PBIS District Coaches Training NWPBIS Network Lori Lynass, Ed.D. Tricia Hagerty, M Ed

PBIS District Coaches Training

NWPBIS NetworkLori Lynass, Ed.D.Tricia Hagerty, M Ed.

IntroductionsWho Are You, What District/ESD

are you WithHow Many Schools Are You

SupportingWhat Level of Implementation

Are Your Schools At (Tier 1, 2 & 3)

Note Cards – Two Truths and a Fib

Course Goals

Provide You With Tools To :Increase Understanding and Build

Fluency of the PBIS Framework – Systems, Data, Practices and Outcomes

Build Capacity For Training, Coaching, Coordination and Evaluation

To Lead Systematic Implementation of PBIS in Your District/ESD

* How to Prioritize Your Time

ExpectationsRespect

◦ Opinions of Others◦ Facilitators◦ Environment◦ Cell Phones in “Manners Mode”

Responsibility◦ Be On Time◦ Take Calls/E-mails Outside◦ Do Readings & Tasks

Safety◦ Take Risks◦ Eat If Hungry◦ Attend to Personal Needs

www.pbisnetwork.org

www.pbis.org

Building Coaching Competencies Know and define the essential

features of school-wide PBS. PBIS Blue Print – Your New Best Friend

Understand the Interchange of Data, Practices, Systems & Outcomes.

Learn About and See PBIS in Action

Coaching Skills ActivityWalk to the Appropriate Answer on

the Wall For Each Question That is to Be Read

A – I am an expert, I could lead a demonstration on this.B – I have a solid understanding of this and could speak about it.C – I have some knowledge of this.D- Say What?

Why PBIS and how can coaches build buy in?

Challenge…

Schools are facing an increasingly diverse and challenging population of students with fewer financial resources.

Academics is “our job” and Social behavior is “their job”

How to enhance schools’ capacity to respond effectively, efficiently, & relevantly to range of problem behaviors observed in schools.◦ “Work Smarter”

K-6 7th-8th

Student Time Administrator Time Student Time Administrator Time

Minutes 58725 19575 53910 16665

Hours 978 326 899 278

Days 163 41 150 34

The Challenge

Exclusion and punishment are the most common responses to conduct disorders in schools.

Lane & Murakami, (1987) Rose, (1988) Nieto, (1999) Sprick, Borgmeier, & Nolet, (2002)

Exclusion and punishment are ineffective at producing long-term reduction in problem behavior

Costenbader & Markson (1998)

The ChallengePunishing problem behaviors

(without a proactive support system) is associated with increases in (a) aggression, (b) vandalism, (c) truancy, and (d) dropping out.

Mayer, 1995 Mayer & Sulzar-Azaroff, 1991 Skiba & Peterson, 1999

Are there alternatives to punishing problem behavior and suspending students from school that work to change student behavior?

PBIS Locally & NationallyImplemented in over 21,000

schools nationally and has state level initiatives in 35 states.

Over 550 schools have been trained in Washington. Several district-wide initiatives.

Current State Advisory Team for PBIS.

PBIS District CoachExternal coaches should have experience with

the SWPBS process and behavioral expertise beyond most district faculty and staff.

The primary role of the external coach is to provide individual school team technical assistance by attending school team meetings, providing examples, assisting with material development, organizing internal coach meetings and trainings, and assisting with the overall district SWPBS process.

Prioritize Time – Focus on Building Capacity

Our Vision for PBIS Support

State/NWPBISN

ESD

District

School

Student

Providing Leadership, Training, Coaching and Technical Assistance

What is School-wide PBS?School-wide PBS is:

◦A systems approach, establishing the social culture and behavioral supports needed for schools to be effective learning environments for all students.

Evidence-based features of SW-PBS◦ Prevention◦ Define and teach positive social expectations◦ Acknowledge positive behavior◦ Arrange consistent consequences for problem

behavior◦ Collection and use of data for decision-making◦ Continuum of intensive, individual interventions. ◦ Administrative leadership – Team-based

implementation

SWPBS isFramework for enhancing adoption & implementation of

Continuum of evidence-based interventions to achieve

Academically & behaviorally important outcomes for

All students

History of PBIS – 1980’sDuring the 1980s, a need was

identified for improved selection, implementation, and documentation of effective behavioral interventions for students with behavior disorders

History of PBIS – 1990’sIn the reauthorization of the

Individuals with Disabilities Act of 1997, a grant to establish a national Center on Positive Behavioral Interventions and Supports was legislated to disseminate and provide technical assistance to schools on evidence based practices for improving supports for students with BD.

