PBS Leadership ForumMaximizing (y)our

Investment

Chris Borgmeier, PhDPortland State Universitycborgmei@pdx.eduwww.web.pdx.edu/~cborgmei/

Goals of the Leadership Forum

Provide training and support related to the critical features of a district and regional infrastructure to maximize PBS 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 PBS implementation in your district/region.

Recommended Attendees to Leadership Forum

Dx PBS Leadership Team ESD PBS Leadership Team

Curriculum DirectorSpEd DirectorPBS CoachPrincipal (each level)PBS Team Leader (from at

least 1 team)

Curriculum DirectorSpEd DirectorRegional PBS CoachRep from each of the District

PBS Ldrsp teams    -PBS Coach & Admin

recommended

645 schools implementing SW-PBS in Oregon 246 in PBS Initiative (07-08) 31 districts in EBISS

IMPLEMENTATION of Evidence-Based Practices

“Going to Scale” State Implementation & Scaling Up of

Evidence-Based Practices (SISEP) www.scalingup.org PBS Initiative, EBISS & Oregon RTI are central

components of this grant in Oregon

National Implementation Research Network (NIRN) http://nirn.fmhi.usf.edu/ Implementation Research: A synthesis of the literature

Why a SYSTEMS Approach to SW-PBS?Moving Beyond “Train & Hope”

TRAIN & HOPE / EXPERT MODEL1) Difficult-to-solve problem is encountered.2) Expert is identified to provide a solution.3) Expert provides or trains the solution.4) Expert leaves and expects school to implement the

solution.5) Lacking supports and capacity, solution is not

implemented effectively.6) School waits for next problem to occur (“expert model”

reinforced). Baer & Stokes, 1977

“PBS Ghost Towns” &“PBS, That doesn’t work”

Still see posters on the walls w/ school-wide rules Can find some dusty ‘PBS Handbooks’ on the shelves Few stray boxes of Second Step Violence Prevention

OR Partial Implementers

Is there staff participation and buy-in 80% + participation by staff? Do staff & students know rules? Is the acknowledgment system reaching all students? Is a team focused on School-wide PBS programs meeting

regularly to maintain the strength of SW-PBS systems?

Premise of SW-PBS

The ability of schools to sustain effective and accurate implementation of SW-PBS is largely dependent upon the school district and local/regional supports that are in place.

(extend this logic beyond SW-PBS to any effort to implement evidence-based practices)

Islands of SW-PBS

PBS Ghost

Towns

PBS Ghost

Towns

Activity Team Discussion 5 minutes

Are schools implementing PBS/RTI in your district islands?

What supports are currently provided by the district/region to support schools with implementing and sustaining SWPBS/RTI with accuracy?

Time’s Up

State

DistrictPBS Coach

DistrictPBS Coach

DistrictPBS Coach

DistrictPBS Coach

SchoolPBS Team & Team Leader

SchoolPBS Team & Team Leader

SchoolPBS Team & Team Leader

SchoolPBS Team & Team Leader

SchoolPBS Team & Team Leader

SchoolPBS Team & Team Leader

SchoolPBS Team & Team Leader

SchoolPBS Team & Team Leader

PBS Regional Meeting

PBS Regional Meeting

PBSLeadership

Team

PBSLeadership

Team

PBSLeadership

Team

PBSLeadership

Team

Oregon State PBS Implementation Model3/17/2005

Oregon PBS Network Meetings

ESDPBS

Coordinator

ESD PBS

Coordinator

Primary Prevention:School/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:FBABSP for Students with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

POSITIVE BEHAVIORSUPPORT

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport OUTCOMES

Social Competence &Academic Achievement

Definitions Data - information that is used to identify status,

need for change, and effects of interventions

Systems - supports that are needed to enable the accurate and durable implementation of the practices

Practices - interventions and strategies that are evidence based

SYST

EMS

PRACTICES

DATA

OUTCOMES

PBS Blueprint

The blueprint is intended to prompt & promote durable & expanded use of SWPBS for all students at the individual student, classroom, school, district, region and state levels.

