BLUEPRINT FOR SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT

PROFESSIONAL DEVELOPMENT

Tim Lewis, Ph.D. Susan BarrettUniversity of Missouri Sheppard Pratt

OSEP Center on Positive Behavioral Interventions and Supports

pbis.org

The Challenge

Building Capacity Across 110,000 Schools

Scaling Up

• Does not simply equal more schools or every school within a district/region/state

• 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

• Implication = Effective training and technical assistance

Research Findings on Scaling Up(Fixsen, Naoom, Blase, Friedman, & Wallace, 2005, p. 70)

• Best evidence documents what doesn’t work:– Information dissemination alone–Training by itself

Research Findings on Scaling Up(Fixsen, Naoom, Blase, Friedman, & Wallace, 2005, p. 70)

• What does work– Long term, multi-level approaches– Skills-based training– Practice-based coaching– Practioner performance-feedback– Program evaluation– Facilitative administrative practices–Methods for systems intervention

Core Features of SW-PBS Relative to Scaling Up

1. Establishment of local implementation capacity

2. Continuous self-assessment3. Evaluation and integration of multiple

behavior-related initiatives4. A commitment to long-term effort

(Sugai, Horner, & McIntosh, in press)

How do we get there?

Build parallel systemic processes

1. Provide school/district teams with a process to address the presenting challenge (SWPBS)

2. Develop a parallel process for districts/states to support school implementation and continue to expand with integrity (District /State Leadership Team)

Funding Visibility PolicyPoliticalSupport

Training CoachingBehavioral Expertise

Evaluation

LEADERSHIP TEAM(Coordination)

Local School/District Implementation Demonstrations

District Initiative

District Coordinator / Trainer

PBS Coaches/Trainers

School Teams

Most Professional DevelopmentGuskey (1986, 2000)

• Nearly every major work on the topic of staff development has emphasized the failings of these efforts.

• Majority of staff development fail to consider two factors: "What motivates teachers to engage in staff development, and the process by which change in teachers typically takes place" (p. 6).

• Considerations: – Change is a slow, difficult, gradual process; – Teachers need to receive regular feedback on student

learning outcomes; and – Continued support and follow-up are necessary after

initial training.

PD to Change Staff Behavior

StaffDevelopment

Change inTeacherPractice

Change in Student

Outcomes

Change inTeacher Beliefs

Guskey, 1986

Blueprint Logic - Training

• Assess and map training to school team “readiness”

• Training targets focus on specific steps in building a continuum of behavioral supports

• All training should be outcome based with measurable goals

• Trainers must master and demonstrate competency on essential features

Most Technical Assistance

• Relies on expert model• Case by case • Contingent upon funding streams and/or

student eligibility• Often poor fit within an instructional model

Blueprint Logic – Technical Assistance

• Key competencies and skill sets of TA providers provided

• Basic logic of SW-PBS problem solving adhered to across all related activities (data-practices –systems)

• Tools and measures to assist in process• Team is target of all TA

Rethinking Technical Assistance

• Moving from a case by case expert model to building expertise in the school

• Focus of all TA is on teaching the school team to solve problems or address challenges for themselves

• Shift from providing answers to asking questions• Shift from developing plans to prompting plan

development• Shift from being viewed as the expert to being viewed as

a facilitator• Will not replace need for specialist, re-focus all to

building capacity

Professional Development Blueprint

Purpose:(a) Identify core components to allow development of local

training adaptations,(b) Provide tools and measures to verify and evaluate content

validity of training, (c) Provide tools and measures to guide assessment of

implementation integrity, (d) Judge the preparedness of professional development

providers, and (e) Guide development of comprehensive professional

development plans at the district, region, and state level.

PD Blueprint Will …• List and describe minimum core readiness, skill, and performance

competencies for SWPBS trainers.• List and describe minimum outcome competencies for SWPBS

implementation by (a) school staff, (b) school leadership teams, and (c) coaching personnel.

