PBIS District Leadership Teams: Using Implementation Science and the National Blueprint to Develop and Guide Implementation Efforts

Special School District PBIS Team Lisa Powers, Area Coordinator Planning &

DevelopmentBridget Thomas, PBIS Facilitator

Lynn Yokoyama, PBIS Data Specialist

Pay It Forward with SW-PBS for School Success8th Annual MO SW-PBS Summer Training Institute, 2013

We would like to thank…

Center for SW-PBSCollege of EducationUniversity of Missouri

Dr. Kathleen Lane Professor of Special Education,

University of Kansas

Dr. Lucille Eber Illinois PBIS Network Director

Dr. Joanne MalloyAssistant Clinical Professor,

University of New Hampshire

PBIS Mission Statement 2013

PBIS Team Mission:  The SSD Positive Behavioral Interventions and Support (PBIS) Team partners with district and school level teams in developing, implementing, and sustaining a culturally relevant multi-tiered model of prevention and intervention for the academic, behavioral and social-emotional success of all students and their families.

Today’s Meet

Go to http://todaysmeet.com/Blueprint

Share your thoughts and questions throughout the presentation

Link to presentation http://pbiscompendium.ssd.k12.mo.us/

Introductions: “That’s Me” Roles

Teachers

Administrators Superintendents/Assist Directors Principals/Assist.

Clinicians/Specialists School Psych. Social Worker Counselor Behavior specialist

Family member

Researcher/Instructor

Currently on a DLT

Currently a DLT Coordinator/Leader

Objective Our Goal Identify functions of a District

Leadership Team

Provide an overview of the 2010 SW PBIS Implementation Blueprint & Self-Assessment & Sample Action Plans

Share snapshots and examples of DLT’s work, products, & perspectives

Participants will learn the purpose and functions of a PBIS District Leadership Team (DLT) and be able to apply this information in their district teams.

Participants will learn how PIBS DLTs use the National PBIS Blueprint to be able to develop a three to five year action plan.

Participants will know lessons learned from experienced and beginning PBIS DLT and be able to apply this information to their work.  

By the end of this session you will be able to … Describe potential PBIS DLT members and

functions

Complete a PBIS Implementation and Self-Assessment

Describe possible next steps for your district

Share your structure for district leadership to support PBIS/multi-tiered system

What would you like to walk away with from this session?

Implementation Challenge

George Sugai, March 2010

Stages of ImplementationFocusFocus StageStage DescriptionDescription

Exploration/Adoption

Decision regarding commitment to adopting the program/practices and supporting successful implementation.

Installation Set up infrastructure so that successful implementation can take place and be supported. Establish team and data systems, conduct audit, develop plan.

Initial Implementation

Try out the practices, work out details, learn and improve before expanding to other contexts.

Elaboration Expand the program/practices to other locations, individuals, times- adjust from learning in initial implementation.

Continuous Improvement/Regeneration

Make it easier, more efficient. Embed within current practices.

Making Room for the Initiative through Braiding MTSS with District Strategic Goals

Successful Student OutcomesAdopted from Dr. Steve Goodman

Student Achievement

PBIS

Diversity

Safety & Discipline

Accountability

Parent/Community Involvement

Healthy Youth Development

Funding Visibility PolicyPoliticalSupport

Training CoachingBehavioral Expertise

Evaluation

LEADERSHIP TEAM(Coordination)

Local School/District Implementation Demonstrations

SWPBS Implementation Blueprint www.pbis.org 2010

LEADERSHIP TEAM

1. Leadership Team is configured to address multi-school (district) and/or multi-district (region, state) leadership and coordination.

• The SWPBS Implementation and Planning Self-Assessment is focused on district,

regional, and/or state level leadership team planning. However, its features have applications to any large scale practice adoption and sustained/scaled implementation.

• The Leadership Team’s primary function is to engage in leadership and coordination functions, which support and sustain accurate implementation of a continuum of evidence-based SWPBS practices. Its activities are configured around following SWPBS Implementation Blueprint features: (a) capacity building for training, coaching, evaluation, and coordination; (b) administrative participation for political support, visibility, funding, and policy; and (c) demonstrations of school and district implementation.