The Blueprint is available at: http://www.pbis.org/tools.htm Click on “Blueprint”

Overview of PBS Organization Logic

FundingVisibility Political

Support

Leadership Team

Training

Coaching

Coordination

Evaluation

Local School/District Implementations

PBS Coach

District & Regional Leadership Teams Establishing Commitments

Requires an administrator who understands what is needed and will champion the effort and work for funding

To enable and support the leadership team’s efforts, the PBS implementation must have (a) adequate and sustained funding support; (b) regular, wide, and meaningful visibility; and (c) relevant and effective political support.

Need to plan to establish this funding & political support & plan to maintain it

Leadership Team Team is developed with representation

from appropriate range of stakeholders (special education, regular education, families, mental health, administration).

Purpose - to provide leadership related to coordinating, training, coaching and evaluating district or regional SW-PBS efforts.

Meet at least Quarterly

Potential Representatives on District Leadership Team PBS Coach Superintendent/Assistant

Superintendent Instruction and Curriculum Special Education School Psychology and

Counseling School Principal General Education Teacher Parent Transportation Data or Information

Management

Other Potential Participants Multiculturalism and

Affirmative Action Title or Other Related

Initiatives Student Health Dropout Prevention Character Education Alternative Programming

District PBIS Leadership Team Sherrie Barger, Director of Curriculum Chris Borgmeier, PBIS Allen Browning, Principal Ericka Guynes, District Coach Cyndi Hagey, Title 1 Teacher Barbara Kienle, Director of Student Services John May, Parent and Data Analyst Luan Nguyen, Teacher Jennifer Spencer, Diagnostician Mike Stout, Assistant Superintendent Jan West, Counselor

Potential Representatives on Regional Leadership Teams Reg’l/ESD PBS Coach

ESD administrators Curriculum & Instruction Special Education

ESD practitioners Behavior Specialists, etc.

District representation PBS Coach &

Administrator from each district

Team Activity and Tasks Who is on your District/ Regional Leadership team?

Do you have adequate representation on your team? Who might you add? How often do you meet?

Schedule District/Regional Leadership meetings for the year Try to schedule meetings when State Coord/Trainer will be

visiting

Where are you with regard to funding and political support in your District/Region? Just Beginning to establish? Good Start but may require more? Maintaining?

Time’s Up

PBS implementation activities and structures will vary depending upon a number of factors and influences, including, but not limited to the following:

Size or Number: 35 versus 2100 students, 4 versus 450 staff members, 3 schools versus 250 schools.

Location: urban versus rural versus suburban.

Community or Neighborhood: low versus high social economic status.

Funding Identify Funding to cover activities for at least 3

years. Establishing accurate and durable implementation of systems

level change efforts usually require at least three to five years.

Stable funding should be secured to support the PBS coordinator and the activities specified in the annual action plan. The following guidelines should be considered when securing funding

To the greatest extent possible, secure recurring support from the general fund. Although grant support can be a useful source of start-up funding, this type of funding may not be sustainable.

Blend support from related behavior initiatives (e.g., Character Education, Safe/Drug-Free, Title, Special Education).

Funding

Start-up/seed money from state coinciding with grants

Building capacity requires a plan for increasing local responsibility for funding initiativesShow how district/region will take increasing

responsibility for funding initiative and decrease reliance on state funding

Team Activity/ Tasks

Complete the Self AssessmentPBS Self Assessment if only PBS InitiativeDistrict Systems Support Plan (EBISS)

Turn in Appropriate Self Assessment to David McKay or Scott Ross by Oct. 30th

Back at 12:45

Building Capacity through Systemic Supports

Effective Change requires more than Training Widespread, sustained change rarely occurs

through training alone Especially for secondary/tertiary systems

Focus on building local capacity for supporting school teams

We want to build an infrastructure to maximize the benefits of training Training & Prof’l Dev’t are costly… focus on making

them cost effective

Overview of PBS Organization Logic

FundingVisibility Political

Support

Leadership Team

Training

Coaching

Coordination

Evaluation

Local School/District Implementations

PBS Coach

Coordination Coordinator(s) is identified who has

adequate FTE to manage day-to-day operations.