• Provide self-assessment guides for monitoring training and coaching progress.

• Provide evaluation procedures for assessing training and coaching fidelity and integrity.

• Recommend schedules and sequence for training and coaching activities.• Assume that trainers have implementation experience and fluency with

SWPBS practices and systems.• Focus on the school, district/region, and state as the context for sustained

training implementation and support.

PD Blueprint Won’t

• Dictate specific training scripts or lesson plans.• Require specific training examples.• Provide an exhaustive list of training topics or

delivery mechanisms.• Align content with other behavior support,

school climate or discipline, or social behavior curricula.

• Teach SWPBS content to trainers.

Examples Used to Build the General Case

Designing Systems

• Phases of Implementation• Evaluation Cycle• Leadership Structure (Implementation vs.

Leadership)– Meeting/Planning/Workgroups

• Training and Coaching• Reports and Marketing• Policy

Sept. 1st – Feb. 28th

New SWIS and CICO-SWIS subscriptions setup and invoiced

Feb- JunePlanning Phase for New Teams Checklist Completed

Sept

Oct

Nov

Dec

Jan

Feb

Mar

Apr

May

Jun

Jul

Aug

Feb. 19Spring Forum Administrator

attends

July 26-30New Team

Training

Oct 21 State

Coaches Meeting

Nov 10IPI Due

Dec 8State

Coaches Meeting

August Team PlanningSWIS Readiness

Completed

PBIS Maryland 09-10

April 7State

Coaches Meeting

April 10IPI Due

** Regional Returning Team Events held during Summer- Dates TBA**CICO Training completed Regional by request

Generation of Practitioners

• Train more folks than you think you need• Levels of skill development• Organized around Phases of Implementation– Team Member– Team Leader– Coach– Trainer– Coach Coordinator– Regional/State Coordinator

Phases of Implementation

ExplorationInstallationInitial ImplementationFull ImplementationInnovationSustainability

2 – 4 Years

Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

Exploration StageNeed for change identified, possible solutions are explored, learning about

what it takes to implement the innovation effectively, stakeholders are identified and developed, and decision is made to move forward

InstallationResources needed to implement innovation with fidelity and desired outcomes

are in place

Initial ImplementationInnovation is in place in schools, implementation largely guided by external TA

providers

Full Implementation-Innovation is implemented and sustained by local stakeholders and is well-

integrated into policy/written documentation

Innovation and Sustainability Innovation is adapted to fit local context, innovation becomes more efficient

and is integrated with other initiatives

27

Phase One: Commitment to Collaboration Role of State Leadership Team

• ID Point of Contact• Small number of schools trained in PBIS• Small number of coaches identified and trained

• Conduct Site visit to school two times/school year (completion of “implementation phase checklist”)

• Provide technical assistance to local coaches• Provide SWIS training to schools as needed• Maintain communication with Point of Contact• Nominate Exemplar• Nag for Forms• Attend State Leadership Team Meetings monthly• Complete SET and SET Report as needed• Coordinate Regional Meetings for team leaders and coaches

Phase Two: Commitment to Capacity Building Role of State Leadership Team

• More than 5% of schools trained in PBIS within district/region

• Coach facilitator or lead coach identified (% of time allocated for PBIS activities)

• Informal District/Regional team identified• SWIS facilitators identified and trained• SET Assessors identified and trained

• Provide support and technical assistance to coach facilitator (coach facilitator coordinates site visits, “implementation phase checklist”, SWIS facilitation, SET assessment and support to local coaches)

• Conduct site visits to schools by special request only• Assist with district self assessment and action plan• Assist with dissemination activities such as presentation to

LMB, Community, Businesses, Superintendent• Conduct capacity building awareness activities using PBIS

Blueprint with key stakeholders • Submit formal reports to PBIS management team to include

progress notes, updates, training needs• Conduct needs assessment• Conduct SWIS facilitator training, SET assessor training