• The overriding mission or purpose of this team is to provide overall leadership related to assessing, developing, implementing, managing, and evaluating a state, regional, and/or district-level comprehensive system of SWPBS for all students. This team is responsible for the coordination of training, coaching, and evaluation activities related to SWPBS implementation. This team develops a 3-5 year action plan to guide its capacity building and coordination activities and to achieve the mission or purpose of the SWPBS implementation effort.

1. Multi-school & district capacity

2. Membership representation (general & special education, families, mental health, administration)

3. Blueprint self-assessment

4. Three-five year action plan

5. Regular meeting schedule

6. Coordinator

7. Implementation team

8. Evaluator

9. Decision making authority

FunctionsLeadership Team

2. Membership Representation: Establish Effective District Leadership teams

Membership of this team should be based on individuals whose roles, responsibilities, and activities are associated with prevention of the development and occurrence of problem behavior.

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 Preventions Character Education Alternative Programming Data or Information Management Professional Development Higher Education Parent and Community

Function not People

Observe with a purpose

PBIS District Level Team Meeting Observation

1. What district level system pieces did you hear them talk about?

2. What comparisons might you make between this meeting and your own?

3. What learning do you want to take with you as you plan your next PBIS DLT meeting?

3. Blueprint Self-Assessment

District Action Plan

To the greatest extent possible, leadership should strive toward integration of teams and committees that have common behavior-related mission

What committees/work groups can we eliminate?

What committees/work groups can we combine?

What committees/work groups need to be supported for improved outcomes and sustained functioning?

What would an organizational chart look like that shows the relationship between each of our recommended committees/work groups?

Working Smarter Not Harder Worksheet

9. Decision making authority

Add 1 new initiative;Take 2 away!

How might we help teams to make these decisions? What should they pay attention to?

PBIS Model of Continuous Improvement

Enhances collaboration and communication between feeder schools

Team provides support and guidance for newer implementing schools and new coaches

Team provides peer accountability Encourages continuous improvement

through the year

FundingPolitical Support

Visibility Policy

10.Recurring/ stable state funding sources

11.Assessment & Integration of organizational resources

12.Dissemination strategies to inform stakeholders

13.Quarterly & public acknowledgements

14.Social behavior in top 3 priorities

15.Annual leadership report to political unit

16.State chief participation & support

17.Endorsed SWPBS policy statement

18.Written procedural guidelines & agreements

19.Semi-annual outcome review to inform policy

20.Cross-initiative audit of implementation integrity

21.Action plan for integrated implementation

Funding

Support PBIS coordinator and activities identified in Annual Action Plan

Grant support for start-up General fund for sustaining efforts Blend support from related initiatives

Visibility

Function

Communication Accountability Funding and resource

justification Promotion of sustained

and/or expanded implementation

Acknowledgements

Examples

DLT Minutes shared Brochure to the

Community/Board of Education

PBS Testimonial Video to the Board of Education

Data PBIS Compendium PBIS Award of Excellence Newsletters to the

Community

What do you do for visibility?

Policy & practice inform each other Fixsen & Blase, 2007

17. PBIS Policy Statement LOS ANGELES UNIFIED SCHOOL DISTRICT

Policy BulletinBUL-3638.0 Page 1 of 14Student Health and Human Services March 27, 2007

TITLE: Discipline Foundation Policy:School-Wide Positive Behavior Support

NUMBER: BUL-3638.0 ISSUER: Donnalyn Jaque-Antón, Executive Officer

Educational Services DATE: March 27, 2007

22.Evidence-based practices & professional development

23.Plan for local training capacity

24.Plan for continuous regeneration

25.Local & regional coaching network

26.Monthly (new) & quarterly (established) coaching

27.Internal & external coaching functions

28.Implementation evaluation process & schedule

29.School based data system

30.District/state systems evaluation

31.Dissemination of annual report

32.Quarterly celebration & acknowledge-ment of accomplish-ments & outcomes

33.At least 2 individuals w/ SWPBS systems expertise

34.Individuals w/ behavioral expertise

35.Academic-behavioral expertise

36.Process & organizational expertise

Training Coaching Evaluation Expertise

23. DLT plans for local training capacity to build & sustain SWPBS practices.

To decrease reliance on outside training expertise

Requirements for this role include: Demonstrated fluency with key concepts/features of

PBS Participated in full training sequence with school

teams Provided successful training workshops to adult

learners Experience with examples of implementation of SW-

PBS practices and systems in multiple schools

Year at a Glance

http://pbiscompendium.ssd.k12.mo.us/CoachesCorner.htm

Agenda for Sept-Oct YAG

Celebrations: ◦What is going well in your school?◦ Data- School Safety Survey: ◦ Systems- 2013-14 PBIS Action Plan:◦ Practice- Teaching Expectations: ◦ Closure Review Preview Next Steps

The Vital Role of Administrative Support

Plan for continuous professional development for administrators.

