Upload
gunda
View
65
Download
3
Tags:
Embed Size (px)
DESCRIPTION
Implementing Innovation for a Lasting Effect. 2011 National PBIS Leadership Forum. October 27-28, 2011 | Hyatt Regency O’Hare | Rosemont, Illinois. Mark Your Calendars Now!. Next Year’s Forum: October 18-19, 2012. FORUM PURPOSE - PowerPoint PPT Presentation
Citation preview
2011 National PBIS Leadership Forum
October 27-28, 2011 | Hyatt Regency O’Hare | Rosemont, Illinois
Implementing Innovat
ion for a
Lasting Effect
Mark Your Calendars Now!
Next Year’s Forum:
October 18-19, 2012
FORUM PURPOSE
Opportunity for PBIS implementers
enhance their implementation
capacity by exchanging data,
practices, & systems that can
enhance academic & social
behavior outcomes for ALL
students.My job to give organizer & maximize your team’s experience.
WHO’S HERE?.....Family Members, Students, Administrators, Educators, Specialists, Support,
Specials, Trainers & Coaches, Consultants, Community Activists/Advocates, Politicos,
Researchers,…..
Student
Classroom
School
State
District
PBIS (aka SWPBS) is for enhancing adoption & implementation of
of evidence-based interventions to achieve
& behaviorally important outcomes for
students
Framework
Continuum
Academically
All
Maximizing Your Session Participation
Work w/
your team
Consider 4 questions
Why am I here?
What do I hope
to learn?What did I
learn?
What will I do
with what I
learned?
Where are you in implementation process?Adapted from Fixsen & Blase, 2005
• We think we know what we need, so we ordered 3 month free trial (evidence-based)
EXPLORATION & ADOPTION
• Let’s make sure we’re ready to implement (capacity infrastructure)INSTALLATION
• Let’s give it a try & evaluate (demonstration)
INITIAL IMPLEMENTATION
• That worked, let’s do it for real (investment)
FULL IMPLEMENTATION
• Let’s make it our way of doing business (institutionalized use)
SUSTAINABILITY & CONTINUOUS
REGENERATION
Why are you here?
• I want to learn something newAcquisition
• I want to get better at what I’ve learned
Fluency Building
• I want to keep doing what I’ve learned Maintenance
• I want to extend what I’ve learnedGeneralization
• I want to improve the fit of what I’ve learnedAdaptation
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems 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 BEHAVIOR
SUPPORT
ALL
SOME
FEW
Universal
Targeted
Intensive
All
Some
FewContinuum of Support for
ALL
Dec 7, 2007
Universal
Targeted
IntensiveContinuum of Support for
ALL:“Molcom”
Dec 7, 2007
Prob Sol.
Coop play
Adult rel.
Anger man.
Attend.
Peer interac
Ind. play
Label behavior…not people
Self-assess
IMPLEMENTATION W/ FIDELITY
CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS
CONTENT EXPERTISE &
FLUENCY
TEAM-BASED IMPLEMENTATION
CONTINUOUSPROGRESS
MONITORING
UNIVERSAL SCREENING
DATA-BASEDDECISION MAKING
& PROBLEM SOLVING
RtIPBIS
Bradshaw, C.P., Koth, C. W., Thornton, L. A., & Leaf, P. J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115
Bradshaw, C. P., Koth, C. W., Bevans, K. B., Ialongo, N., & Leaf, P. J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473.
Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148.
Bradshaw, C. P., Reinke, W. M., Brown, L. D., Bevans, K. B., & Leaf, P. J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26.
Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145.
Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14.
Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (in press). The impact of school-wide positive behavioral interventions and supports (SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial. Archives of Child & Adolescent Medicine
RCT & Group Design PBIS Studies
• Reduced major disciplinary infractions• Improvements in academic achievement
• Enhanced perception of organizational health
& safety• Improved school climate• Reductions in teacher reported bullying
behavior & peer rejection
SYST
EMSPRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
Basic “Logic”SY
STEM
S
PRACTICES
DATA
Training+
Coaching+
Evaluation
Maximum Student
OutcomesImplementation
Fidelity
Funding Visibility PolicyPoliticalSupport
Training Coaching Behavioral ExpertiseEvaluation
LEADERSHIP TEAM(Coordination)
Local School/District Implementation Demonstrations
School leadership & contributing factors on student learning.
Louis, Leithwood, Wahlstrom, & Anderson (2010).
School Leadership
School Conditions
Teachers
Classroom Conditions
Student/ Family Background
To receive positive ratings on previous, managers must do 4 things well:
When selecting someone, they select for talent…not simply experience, intelligence, or determination.
When setting expectations, they define right outcomes…not the right steps.
When motivating someone, they focus on strengths…not on weaknesses.
When developing someone, they help him find right fit…not simply the next rung on ladder. (p. 67)
Buckingham & Coffman 2002, Gallup
Effective leaders engage in actions or behaviors & establish working conditions that:
Emphasize setting clear goals
Develop strength qualities of teachers
Organize operation of school for success
Consider implementation phases, drivers, & processes associated w/ utilization of effective teaching practice
Promote strengths, talents, & capacities of their workers to achieve specific expectations & outcomes
Monitor & measure effects of their actions, decisions, & policies w/relevant data
Sugai, Horner, & Lewis, in press
“Making a turn”
IMPLEMENTATION
Effective Not Effective
PRACTICE
Effective
Not Effective
Maximum Student Benefits
Fixsen & Blase, 2009
Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.
Startw/
What Works
Focus on Fidelity
Getting What You Need?
Attend whole strand
Attend individual content sessions
Ask questions during sessions
Attend “Roundtables” for extended discussions
Selecting Sessions
Evaluate alignment of session objectives w/ needs of school, team, & individual
Review level & prerequisites
Consider implementation phase
Participating in Roundtables
Write question cards
Ask individual & specific questions
Give own individual examples
Discuss common topics w/ others
Gather resource & contact information
Leadership Team Action Planning
Worksheets: StepsSelf-Assessment: Accomplishments & Priorities
Session Assignments & Notes: High Priorities
Action Planning: Enhancements & Improvements
“Leadership Team Action Planning Worksheet”
“Team Member Note-Taking Worksheet”
“Leadership Team Action Planning Worksheet”
PBIS – Respect & Responsibility
OTHERS• Use mobile &
converse @ breaks
• Work as team• Wash hands
frequently
SELF• Get flu shot• Self-assess• Be safe &
watch step
PLACE• Wear your name tag
• Maintain neat work area
•Pre-/re-cycle
Effective Social & AcademicSchool Culture
Common Vision/Values
Common Language
Common Experience
PBIS