Scaling Up PBIS:
A focus on district
leadership teams
Presented by:
James Artesani, Ed.D.
Courtney Pacholski, M.S., BCBA
Overview
O PBIS District Implementation
Partnerships
O Research Recommendations
O Essential features of DLTs
O District Example
O Next Steps/Action planning
Penobscot Region Educational
Partnership(PREP) Mission
O PREP is a collaborative effort of local schools, the
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University of Maine to develop the capacity of member
organizations and individuals to improve teaching and
learning by:
Working together as a community of learners
Supporting best practice in education
Promoting engaged learning for all
Standing for equity and diversity
Continually examining practices through systematic
inquiry
Being guided by professional standards
Developing and enhancing collaborations with the
Maine Department of Education and other statewide
organizations
PREP Schools
O RSU #25: Bucksport Schools,
O RSU #64: Bradford, Corinth,
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Orland, SAD #18
RSU #26 : Orono
RSU #34: Old Town Schools,
Bradley, Alton
RSU #67: Lincoln, Chester,
Mattawameag
SAD #22: Hampden,
Newburgh,Winterport
SAD #31: Howland, Enfield,
Burlington, Edinburg, Maxfield,
Passadumkeag
SAD #41: Atkinson, Brownville,
LaGrange, Milo
SAD #63: Clifton, Eddington,
Holden
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Hudson, Kenduskeag, Stetson
RSU #87: Carmel and Levant
College of Education & Human
Development
Bangor School District
Dedham
Glenburn
Greenbush
Hermon
Indian Island School
Milford
Orrington: Center Drive School
United Technology Center
Veazie
PBIS & PREP
O Professional Development and Technical
Assistance in PBIS provided to approximately
60% of PREP schools
O School leadership teams developed and
received training in tier one, advanced tiers,
classroom management, data systems,
classroom management, and problem
solving models
O On site coaching available to schools
Scaling Up:
From school to district
School
School Level Team
Team
Implementation
Checklist (TIC)
School Level Data,
Systems, & Practices
Limited Behavioral
Expertise
District
District Leadership
Team
District Self
Assessment and
Action Plan
District Level Data,
Systems, & Practices
District Level Coach
Behavioral Expertise
Scaling Up
O Does not simply equal more schools or
every school within a district/region/state
O Outcome = increasing school’s adoption
and sustained use of evidence-based
practices with integrity that lead to
improved academic and social outcomes
for students with accompanying
organizational supports to allow replication
O
Lewis, T. (2007)
Research Findings on Scaling
Up
(Fixsen, Naoom, Blase, Friedman, & Wallace, 2005, p. 70)
O What works
O Long term, multi-level approaches
O Skills-based training
O Practice-based coaching
O Practioner performance-feedback
O Program evaluation
O Facilitative administrative practices
O Methods for systems intervention
O
Slide Credit to Lewis, T. (2007)
Recommendations
(Fixsen, Naoom, Blase, Friedman, & Wallace, 2005, p. 77)
O Develop partnerships with skilled researchers
O Establish a community of practices at
implementation sites
O Share lessons learned across functional
purveyor teams from different programs
O
Slide credit: Lewis (2007)
Toward a Solution
The answer is not the invention of new solutions,
but the enhancement of the school’s
organizational capacity to:
• Accurately adopt and efficiently sustain their use of
research-validated practices
• Provide a Seamless continuum of behavioral and
academic support for all students
• Be part of a district wide system of behavior support
• Increased focus, teacher training, community training,
and funding for early intervention
Lewis (2007)
Core Features Relative to
Scaling Up
1.
2.
3.
4.
Establishment of local implementation capacity
Continuous self-assessment
Evaluation and integration of multiple behaviorrelated initiatives
A commitment to long-term effort
(Sugai, Horner, & McIntosh 2009)
Slide credit: Lewis (2007)
Scaling Up: Moving from
School to District
Implementation
School
Leadership
District
Leadership
Regional
Leadership
State
Leadership
Why District Leadership Teams?
O
Durable & Adaptable school-wide PBIS in a school
requires systematic support.
O To improve the efficiency of resource use,
implementation efforts, and organizational
management.