Facilitate Leadership Team meetings Provide coaching to school teams Liaison between schools and Leadership team/

administration Lead Evaluation activities and guide Decision

Making Coordinate training calendar & organize trainings Lead activities to support visibility and political

support

PBS Coach The engine of the PBS/RTI Effort

Facilitates District/Regional Leadership meetings Liaison between schools & district/ district & region Leads implementation of Coordination/ Coaching/

Evaluation/ Training efforts Primary support to schools or district PBS Coaches

Requires FTE specifically for PBS Coaching efforts Amount of FTE varies depending on number of

schools & other variables

District Coaches (PBS/Literacy/RTI)

Job is to set school teams up for successTrainingCoordinationCoachingEvaluation

Do those things that will make it as easy as possible for teams to be successful…. ‘Pave the way’

Team Activity

Discuss the extent (FTE; someone with dedicated time & resources) that you currently have the Coordination capacity.

What action steps can you/should you take to establish/implement/maintain Coordination Capacity?

Evaluation Develop a process/schedule for assessing (a) extent

to which teams are using SW-PBS, (b) impact of SW-PBS on student outcomes, and (c) extent to which the leadership team’s action plan is implemented.

Build local capacity for Assessment & Decision Making

Regularly report data to appropriate stakeholders in ways that facilitate ease of decision making

Use data to guide decision making at school/ district/ regional level

Train school teams to effectively use data for decision making

Measuring Implementation Fidelity

www.PBSsurveys.orgSchool-wide Evaluation Tool (SET)Benchmarks of Quality (BOQ)Team Implementation Checklist (TIC) Individual Systems-School-wide Evaluation

Tool (IS-SET)Phases of ImplementationPBS Survey

School District Average SET scores across all 10 schools

Fall 2002-2006

0

10

20

30

40

50

60

70

80

90

100

% o

f Fea

ture

s Im

plem

ente

d

Fall 2002Spring 20032003-042004-05Fall 2005

Student Outcome Measures

Office Discipline Referrals (ODRs)Suspension/ExpulsionLRE dataSchool climate Surveys (staff, student)AttendanceAcademic Achievement data

State test scores DIBELs

etc.

Ravenswood City School District Days of Suspensions per 100 Students/ School Year

2003-2006

0

50

100

150

200

250

300

350

Alt MS MS 1 MS 2 K-8 1 K-8 2 K-8 3 K-8 4 K-8 5 Elem 1 Elem 2 DistrictTotalSchools

Days

of S

uspe

nsio

n pe

r 10

0 St

uden

ts p

er

Scho

ol Y

ear

2003-04

2004-05

2005-06

School District Average # Referrals per Day

2003-2006

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

Alt MS MS 1 MS 2 K-8 1 K-8 2 K-8 3 K-8 4 K-8 5 Elem 1 Elem 2 DistrictTotal

School

Ave

rage

# o

f Ref

erra

ls p

er D

ay

2003-042004-052005-06

Team Activity

Discuss the extent that you currently have the Systems for Evaluation in Place.Action planning progress Implementation DataOutcome data

What action steps can you/should you take to establish/implement/maintain Evaluation Capacity?

Coaching To support school team implementation of SW-PBS, an

overt and maintained link is needed between training experiences and actual use the PBS systems and practices.

Plan and Facilitate monthly meetings of School PBS Team leaders to develop an ongoing collective support

Create a regular forum in which Team Leaders can share examples, problem solve, express needs/concerns, etc.

