District Planning & Leadership Implementation of SW-PBIS District Planning & Leadership Implementation of SW-PBIS Rebecca Mendiola, Ed.D

District Planning & LeadershipDistrict Planning & LeadershipImplementation of SW-PBISImplementation of SW-PBIS

Rebecca Mendiola, Ed.D.

Common Vision/Values

Common Language

Common Experience

MEMBERSHIP

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%

3-Tiered Prevention

Logic &Progression of

Implementation

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

4 PBIS Elements

1. Common purpose & approach to discipline2. Clear set of positive expectations & behaviors3. Procedures for teaching expected behavior4. Continuum of procedures for encouraging

expected behavior5. Continuum of procedures for discouraging

inappropriate behavior6. Procedures for on-going monitoring &

evaluation

School-wide Systems

Main Messages

Good Teaching Behavior Management

STUDENT ACHIEVEMENT

Increasing District & State Competency and Capacity

Investing in Outcomes, Data, Practices, and Systems

Evidence Based Practice: SWPBISWhat are your teams doing now?

• School implementation of SWPBIS• Tier 1 SWPBIS Site Team

(4 x first year)(2 x second year)

• Tier 2 PBIS Tier 2 Site Team(2 x second year)

• Coaches Training/Coaches Network (4 x first year, 4 x second/third year)

• District Leadership Action Planning (1 x per year)

Tier 2

Tier 1

Tier 3

Web Resources & Tools

• pbis.sccoe.org• www.pbis.org– SW-PBIS Implementer’s Blueprint & Self

Assessment

http://www.pbis.org/



Goals of the Leadership Team Training

• Provide training and support related to the critical features of a district and regional infrastructure to maximize PBIS efforts, and

• Help your district/regional leadership teams develop collaborative district and regional plans to best address the unique needs and challenges to supporting effective PBIS implementation in your district/region.

Premise of SW-PBIS

• The ability of schools to sustain effective and accurate implementation of SW-PBIS is largely dependent upon the school district and local/regional supports that are in place. (extend this logic beyond SW-PBIS to

any effort to implement evidence-based practices)

Stages of Implementation

• Implementation is not an event

• It’s a mission-oriented process involving multiple decisions, actions, and corrections

• Commitment Required

Stages of Implementation

• Exploration• Installation• Initial Implementation• Full Implementation• Innovation• Sustainability

Implementation occurs in stages:

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

2 – 4 Years

SW-PBIS Organization Logic

Funding Visibility PolicyPoliticalSupport

Training CoachingBehavioral Expertise

Evaluation

LEADERSHIP TEAM(Coordination)

Local School/District Implementation Demonstrations

Los Angeles Unified School DistrictDiscipline Policy

Every student has the right to be educated in a safe, respectful and welcoming environment….

This will be achieved through the adoption and implementation of a consistent school-wide positive

behavior support discipline plan for every school in LAUSD.

All school level plans will include: teaching school rules and social emotional skills; reinforcing appropriate student behavior;

using effective classroom management and positive behavior support strategies by providing early intervention for

misconduct and appropriate use of consequences.http://notebook.lausd.net/portal/page?_pageid=33,911578&_dad=ptl&_schema=PTL_EP

http://notebook.lausd.net/portal/page?_pageid=33,911578&_dad=ptl&_schema=PTL_EP

A Systems ApproachAn alternative to “train-n-hope”

• Prioritizes problem solving and action planning that emphasizes accurate, durable, and expanded implementation:1) Establish a visible, effective, efficient, and

functional leadership team.2) Review existing information/data.3) Analyze, describe, and prioritize issue within

context.4) Specify measurable outcome that is related directly

to issue and context.5) Select evidence-based practice to achieve specified

outcome.6) Provide supports for accurate sustained adoption

and implementation of practice.7) Monitor practice implementation and progress

toward outcome.8) Modify practice implementation based on analysis

of progress data.