O To enhance communication and opportunities for
performance feedback to implementers
O To braid academic and behavior systems to optimize
interventions
Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
SYSTEMS
Regularly Scheduled
Meetings
Action Plan
& Goals
Leadership
Team
Structured Agenda
Formative Questions
Summative
Team Role
Assignments
Evaluation
Faculty Meetings
Prevention &
Referrals
Communication
Bulletins &
Announcements
PBS Team Training
Parent Newsletters
Professional
Development
Data Presented in
Usable Format
Coaching
& Training
FBA Training
Embedded Faculty
& Staff Training
Policy
Development
Sources Identified
Funding
Access
Process &
Procedures Codified
Process to translate
decision to policy
Barriers to Scaling Up
Implementation in Schools
O Funding
O Competing Professional Development Needs
O Communication with fiscal, political, and
social/community stakeholders
O Lack of Scope and Sequence for
coordinating and securing resources,
spending not aligned with goals
O Disjointed practices from one school to the
next
Common
Language
MEMBERSHIP
Common
Experience
Common
Vision/Values
RSU 12: A Case Study
O Seven Towns: 1500 students
O 900 students in four K-8 schools
O 9-12 students have school choice
O Rural District with approximately 60% free and
reduced lunch.
O Still getting used to “being a district.”
4 Components to Successful
Implementation
A Leadership Team to actively
coordinate implementation efforts
2. Organizational umbrella composed of
adequate funding, visibility, and
consistent political support
3. Foundation for Sustained and
Broadscale Implementation
4. Small group of demonstration schools
that documents the viability of PBIS
1.
Source: PBIS.org
Formalizing Feedback Loops
District PBIS
Coach
District
Administration &
Leadership Team
School PBIS team
leader &
administrator
Team Objective: Increase
Capacity
O Training Capacity: Systems ability to self-assess
for specific programmatic and staff development
needs
O Coaching Capacity: System’s ability to organize
personnel and resources for sustained
implementation
O Evaluation Capacity: System’s ability to
establish measureable outcomes, methods for
evaluating progress, and action plan or modify
O Coordination Capacity: System’s ability to
establish a rhythm that enables effective and
efficient utilization of resources
O
PBIS.org
Training Outcomes Related to Training Components
Training Outcomes
Training
Components
Knowledge of
Content
Presentation/
Lecture
10%
5%
0%
30%
20%
0%
60%
60%
5%
95%
95%
Plus
Demonstration
Plus
Practice
Plus Coaching/
Admin Support
Data Feedback
95%
Skill
Implementation
Classroom
Application
Joyce & Showers, 2002
Coaching: How RSU 12 is
Increasing Capacity
O Professional Development & Establishing a District
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Coaching network
Coaches in every building to support positive behavior
practices, and meet with other coaches a minimum of one
time monthly
Coaches meet approximately bi-weekly with District PBIS
coordinator
Coaches attending ongoing PD for skill building for PBIS,
functional behavior assessments, and data management
Coaches work directly with classroom teachers and provide
performance feedback
Professional Development:
Building Capacity in Schools
O School personnel selected to participate in
Maine Autism Leadership Team (MALT) and
have formed a subcommittee to refine our
RTI-B process
O School personnel attend trainings on visual
supports to support all students, functional
behavior assessment, social narratives,
targeted tier 2 interventions, bully
prevention within PBIS, accommodations &
modifications, etc.
Who Should be on the Team?
Team Size of 5-7 members is recommended
Special
Education
District
Admin
Students
Family/P
arent
District
Leadership
Team
Affirmative
Action
Curriculum
Coordinator
Technology
Coordinator
School
Level
Admin
School
Psych/
Counselor
RSU 12’s Team
O District Administrators
O Superintendent
O Curriculum/Technology Director
O Special Education Leadership
O Building Principals
O District PBIS Coach
O District Social Worker
Roles & Responsibilities
O
O
O
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Complete a self-assessment
Create a 3-5 year action plan
Establish regularly scheduled meetings
Identify a coordinator to manage and facilitate
Secure stable funding for efforts
Develop a dissemination strategy to
stakeholders
Ensure student social behavior is a top priority
Establish trainers to build and sustain PBIS
Develop a coaching network
Evaluate PBIS efforts
O
PBIS.org
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RSU 12’s Team
Driven by 3-5 Year Plan
Annual
Goals
Year-End
PBIS
Report
Action
Steps
PBIS Implementation Self
Assessment & Planning Tool
RSU 12 PBIS Goals & Action Planning
Goals for the 2014-2015 school year have been pulled from the year end PBIS report and are as follows:
Goal
Who
1. District Leadership
Team (DLT)
determines which
schools and personnel
will be involved in the
PBIS effort for this
school year.