Regular On-site coaching support for school teams

Team Activity

Discuss the extent that you currently have the Systems for Coaching in Place.

What action steps can you/should you take to establish/implement/maintain Coaching Capacity?

Visibility/Political Support Dissemination strategies are identified and

implemented to ensure that stakeholders are kept aware of activities and accomplishments.

Leadership team reports to the political unit (school board) at least annually on the activities and outcomes related to student behavior goal.

Regular reports and presentations to organizational leaders and community stakeholders increase visibility, accountability, public relations, and future planning and support.

Include PBS activities in newsletters, websites, etc. Include community representatives on Leadership team

Training Leadership team has established trainers to build

and sustain SW-PBS practices. To decrease reliance on outside training expertise, the

leadership team should invest in building the capacity to provide training within its own district, region, or state.

Individuals who move into the training role have the following characteristics:

Demonstrated fluency with key concepts/features, practices, and systems of SW-PBS

Participated in full training sequence for school leadership teams, which was led by a competent and experienced PBS trainer

Provided successful training workshops to adult learners Experience with examples of implementation of SW-PBS

practices and systems in multiple schools

Effective Professional Development High quality, ongoing, well planned PD No drive-by/drive-through/drive-in PD!

Drive-by- shouldn’t be a one shot deal Drive-through – shouldn’t be PD fast food-

we want something that is nourishing for our system!

Drive-in – shouldn’t be solely for entertainment purposes – it should be based on the systems needs

Coaching Provides continuity

Team Activity/ Tasks

Work on 5 year Action Plan and Budget

Show how your district/region will increasingly take responsibility for local funding to maintain PBS implementation

Turn in Appropriate Action Plan & Budget to David McKay or Scott Ross by Oct. 30th

Maximizing State Support & Coordination

Support from State Coordinator/ Trainers Priority #1 – Progress on Action plan to build

district/regional capacity Leadership team Funding Coordination Coaching Evaluation

Priority #2 Training on PBS implementation in school

Maximizing Support from the State

During visits from state coordinators/ trainersHold a Leadership Team meetingFirst order of business is building capacity

and progress on action planPlan Evaluation, Coaching, Coordination

activitiesAlso plan trainings, but systems first…

What to expect from State Coordination & Coaching If you are requesting training, I want the coordinators to

ask the following questions:

What data do you have that suggests a need for this training? How does this training contribute to the overall vision for

implementing your district/regional PBS plan? How is the training part of an ongoing, continuing plan?

What follow-up training & coaching will be provided? Remember – no Train & Hope/One and done Local coaching & follow-up

Will the PBS Coach be there so that we are building local training capacity in this area?

Building Local Capacity

As a State Coordinator/Trainer…

Try not to do things for the District/Region, support them in doing it Give a man a fish…

If you are going to do something for them, the local PBS Coach should be right by your side I Do – We Do – You Do

Upcoming Coaches Training

Who -– District or Regional PBS Coaches Those people coaching/supporting more than 1 school

When -- Monday, September 29th all day Where -- Corvallis – OSU Alumni Center

Why -- Build skills in: Coordination/ Coaching/ Evaluation/ Training Funding/ Visibility/ Political Support

Contact Leigh Matthews - Bock-- (541) 812 – 2764 leigh.matthewsbock@lblesd.k12.or.us

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student Success

Academic-Behavior Message

Good Teaching Behavior Management

STUDENT ACHIEVEMENT

Increasing District, Regional & State Competency and Capacity

Investing in Outcomes, Data, Practices, and Systems

Percent of participants achieving the training outcomes at different stages through training

Joyce & Showers (2002)

OUTCOMESKnowledge (thorough)

Skill Demonstration

Use in the classroom/

schoolTheory & Discussion

10% 5% 0%

+ Demonstration/ modeling

30% 20% 0%

+ Practice & Feeback in Training

60% 60% 5%

+ Peer Coaching (ongoing follow-up & support)

95% 95% 95%