Common VisionTeam Work Time

Related to school climate, behavioral support & discipline…

• What is your district vision?– How well defined?– How well known?– Is this vision apparent in your district

policy?

Leadership Team

PBIS Implementation Self Assessment & Planning Tool

PBIS District Leadership Team

• Purpose:– Establish & maintain District Vision for PBIS• District Self Assessment & Action Plan• Steers the PBIS ship

– Regularly review progress, challenges and needs of building implementers (remove barriers)

– Review data (outcome & implementation data) & use to guide decision making & action planning

– Planning for ongoing development, coordination, and maintenance of programs

Representative Leadership Team

• Membership on the SWPBIS Leadership team should represent individuals who benefit from and are affected by the activities and decisions of SWPBIS implementation

• By striving toward representation from appropriate stakeholders, political, policy, management, and fiscal communications can occur.

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

Membership on District SW-PBIS Leadership Team

• Membership of this team should be based on individuals whose roles, responsibilities, and activities are associated with the:

(a)prevention of the development and occurrence of problem behavior,

(b)development and maintenance of general and specialized behavioral capacity or competence, and

(c) management and evaluation of resources related to the provision of behavioral supports.

Typically, the following emphases are represented:

• 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 Prevention• Character Education• Alternative Programming• Data or Information Management• Multiculturalism and Affirmative Action• Regional/County Office of Education partner

Political Support• To the greatest extent, administrative leaders

(e.g. superintendents, school board members, program head, directors) of the regional/ district political unit should be included as active members of the PBIS Leadership Team to enhance:

(a) political support and influence, (b) decision making, (c) resource management, (d) relevant action planning, (e) durable and expanded implementation,

and (f) policy development and implementation.

District Leadership Team – Behavior/Discipline

Team Task

• Complete Self Assessment items for Leadership Team– Who should be included to make this team

more representative across stakeholders– What existing teams can we merge or

eliminate w/ establishment of Ldrsp Team?– Develop a meeting schedule

• Complete Action Plan w/ specific tasks & dates for completion


Funding• Stable and predictable funding should be secured to

support the personnel, management, coordination, and leadership function of the SWPBIS implementation effort. – Activities and requirements specified in the annual

action plan also can be used to develop an appropriate funding model.

• To the greatest extent possible, secure recurring support from the general fund. – grant support can be a useful source of start-up

funding, this type of funding may not be sustainable.

Funding• SWPBIS goals, activities, and outcomes are

likely to be related to those of other initiatives and programs, for example, Character Education, Safe/Drug-Free, Title, Special Education.

• To achieve organizational effectiveness, efficiency, and relevance, Leadership Team members and stakeholders should examine opportunities to blend funding and resources.

• This blending can occur naturally as a result of organizational restructuring and integration of multiple and similar committees, programs, etc.

FundingTeam Task

• Complete Self Assessment items for Funding– What possibilities are there for increasing

cost effectiveness due to overlapping initiatives/efforts?

– Prioritization• Focus on evidence based practices & outcomes• Inventory & evaluate funding and outcomes of

existing programs/interventions



Visibility• Keeping stakeholders (e.g., district/state

administrators, school board members, local politicians, parent groups) informed about the implementation efforts and accomplishments is important for a number of reasons, for example:

(a)communication,(b)accountability,(c) funding and resource justification, (d)promotion of sustained and/or expanded

implementation, and(e)acknowledgements.

Visibility• Can use a variety of methods (e.g., websites,

newsletters, presentations, media coverage, site visits).

• Goal = regular (e.g., quarterly, semi-annual, annual) events in which current activities and accomplishments and future events are highlighted.

• In addition, exemplar schools, classes, grade levels, students, and/or communities can be showcased.

• To the greatest extent possible, outcomes should be highlighted through the collection and display of data. These data should be linked to the activities of the initiative and to the costs and benefits of the effort.

Performance Feedback

• At all levels (e.g., individual student, classroom teacher, leadership team, school and district administrator, regional/state chief), accurate and sustained implementation of effective practices is directly linked to meaningful, regular, and contingent feedback.

