Building
Administrator
Support across
Implementation
Stages
Using Implementation
Science to Support
Administrators at PBIS Schools.
Exceptional Children Division
Behavior Support and Special Programs
2
Positive Behavior Intervention
and Support Initiative
Presenters
 Marcie


Principal, Pitts Road Elementary School, Concord, NC
marcie.beard@cabarrus.k12.nc.us
 Trisha



Kolb
PBIS/RtI Coordinator, Cabarrus County Schools, NC
melissa.kolb@cabarrus.k12.nc.us
 Laura


Scardina
Assistant Principal, Beverly Hills Elementary School,
Concord, NC
trisha.scardina@cabarrus.k12.nc.us
 Beth

Beard
Winter
Region 6 PBIS Coordinator, NC DPI
laura.winter@dpi.nc.gov
Introduction
Implementation Science
and PBIS in North Carolina
Introduction
Survey of NC School Administrators
1.
2.
3.
4.
5.
6.
7.
8.
Administrator strategies for actively
supporting PBIS (65%)
Intensive supports (53%)
Problem solving with discipline data (44%)
Supplemental supports (40%)
Integrating PBIS and other initiatives (38%)
Supporting a transition away from punitive
approaches to discipline (33%)
Effective integration of PBIS into the school
improvement plan (28%)
Disciplinary referral practices and
procedures (27%)
Introduction
Key Roles/Factors for
Administrator Involvement
1.
2.
3.
4.
5.
6.
7.
Participation
Supporting Team Implementation
Fostering Communication
Creating a Climate
Facilitating Leadership
Establishing a Vision
Considering Policies and Procedures
(Kincaid, Childs, Wallace & Blasé, 2007)
Implementation Science
What is Implementation Science?
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Interventions
Stages
Drivers
Teams
Cycles
http://sisep.fpg.unc.edu/learning-zone/who
Implementation Science
Stages
 Exploration
 Installation
 Initial
 Full
Implementation
Implementation
Drivers
Implementation Science
 Competency

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Staff selection
Training
Coaching
Performance assessments
 Organization
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Decision support data system
Facilitative administration
Systems interventions
 Leadership
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Adaptive leadership
Technical leadership
Implementation Science
Cycles
 Ongoing
Problem-Solving =TIPS
 Policy-Practice-Feedback
Loop
http://sisep.fpg.unc.edu/learning-zone/science-ofimplementation/implementation-frameworks/cycles
Implementation Science
PBIS


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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
How do we synthesize administrator roles with
Implementation Science to provide guidance
about specific, meaningful ways for
administrators to support implementation?
By considering administrator roles together
with the stages and drivers, we can provide
recommendations for focused roles/tasks for
administrators at each stage.
Exploration
Administrator Focus:
Exploration Stage
Participation
 Public
Exploration
Support (Colvin & Sprick, 99)
 Enthusiasm
about implementation
(Bohannon-Edmonson, Flannery, Eber & Sugai,
2005)
Exploration
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.
Sugai, 2005)
(Bohanon-Edmonson, Flannery, Eber &
Exploration
Fostering Communication

Communicate the importance of
implementation with all
stakeholders. (Colvin & Sprick, 1999)

Regularly communicate
implementation actions with staff
members.
(Colvin & Sprick, 1999)
Exploration
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.

Installation
Administrator Focus:
Installation Stage
Installation
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
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
Facilitating Leadership

Support teacher leaders on the
PBIS team.

Provide PBIS team with tools.
Installation
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
The School Improvement Plan is written every summer using Baldridge School
Improvement Model. Training is facilitated through the district’s
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.
Fidelity time
frame is set up
yearly by PBIS
Coaches and LEA
Coordinator.
Installation
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
Creating the Climate

Use surveys to establish and maintain buy-in.
(Kaster, 2005; George & Martinez, 2007)
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Identify teacher leaders and motivators.
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Build relationships.
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Provide faculty reinforcements and
incentives.
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Develop leadership skills.
Installation
Creating the Climate (cont.)
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Identify barriers.
(Kaster, 2005; Kincaid, Childs, Wallace & Blasé, 2007)

Understand staff perceptions. (Kaster,
2005; Feuerborn, 2011)
Installation
Creating the Climate (cont.)
Strategies for Building Staff Buy In
(Feuerborn, 2011)
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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
Initial Implementation
Administrator Focus:
Initial Implementation Stage
Initial Implementation
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
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
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; BohannonEdmonson, Flannery, Eber & Sugai, 2005)

Provide feedback and reinforcement to
staff regarding implementation efforts.
(Kaster, 2005).
Initial Implementation
Supporting the Climate
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Use surveys to maintain buy-in.
(Kaster, 2005; George & Martinez, 2007)

Share data regularly to
demonstrate progress towards
goals or need to change
strategy.
Full Implementation
Administrator Focus:
Full Implementation Stage
Full Implementation
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 & Blasé, 2007)
Full Implementation
Facilitating Leadership
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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
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
Sustaining Communication

Provide leadership by communicating
team discussions/decisions regularly with
all staff members. (Kaster, 2005; BohannonEdmonson, Flannery, Eber & Sugai, 2005)

Provide feedback and reinforcement to
staff regarding implementation efforts.
(Kaster, 2005)
Full Implementation
Sustaining Communication with
Stakeholders
http://www.cabarrus
.k12.nc.us/domain/1
679
Full Implementation
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.
Use Surveys to Sustain Buy-In
Full Implementation
Systematically Share Data with
Stakeholders
Full Implementation
Reinforce Staff for Higher Level
Implementation Efforts
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.
Full Implementation
Considering Policies and Procedures
(Kaster, 2005)
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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)
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Distribute PBIS handbook. (McKevitt & Braaksma,
2007)
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Adapt and modify implementation to facilitate
new implementation strategies.
Use data to monitor and evaluate strategies.
Braiding PBIS and RtI
Full Implementation
Braiding PBIS and RtI
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During the 2012-2013 school year, a problemsolving 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.
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
Full Implementation
Sustain Successful
Strategies by Writing into Policy
District Discipline Data System

Collaborated with administrators, LEA
Accountability and Administrative Services
Departments for consistency.
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Created and began implementing
communication plan for August through
December.

Goal is consistent data entry across district by
January 2014.
Q and A
Conclusion
Moving Forward

Complete Implementation Stage SelfAssessment.
http://sisep.fpg.unc.edu/resources/stagesimplementation-analysis-where-are-we
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Complete Driver Analysis.
http://sisep.fpg.unc.edu/learning-zone/science-ofimplementation/implementation-frameworks/drivers
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Document 3 action items to support PBIS
Implementation in your school or LEA.
References
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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
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/wpcontent/uploads/2011/02/Facilitating-Staff-Buy-In-HandoutsFeuerborn-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
References (cont.)
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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
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/knowledgecenter/school-leadership/key-research/Documents/Investigating-theLinks-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.