Phase Three: Commitment to Large Scale Implementation Role of State Leadership Team

• Identification of PBIS Coordinator• Working Budget• District/Regional Action Plan in place to address capacity

building around training, coaching, evaluation, coordination• District/Regional PBIS functioning team• Development of database • Progress Report in development• Development of newsletters, brochure and other marketing

material• Alignment with LSS Master Plan, Charter, Code of Conduct• Formal report cycle to key stakeholders (superintendent,

board, LMB, community/business, Parent organizations)

• Active communication and coordination with PBIS Coordinator and PBIS District/Regional Team

• Attendance to district/regional monthly meetings• Identify resources such as grant opportunities• Promote visibility to State• Assist with marketing/dissemination/policy

District Level Phases

Readiness Structures

• Leadership Forum- New Teams• Planning Phase Checklist- Tier 1– SWIS Readiness

• Advanced Tiers• Readiness- completed by Local Coordinator

and Team– CICO Readiness, CICO SWIS Readiness

If something is worth doing once, it's worth building a tool to do it.

• Identify Progress Monitoring Tool– Tier 1• Team Implementation Checklist• Benchmarks of Quality• School-wide Evaluation Tool

– Tier 2CICO Progress Monitoring ToolBenchmark for Advance Tiers (BAT)

Competencies/Features

• PBIS Maryland Example– New Team Training- BOQ– Tier 2 Basic Training- CICO Progress Monitoring

Tool

Coaching within SWPBS Implementation

• Context:– 10,000 schools implementing SWPBS nationally

• Defining the Role• Internal vs External

• Selecting Coaches• Training and support for coaches• Assessing Impact

Outcomes of Coaching

• Fluency with trained skills• Adaptation of trained concepts/skills to local

contexts and challenges• And new challenges that arise

• Rapid redirection from miss-applications• Increased fidelity of overall implementation• Improved sustainability

• Most often due to ability to increase coaching intensity at critical points in time.

Who should be a coachCoaching Competencies

Necessary Preferred

Participate in team training

Able to attend team meetings at least monthly

Effective working with adults

Knowledgeable about school operating systems

Professional Commitment

Knowledge about SWPBS

Knowledge about behavior support practices (targeted, individual)

Skilled in collection and use of data for decision-making.

Coach Competencies

Building Training Capacity Kincaid- Florida

Skill Score Obtained Score Possible Percent Obtained

I. Training Skills 80

I. Content Area Skills: Knowledge

60

I. Content Area Skills: Ability to Train

60

Total Skill Score 200

Directions: Rating1= not at all confident

2= somewhat confident

3= neutral

4= confident

5= very confident

Training

Skills

When conducting past trainings  I feel confident that I:

Started the training with an appropriate introduction, agenda, and overview

1 2 3 4 5

Set up the room to be conducive to the type of training being conducted (i.e., teams, classroom style, individual)

1 2 3 4 5

Adjusted my training specifically for adult learning styles (i.e., …)

1 2 3 4 5

Used eye contact and appropriate body language

1 2 3 4 5

Illinois Network 2009

“Trainer Competency Building” Strand

Sessions will focus on Key Topic Areas ThursdayB3: Building Trainer Competency for

Secondary/Tertiary Systems Kim Breen, Illinois PBIS Network; Don Kincaid, University of South Florida 11:30-12:45

C3: Building Trainer Competency for CoachesMarla Dewhirst, Illinois PBIS Network; Lori Newcomer, University of Missouri 2:15-3:30

Friday

D3: Building Trainer Competencies for Universal/Secondary Systems Rob Horner, University of Oregon; Steve Goodman, Michigan Integrated Behavior and Learning Initiative 9:15-10:30

E3: Building Trainer Competency for AdministratorsDon Kincaid, University of South Florida; Robert

Hawkins, Illinois PBIS Network 10:55-12:10