• An important element of performance feedback is ensuring that positive recognition are visible to the individual and relevant members of that individual’s working and social network or culture.

Performance Feedback

• One of the major functions of the SWPBIS Leadership Team is to develop and implement a formal system of performance acknowledgements, which must be:– Culturally and contextually relevant.– Visible to individuals and their relevant

social network.– Contingent or related to the individual’s

actual performance at expected criterion levels.

– Provided on a regular schedule (e.g., monthly, quarterly, annually).

– Specific performance expectations and criteria that are appropriate to a given individual’s level of functioning and position.

Visibility & Political SupportTeam Task

• Complete Self Assessment items for Visibility– Who are the stakeholders who should be

included in visibility efforts related to school climate, behavior, discipline?

– What strategic efforts should be taken to increase visibility?

– Whose performance feedback will be critical to success of SW-PBIS efforts in short-term?• How can these critical efforts be

highlighted and acknowledged?



The Board is committed to a positive, respectful, inclusive climate in every school that promotes academic achievement, ensures safe and drug-free learning communities, provides positive behavior supports, ensures equitable outcomes in discipline, and maximizes the time students spend in school.

BOARD POLICYStudent Conduct and Discipline

4.30.010-P

Policy• This policy statement should include descriptions of:

(a) need and rationale, (b) purpose and benefits, (c) measurable outcome objectives, (d) activities and operations for achieving these objectives, and (e) evaluation strategy.

• This statement will assist in enhancing visibility, funding, political support, and resource commitments.

• Although mandating of SWPBIS framework, specifically, is not recommended, a policy statement can delineate necessary requirements related to, for example, implementation readiness, participation expectations, evidence-based practices, and evaluation procedures.

Policy to Practice to Policy

• Specifically, policy is current and contextually relevant when implementation and outcome information is collected on a regular basis (at least semi-annually).

– Together, implementation and outcome information can be used to refine policy statements that guide practice implementation.

Policy (Plan)

Practice (Do)

Structure

Procedure

Po

licy

En

able

d P

ract

ices

(PE

P)

Pra

ctic

e In

form

ed P

oli

cy(P

IP)

PolicyTeam Task

• Complete Self Assessment items for Policy– What might be goals (probably more

long-term) for policy and procedural guidelines for SW-PBIS efforts?

– What steps could you take over the upcoming year re: those goals?




Scope of the PBIS Coaching Role• Training

• Providing training/ build local training capacity• Develop Training Calendar to support Training needs

• Coordination • District Leadership/Steering Committee• Team Leaders Meetings • Team Trainings & Data Collection

• Evaluation• Assess needs of school and district based on measures of

implementation and outcomes, disseminate data in format to guide decision making in buildings and at district level

• Coaching• Technical Assistance at building PBIS team meetings,

trainings, team leader meetings and via email/phone

Formalizing Feedback Loops

District Administration & Leadership Team

School PBIS team leader &

administrator

Dis

tric

t P

BIS

C

oach

Maintain an Active link b/w Schools and the District

• PBIS Team Leaders are the primary liaison between the schools and the PBIS Coach & district support– Regular PBIS Team Leaders Meetings are

one avenue for that

• Set up channels for frequent, ongoing communication between PBIS Coach and school PBIS team leaders and administrators– Email list, listserv, etc.

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

10% 5% 0%

30% 20% 0%

60% 60% 5%

95% 95% 95%

Joyce & Showers, 2002

Training, Coaching & Coord.Team Task

• Complete Self Assessment items for Training, Coaching & Coordination Capacity– How is your district addressing coaching for

SW-PBIS teams & efforts to follow-up training?• How much FTE? • Who will play the role of coach?• Plan for next 3 years?



EvaluationTeam Task

• Complete Self Assessment items for Evaluation



Documents

District Planning & Leadership Implementation of SW-PBIS District Planning & Leadership Implementation of SW-PBIS Rebecca Mendiola, Ed.D