Plan for supporting new administrators to work with school based PBIS Team

The following principles are considered when establishing coaching capacity

Each team should have access to coaching support

On-going district support is needed to maintain coaching activities

Coaches must have experience with school team implementation and problem solving

Coaches’ training and experiences must be linked with school team training and implementation

Coaching Capacity

“Emerging” teams Attend team meetings Make contact with team leaders Review and report school data Complete and or check on team progress on

Team Implementation Checklist Acknowledge team progress and outcomes Report school progress to district leadership

team

Coaching Capacity “Established” teams

Monitoring accuracy and consistency of implementation

Maximizing targeted outcomes Increasing implementation efficiency Acknowledging progress and outcomes Communicating progress to district

leadership team Facilitating review of data and action

plan enhancement

District Action Plan

What resources guide your training and coaching processes?

Dissemination, celebration, and acknowledgement of outcomes and accomplishments

Build public relations Provide information about

implementation efforts and outcomes Reinforce implementation efforts Provide support for future funding and

implementation planning (websites, conferences, presentations,

newspaper articles certificates, radio and television spots)

31

2009-10 vs. 2010-11 = 5% reduction in Total Number of Office Discipline Referrals

2010-11 vs. 2011-12 = 11% reduction in Total Number of Office Discipline Referrals

What data do or might you use to drive your action plans?

Behavioral Expertise Behavioral Theory Behavior Analysis Proactive School-wide discipline Effective classroom and behavioral

management Function based behavior intervention

planning Direct social skills instruction Principals of reinforcement

p. 25 in Blueprint

Local School/District Implementation Demonstration

37. At least 10 local school demonstrations of SWPBS process & outcomes

38. At least 2 districts/regional demonstrations of system-level leadership teams (25% of schools)

Rationale for local implementation efforts Serve as training resources and models for

future teams

Learning Walks

Why do schools use Learning Walks? Learning Walks Provide an Opportunity

to: Reinforce attention to critical features Gather data Stimulate collegial conversations Learning from others

2012-13 DLT Goals Cabinet member engaged Communication system with

cabinet on monthly/quarterly basis

Connection to Special Education Leaders

Blueprint self-assessment completed

Develop an Action Plan connected to blueprint

Diverse team membership Tier 1 training/coaching plan

for maintaining/sustaining

Action plan for developing Tier 2/3

Monitor progress quarterly District data, Type, Visual,

and Process Data system developed DLT Agenda connected to

action plan Family Partnership and

Voice at the district level

Lessons Learned

Maintain commitment from key players in the school district

District Action plan is a working document Use data for decision-making

Reductions in Office Discipline Referrals (ODRs) Sustained implementation at criterion Increased academic gains Increased perception that school is safe Saved Instructional Time Student Outcomes for Tier 2/3 Attendance

Lessons Learned cont. Build internal capacity for professional

development and coaching Build reciprocal communication structures

including to/from cabinet and big ideas to stakeholders

Plan for regeneration Integration of Initiatives (Example: CR, RTI,

etc.) Integration of special education and

general education

Challenges

Communication Systems that are reciprocal

Data Systems Common protocols, procedures,

timelines

Pbiscompendium.ssd.k12.mo.us

Post Organizer: Preview & Cue Use

Invite your PBIS Consultant to support the development of a District Leadership Team.

Discuss how to use the features of PBIS Implementation Blueprint to build your leadership team?

Our Next Steps

Use the National Center’s PBIS Intervention Blueprint & Self-Assessment

Help DLTs use Data at each meeting Local Calendar includes PBIS Evaluation

Plan & Professional Development Assist DLTs to Improve communication to &

from schools Plan for regeneration

“Good Instruction” is an appropriate academic AND behavior intervention.”