History of PBIS – 2000’sThe National Technical Assistance

(TA) Center on PBIS is currently in Year 14 (third 5-year grant cycle).

PBIS being used nationally and internationally.

PBIS In LegislationIDEA, IDEIA and NCLB

PBIS In Upcoming Revision on ESEA

PBIS IN State Legislation

SWPBIS is the Integration Of:

To Implement and Scale PBIS It Must:

Six Defining Traits

The outcome of an effective systems approach is an organization (school, district, state education agency) that has three basic

features (Gilbert, 1978; Horner, 2003)

SWPBS is about….Improving

classroom & school climate

Decreasing reactive

management

Maximizing academic

achievement

Improving support for students w/

EBD

Integrating academic &

behavior initiatives

2 Worries & Ineffective Responses to Problem Behavior

• Get Tough (practices)• Train-&-Hope (systems)

2001 Surgeon General’s Report on Youth Violence: Recommendations

• Change social context to break up antisocial networks

• Improve parent effectiveness• Increase academic success• Create positive school climates• Teach & encourage individual social skills &

competence

School-based Prevention & Youth Development ProgrammingCoordinated Social Emotional & Academic Learning

Greenberg et al. (2003) American Psychologist

• Teach children social skills directly in real context• “Foster respectful, supportive relations among students,

school staff, & parents”• Support & reinforce positive academic & social behavior

through comprehensive systems• Invest in multiyear, multicomponent programs• Combine classroom & school- & community-wide efforts• Precorrect & continue prevention efforts

Characteristics of Safe School Center for Study & Prevention of Youth Violence

• High academic expectations & performance• High levels of parental & community involvement• Effective leadership by administrators & teachers • A few clearly understood & uniformly enforced, rules• Social skills instruction, character education & good

citizenship. • After school – extended day programs

Lessons Learned: White House Conference on School Safety

• Students, staff, & community must have means of communicating that is immediate, safe, & reliable

• Positive, respectful, predictable, & trusting student-teacher-family relationships are important

• High rates of academic & social success are important• Positive, respectful, predictable, & trusting school

environment/climate is important for all students• Metal detectors, surveillance cameras, & security guards

are insufficient deterrents

It’s not just about behavior!

Good Teaching Behavior Management

STUDENT ACHIEVEMENT

Increasing District & State Competency and Capacity

Investing in Outcomes, Data, Practices, and Systems

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

Basics: 4 PBS

Elements

SYST

EMS

PRACTICES

DATA

SupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011; Sugai, O’Keeffe, & Fallon, in press

CULTURALLYRELEVANT

CULTURALLYVALID

CULTURALLYSKILLED

CULTURALLYEQUITABLE

SYST

EMS

PRACTICES

DATAOUTCOMES

DATA• Clear definitions• Efficient procedures• Easy input/output• Readable displays• Regular review

SYST

EMS

PRACTICES

DATA

OUTCOMES

OUTCOMES• Data-based• Relevant/valued• Measurable

SYST

EMS

PRACTICES

DATA

OUTCOMES

PRACTICES• Evidence-based• Outcome linked• Cultural/contextual

adjustments• Integrated w/ similar

initiatives• Doable

Give Priority to Effective Practices

Less Effective

Label Student

Exclude Student

Blame Family

Punish Student

Assign Restitution

Require Apology

More Effective

Invest in School-Wide

Teach & Reinf Soc Sk

Actively Supervise & Prevent

Individualization based on Competence

Consider Culture & Context

SYSTEMS• Training to fluency• Continuous evaluation• Team-based action

planning• Regular relevant

reinforcers for staff behavior

• Integrated initiativesSY

STEM

S

PRACTICES

DATA

OUTCOMES

General Implementation “Map”• 2+ years of school team training• Annual “booster” events• Coaching/facilitator support @ school & district

levels• Regular self-assessment & evaluation data• On-going preparation of trainers• Development of local/district leadership teams• Establishment of state/regional leadership &

policy team

Major SWPBS Tasks

• Establish leadership team• Establish staff agreements• Build working knowledge & capacity of SW-

PBS practices & systems• Develop individualized action plan for SW-

PBS

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS: “Getting Started”

Outcomes

Systems: To sustain the implementation

Data: For decision making

Practices: Evidenced-based and doable

SWPBS IMPLEMENTATION DRIVERS

Highline Public Schools Scaling-Up PBIS

Improving Social and Academic Outcomes for All

StudentsDistrict PBIS Coordinator

Tricia Robles, Patricia.robles@highlineschools.org

Schools implementing PBIS create a continuum of Behavior Support for students.

