District Planning & Leadership Implementation of SW-PBIS
Lisa Pruitt Program Director District and School Support
Services
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So, the Evidence Based Practice what is this SW-PBIS?
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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 Individualized Systems for Students with
High-Risk Behavior ~80% of Students ~15% ~5% 3-Tiered Prevention
Logic & Progression of Implementation
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Nonclassroom Setting Systems Classroom Setting Systems
Individual Student Systems School-wide Systems School-wide Positive
Behavior Support Systems
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1.Common purpose & approach to discipline 2.Clear set of
positive expectations & behaviors 3. Procedures for teaching
expected behavior 4.Continuum of procedures for encouraging
expected behavior 5. Continuum of procedures for discouraging
inappropriate behavior 6. Procedures for on-going monitoring &
evaluation School-wide Systems
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Classroom-wide positive expectations taught & encouraged
Teaching classroom routines & cues taught & encouraged
Ratio of 6-8 positive to 1 negative adult-student interaction
Active supervision Redirections for minor, infrequent behavior
errors Frequent precorrections for chronic errors Effective
academic instruction & curriculum Classroom Setting
Systems
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Positive expectations & routines taught & encouraged
Active supervision by all staff Scan, move, interact Precorrections
& reminders Positive reinforcement Nonclassroom Setting
Systems
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Behavioral competence at school & district levels
Function-based behavior support planning Team- & data-based
decision making Comprehensive person-centered planning &
wraparound processes Targeted social skills & self-management
instruction Individualized instructional & curricular
accommodations Individual Student Systems
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SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting
Student Behavior OUTCOMES Supporting Social Competence &
Academic Achievement Supporting Decision Making 4 PBIS
Elements
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Main Messages Good TeachingBehavior Management STUDENT
ACHIEVEMENT Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems
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Evidence Based Practice: SWPBIS What are your teams doing now?
School implementation of SWPBIS Universal System Day 1 Training
content Overview of SWPBIS Teaming Process Communication &
Feedback w/ Staff SW Rules Behavioral Expectations Lesson Plans Day
2 Acknowledgement Systems Tier 2 Tier 1 Tier 3
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.
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Why District Leadership Teams & Planning? Effective
Professional Development
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Islands of SW-PBIS PBIS Ghost Towns
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Implementation Excellent experimental evidence for what does
not work Training alone, no matter how well done, does not lead to
successful implementation With a variety of designs and measures,
information dissemination and training by themselves repeatedly
have been shown to be ineffective in education, human services,
health, business, and manufacturing
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Implementation Excellent evidence for what does not work
Implementation by edict does not work Implementation by following
the money does not work Implementation without changing supporting
roles and functions does not work Paul Nutt (2002). Why Decisions
Fail
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Training Outcomes Related to Training Components Training
Outcomes Training Components Knowledge of Content Skill
Implementation Classroom Application Presentation/ Lecture Plus
Demonstration Plus Practice Plus Coaching/ Admin Support Data
Feedback 10% 5% 0% 30% 20% 0% 60% 60% 5% 95% 95% 95% Joyce &
Showers, 2002
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Putting it Together Effective intervention practices and
programs No other combination of factors reliably produces desired
outcomes Effective implementation practices Good outcomes for
students + SW-PBIS District Planning, Support & Coaching
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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)
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Stages of Implementation Implementation is not an event Its a
mission-oriented process involving multiple decisions, actions, and
corrections Commitment Required
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Stages of Implementation Exploration Installation Initial
Implementation Full Implementation Innovation Sustainability
Implementation occurs in stages: Fixsen, Naoom, Blase, Friedman,
& Wallace, 2005 2 4 Years
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Team Discussion Exploration Stage Since youre here youve
presumably explored and identified SW-PBIS as your evidence based
practice. What has been your process of exploration? What do you
know about SW-PBIS? What do you want to/need to know?
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Fixsen & Blase, 2008 Performance Assessment (Fidelity)
Coaching Training Selection Systems Intervention Facilitative
Administration Decision Support Data System Competency Organization
Student Benefits Leadership Adaptive Technical Integrated &
Compensatory Implementation Model District Leadership Teaming &
Support
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GOOD FASTCHEAP When implementing an innovation, you may pick
any two. Wexelblatts Scheduling Algorithm
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SW-PBIS Organization Logic
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Challenge = Implementation Limited resources Time, money,
expertise, etc. For too many competing initiatives Limited focus on
Implementation Need to define the systems to support sustained,
accurate implementation of SW- PBIS Starts with strategic,
long-term district planning
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Features of an Effective Systems Approach (Gilbert, 1978;
Horner, 2003) A Common Vision: The organization has a mission,
purpose, or goal that is embraced by the majority of members of the
organization and serves as the basis for decision making and action
planning. A Common Language: The organization establishes a means
of describing its vision, actions, and operations so that
communications are informative, efficient, effective, and relevant
to members of the organization. A Common Experience: The
organization is defined by a set of actions, routines, procedures,
or operations that is universally practiced and experienced by all
members of the organization and that also includes a data feedback
system to link activities to outcomes.
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Common Vision/Values Common Language Common Experience
MEMBERSHIP
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Los Angeles Unified School District Discipline 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
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Common Vision Team 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?
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A Systems Approach An 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.
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
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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.
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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.
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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
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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.
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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.
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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.
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Funding Team 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 Complete
Action Plan w/ specific tasks & dates for completion
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.
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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.
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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 individuals
working and social network or culture.
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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 individuals 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
individuals level of functioning and position.
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Visibility & Political Support Team 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? Complete Action Plan w/
specific tasks & dates for completion
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 POLICY Student Conduct and
Discipline 4.30.010-P
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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.
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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.
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Policy Team 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? Complete Action Plan w/ specific
tasks & dates for completion
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
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Formalizing Feedback Loops District Administration &
Leadership Team School PBIS team leader & administrator
District PBIS Coach
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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.
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Training Outcomes Related to Training Components Training
Outcomes Training Components Knowledge of Content Skill
Implementation Classroom Application Presentation/ Lecture Plus
Demonstration Plus Practice Plus Coaching/ Admin Support Data
Feedback 10% 5% 0% 30% 20% 0% 60% 60% 5% 95% 95% 95% Joyce &
Showers, 2002
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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? Complete Action Plan w/ specific
tasks & dates for completion