By When
Status
September
Done: All schools to
form teams and action
plan using the TIC,
Student support
specialists have been
given the TIC and
instructions by
Courtney on 9/17/14
Done
82% implementation
2. DLT to complete the
self-assessment by
October 2014
DLT: Courtney, Howie,
Dede, Pat, Andy, Josh,
_____?
October
3. DLT to complete a 35 year plan for
prevention and risk
reversal and reduction
DLT
May
●
●
Establish a RTI
meeting agenda
process &
format
RTI: Handbook
4. DLT defines regular
meeting schedule &
meeting process
DLT
September
Done: Meeting BiWeekly before admin
team meetings
5. School level teams
developed in each
school, with a team
leader identified
*Please provide names
and meeting schedule to
Courtney
principals
September
Still need Windsor &
Palermo’s team
members & meeting
schedule
Done
6. Dissemination
strategies are identified
& implemented to
ensure that stakeholders
are kept aware of
activities and
accomplishments
(newsletter, website,
etc.)
DLT
Courtney & _____
create a google site to
include screeners,
assessments, lessons,
parent newsletter, etc?
May
Not yet
Update: Courtney met
with student support
team, we will work a
little each month on a
google site.
Chelsea: pamphlet
done.
7. DLT develops a
coaching network that
DLT & Selected
Coaches
Schedule by Sept?
IN Progress: Student
support specialists &
Evaluation: Increasing our capacity
to do what works, and to stop doing
what doesn’t
O With accurate data we can answer the following
questions:
O What is the current status of student behavior?
O What occurs to the rate of student behavior after
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O
O
intervention in introduced?
What areas are our students & staff struggling in?
What are our staff telling us about what the needs
are?
What evidence based practices are available for
that need?
How will we identify resources & training to
support those needs?
When will be determine if they are working?
School Level
Each School Has their Own
Identity
School Leadership Team
Meetings
O Bi-Weekly Meetings, Thursdays from 2:30-
3:30
O Set Agenda: Developed by our Student
Support Coordinator (building level coach)
O Embedded meeting times within the schoolwide meeting schedule
O Mondays-Team meeting day
O Wednesdays- Staff meeting & PD
O Thursdays- PBIS
Data: SWIS
School Wide Data
Who is struggling? What is in
place to support them?
O Student Specific Meetings (example)
O Team meets with parent
O Social Work was added and is ongoing
O OT consult
O BCBA consult with student support specialist
O Breaks are Better begins…
O Students Progress is monitored and reviewed
For this student…Positive
Results!
DLT Braiding RTI A & B
Students who are not responding at tier 2…
If for behavior: “Are there academic concerns?”
If for academics: “Are there behavior concerns?”
Evaluation
School Level to District Level
ODRs
2012-13
2014-15
0-1 (Tier 1)
73.42%
84%
2-5 (Tier 2)
17.72%
10%
6+ (Tier 3)
8.86%
6%
Drivers
O #1 Buy-In & Support from Administration!
O Securing a regular time to meet
O Establishing coaching capacity in each school
O Aligning resources and professional
development with district goals
O Common Vision, Language, and Experience
Barriers
O Time needed to align RTI A & B process
O Buy In from staff, changing the culture in
our schools. Enduring change can be slow!
Next Steps
O Increase parent/family involvement in
school and district level PBIS teams
O Create a PBIS handbook & website to sustain
consistent use of tools & resources
O Refine our RTI-B process and continuum, so that
we may maximize preventative practices &
intervene quickly for students and staff who are
struggling
O Evaluate current practices using data and then
communicate with all stakeholders
References
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Fixen, Naoom, Blasé, Friedman, & Wallace (2005). Implementation
Research: A synthesis of the literature. Tampa, Fl. University of Southern
Florida.
Lewis, T. (2007). Scaling Up: Lessons learned in the implementation of
school-wide Positive Behavior Intervention and Supports. Retrieved from:
http://www.pbis.org/common/cms/…pbisresourcs/LewisOSEPTAD.ppt
www.pbis.org
McIntosh, K. Horner, R.H., & Sugai, G. (2009). Sustainability of systems level
evidence-based practices in schools: Current knowledge and future
directions. In W. Sailor, G. Dunlap, R. Horner, & G. Sugai (Eds) Handbook of
Positive Behavior Support (pp. 327-352). New York, NY: Springer.