Prevention Logic for All(Walker et al., 1996)

• Decrease development of new problem behaviors

• Prevent worsening of existing problem behaviors

• Redesign learning/teaching environments to eliminate triggers & maintainers of problem behaviors

• Teach, monitor, & acknowledge prosocial behaviors

Primary Prevention:School-/Classroom-Wide Systems forAll Students,Staff, & Settings

Secondary Prevention:Specialized GroupSystems for Students with At-Risk Behavior

Tertiary Prevention:Specialized IndividualizedSystems for Students with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIORSUPPORT

ALL

SOME

FEW

52

SWPBIS (aka PBIS/RtI) is

All students

Academic & behaviorally important outcomes for

Continuum of evidence-based interventions to achieve

A framework for enhancing adoption & implementation of

1998-1999

1999-2000

2000-2001

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

2009-2010

2010-2011

2011-2012

0

5

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15

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25

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35

PBIS Schools in Highline 2012-2013 2.0 FTE District Coordination PBIS P-12 35 Sites

Scaling Up PBIS1. Are we doing what we said we would do?

Accurate & sustained implementation

2. Is it benefitting students? Meaningful student outcomes

3. How do we know?Use Data

What Works?

2011-2012 PBIS in Highline

1.8 District PBIS Coordinators District PBIS Team 2008-Present Establishing PBIS Coaches – Service Area Monthly PBIS Team Meetings 26 K-12 - Tier 1 School-wide PBIS

• 20 K-12 – Tier 2 Screening & CC&E 7 K-6 – Tier 3 Technical Assistance Teams Baseline Data & Planning High Schools

Working on Sustainability• 3rd Annual August PBIS Training• District Level Commitment - Stakeholders• District Coordinators

– Service Area Coaches• School Commitment – Sponsorship • Building-based Coaches/Coordinators• TIPS Protocol & www.pbisassessment.org • Celebrate Successes

– Building Level with staff, students, families– District Level with administrators, school board, and

community

0

10

20

30

40

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90

100

HPS Elementary School SET Data

Baseline

Current

0200400600800

100012001400

Bev P

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Ceda

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Greg

ory…

Haze

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icken

Mid

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North

Hill

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K-6 Total ODRs (Major and Minor) by School

2010-11 and NowNumber of…

Bev Park

Bow Lake

Cedarhurst

Des Moines

Gregory Heights

Hazel V

alley

Hilltop

Madro

na

Marvist

a

McM

icken

Midway

Mount V

iew

North Hill

Parkside

Seahurst

Shorewood

Southern

Heights

White

Center H

eights0

10

20

30

40

50

60

70

80

K-6: Total Out of School Suspensions

2010-11 Total Suspensions

2011-12 Total Suspensions

Bev Park

Bow Lake

Cedarhurst

Des Moines

Gregory

Heights

Hazel V

alley

Hilltop

Madrona

Marvist

a

McMick

en

Midway

Mount View

North Hill

Parksid

e

Seah

urst

Shorewood

Southern Heigh

ts

White

Center Heigh

ts0

20

40

60

80

100

120

140

160

180

200

K-6: Total Number of OSS days

2010-11 Total OSS Days

2011-12 Total OSS Days

Compared to last school year, we have seen drastic reductions in ODRs at the K-6 and middle school levels:  K-6th Grade · 21% reduction (-1305) in office discipline referrals (ODRs)· 53% reduction in total out of school suspensions (OSS).· 47% reduction in number of students suspended.· 63% reduction in the total number of OSS days. 

0

200

400

600

800

1000

1200

Cascade Chinook Pacific Sylvester

Middle School: Total ODRs 2010-11 and Now

2010-11 TotalReferrals

Student Time Recaptured• 60school days

Administrator Time• 15- 8 hr. work days

Student Time Recaptured• 78 school days

Administrator Time• 19 -8 hr. work days

K-6 7th-8th

Student Time Administrator Time Student Time Administrator Time

Minutes 58725 19575 53910 16665

Hours 978 326 899 278

Days 163 41 150 34

Cascade Chinook Pacific Sylvester 0

50

100

150

200

250

Middle School: Total "Out of School Sus-pensions"

2010-11 Suspensions

2011-12 Suspensions

Cascade Chinook Pacific Sylvester 0

200

400

600

800

1000

1200

1400

1600

1800

2000

Middle School: Total Days of OSS

2010-11 OSS Days

2011-12 Total OSS Days

Compared to last school year, we have seen drastic reductions in ODRs at the middle school level:   Middle Schools · 33% reduction (-1111)in ODRs· 42% reduction in total OSS.· 28% reduction in number of students suspended.· 51% reduction in the total number of OSS days. 

