Support
Data Feedback
95%
Presentation/
Lecture
Knowledge of
Content
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
Evaluation
Team Task
• Complete Self Assessment items for
Evaluation
• Complete Action Plan w/ specific
tasks & dates for completion
PBIS Implementation Self Assessment
& Planning Tool