Cedarhurst Total Office Discipline Referrals from 1,228 to 307

Cedarhurst Elementary PBIS

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2005-2006 2012-1013

60% = 233 Students

93% or 632 Students

21% = 80 Students

5% or 36 Students

19% = 73 Students

1% = 8 Students

6+ ODR

2-5 ODR

0-1 ODR

OSS Students OSS # Days OSS ODR Students w ODR0

2000

4000

6000

8000

10000

12000

14000

16000

18000

20000

2791

1633

10341

3593

2456

1488

17671

11929

3906

16021013

80007174

2774

Highline Public Schools Discipline Data K-12

2010-20112011-20122012-2013 YTD 3.22.13

Test Your KnowledgeAs A Team Discuss Quickly Your

Answer and Hold Up Your Fingers To Indicate Your Answer:◦One Finger – A◦Two Fingers – B◦Three Fingers – C

◦One Finger – True ◦Two Fingers - False

The PBIS Blueprintwww.pbis.org

PBIS Blueprintswww.pbis.org

District Leadership Team

FundingVisibility Political

Support

Training Coaching Evaluation

Active Coordination

Local School Teams/Demonstrations

Behavioral Expertise

District Level Action Plan and Scaling Strategy

Cadre of Trainers/Coaches Site Based Behavioral Expertise

Evaluation PlanData Use

Policy

Top 10 Reasons PBIS Implementation gets Bogged Down

1. Lack of continuous administrative support & involvement 2. Lack of awareness and understanding that staff set and change culture in

schools3. Lack of understanding commitment and “buy-in” from staff4. Lack of understanding that academic success is driven by school culture5. Not working through the PBIS processes on a consensus basis as a team6. Taking on too much too fast (generally with positive intentions)7. Inconsistency of implementation by staff 8. Looking for the negative vs. looking for positives in student behavior 9. Focusing only on the high risk students 10.Not tracking, reporting out, and responding to school behavior data

(Created by Pam Hallvik)

Working on Sustainability• 4th Annual PBIS Summer Institute• District Level Commitment - Stakeholders• District Coordinators

– Service Area Coaches• School Commitment – Sponsorship • Building-based Coaches/Coordinators• TIPS Protocol & www.pbisassessment.org • Celebrate Successes

– Building Level with staff, students, families– District Level with administrators, school board, and

community

HPS Lessons Learned & Next Steps• Continue High Visibility of PBIS via Recognition &

Celebrations– Annual School Board Presentation– Annual August Training– Highlight PBIS School Successes in Local HPS Publications

• Continue Integrating PBIS with District Initiatives and Embed PBIS to Improve Outcomes for ALL– Equity, Alternatives to Suspension, HIB, Drug/Alc, etc.

• Continue Investing & Improving in Data, Systems, Practices

• Re-examine implementation plans in High Schools to ensure maximum success

Lunch – 1 Hour

Lunch Time ActivityAs We Get Started On Your Note card Please

Write Two Truths and a Fib About Yourself

Put Your Name on the Note card in The Top Corner of the Note card

Example:I have skydived 5 times.I have back packed through the Grand Canyon.I once sold the most girl scout cookies in my

neighborhood.

Implementation Science and PBIS

Evidence-based

Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231).Download all or part of the monograph at:http://www.fpg.unc.edu/~nirn/resources/detail.cfm?resourceID=31

Implementation Research: A Synthesis of the Literature

Challenge = ImplementationLimited focus on Implementation

◦Need to define the systems to support sustained, accurate implementation of Tier 2 & Tier 3 Behavior Supports

◦Starts with strategic, long-term district planning & commitment

GOOD

FASTCHEAP

When implementing an innovation, you may pick any two.

Wexelblatt’s Scheduling Algorithm

SolutionEffective intervention practices and programs

+Effective implementation practices

Good outcomes for students

No other combination of factors reliably produces desired outcomes

© Fixsen & Blase, 2008

Performance Assessment (Fidelity)

Coaching

Training

Selection

Systems Intervention

Facilitative Administration

Decision Support Data System

Integrated & Compensatory

Com

pete

ncy D

river

s

Com

pete

ncy D

river

s Organization Drivers

Organization Drivers

LeadershipLeadership

Adaptive Technical

Improved Outcomes for . . .

Program/Initiative (set of practices)

© Fixsen & Blase, 2008

Performance Assessment (Fidelity)

Coaching

Training

Selection

Integrated & Compensatory

Com

pete

ncy D

river

s

Com

pete

ncy D

river

s Organization Drivers

Organization Drivers

LeadershipLeadership

Improved Outcomes for . . .

Program/Initiative (set of practices)

Competency Drivers are mechanisms that

help to develop, improve, and sustain

one’s ability to implement an

intervention to benefit students.

© Fixsen & Blase, 2008

Performance Assessment (Fidelity)

Systems Intervention

Facilitative Administration

Decision Support Data System

Integrated & Compensatory

Com

pete

ncy D

river

s

Com

pete

ncy D

river

s Organization Drivers

Organization Drivers

LeadershipLeadership

Improved Outcomes for . . .

Program/Initiative (set of practices)

Organization Drivers are mechanisms to create and sustain

hospitable organizational and

systems environments for

effective educational services

© Fixsen & Blase, 2008

Performance Assessment (Fidelity)

Coaching

Training

Selection

Systems Intervention

Facilitative Administration

Decision Support Data System

Integrated & Compensatory

Com

pete

ncy D

river

s

Com

pete

ncy D

river

s Organization Drivers

Organization Drivers

LeadershipLeadership

Adaptive Technical

Improved Outcomes for . . .

Program/Initiative (set of practices)

Implementation:Leadership Drivers

Managing the Stages of Implementation

Exploration Installation Init’l Implementation Continual Regeneration Sustainability

Pg 32 of Blueprint

LeadershipCOMMITMENT!!

◦Grounded in understanding

Understand the Systems ◦Tier 1 Data Teaming Tier 2

Data Teaming Tier 3

Understand Implementation

Progressive Implementation

LeadershipConstruct & Oversee Implementation

effort◦ Commitment & Consistency over time

Champion - Active advocate with a plan

Formalize a clear link to district priorities ◦ Consistent topic in District Leadership team

discussions◦ Policy considerations◦ Align District (CIP) & School Improvement

goals (SIP)◦ Disproportionate Discipline &

Achievement Gap

DiscussionWhat stage of implementation

would you say your district is in? Are some schools “farther” along than the district?

Coaching in PBIS

CoachingSet of

responsibilities, actions, activities…..not person

Bridge between

training & implementation ……not administrati

ve accountabili

ty

Positive & supportive resource & facilitation

….not nagging

Effective Coaches• Build local capacity

Become the expert, but widely share knowledge• Maximize current competence

Never change things that are working Always make the smallest change that will have the biggest

impact• Focus on valued outcomes

Tie all efforts to the benefits for children• Emphasize Accountability

Measure and report; measure and report; measure and report.

• Build credibility through: (a) consistency, (b) competence with behavioral

principles/practices, (c) relationships, (d) time investment.• Pre-correct for success

- From Florida’s PBIS Project

Training Outcomes Related to Training Components

Training Outcomes

Training Components

Knowledge of Content

Skill Implementation

ClassroomApplication

Presentation/ Lecture

PlusDemonstration

Plus Practice

Plus Coaching/ Admin SupportData Feedback

Joyce & Showers, 2002

10% 5% 0%

30% 20% 0%

60% 60% 5%

95% 95% 95%

General ConsiderationsWho’s coaching?Who’s being coached?Who directly & indirectly benefits from coaching?What is being coached?Where does coaching occur?How are coaches prepared?Who coaches the coaches?How is coaching provided?How is coaching implementation fidelity

evaluated?How is coaching effectiveness evaluated?Are practice implementation benefits meaningful?

COACHING FUNCTIONS

Guidance for team startup

Technical assistance

Resource access

Problem solving

Data-based decision making

Positive reinforcemen

t

Prompting & reminding

Communications network

“Coaching”

PRACTICE

IMPLEMENTATION

FIDELITYFormal to Informal

Specialized to General

Direct to Indirect

Frequent to Infrequent Predictable

to Unpredicta

ble

Internal to External

Individual to Group

“Easier to coach what you know & have experienced.”

Coaching linked to implementation team

Coaching training linked with team training

Coaches participate in team training

New teams added with increased coaching fluency

Coaching capacity integrated into existing personnel

Supervisor approved & endorsed

District agreements & support given

Coaches experienced with team implementation

District-wide coordination provided

Regularly meetings for prompting celebrating, problem solving etc.

Big IdeasCoaching capacity is defined as activities or

functions, not personEnd goal of coaching is to maximize adoption,

durability, & scalability of evidence-based practice experienced by students

Coaching functions have varied levels of intensityCoaching functions are shared responsibilitiesCoaching capacity at multiple organizational

levels (teacher, school, district, region, state)Coaching implementation capacity should be

planned, formal, continually monitored, and systematically evaluated

Coaches Self Assessment Complete the Coaches Self

Assessment for Only the Preliminary Skills

What Are the Skills You Need to Gain?

How Will You Gain These?

Final Q & A and Action Planning