making it happen! using the science of implementation to guide best practices in pbis december 1,...

Making it Happen! Using the Science of

Implementation to GuideBest Practices in PBIS

December 1, 2011Susan Barrett

Implementer Partner, Center on PBIS

[email protected]

1

Themes for Today

1) Implementation Science is applicable across our work

2) It’s essential to have consistent leadership at the SU/District level

3) We must address what drivers enable change and are resistance to change

2

Outcomes•Understand Implementation Science within

multi-tiered systems of support (MTSS)• Identify the Stages of Implementation and plan

for moving from one stage to the next•Explore a school/SU/District leadership team

structure that fits within your cultural context•Review implementation dips and identify

strategies for overcoming them •Hear from colleagues about how they “Make it

Happen!”•Create an Implementation/Sustainability Action

Plan

3

Who’s Here?

•What stage of PBIS implementation are you in?▫Are you exploring? Have you rolled-out?

Have you been implementing for 2+ years?

•What role are you? ▫SU/District Coordinator? Building

Administrator? PBIS School Coordinator? Other?

4

“Here is Edward Bear, coming downstairs now, bump, bump, bump, on the back of his head, behind Christopher Robin. It is, as far as he knows, the only way of coming downstairs, but sometimes he feels that there really is another way, if only he could stop bumping for a moment and think of it. And then he feels that perhaps there isn't.” ― A.A. Milne, Winnie-the-Pooh

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Agenda9:00-9:15 Welcome and Opening Remarks9:15-12:00 Presentation and Team Activities:

PBIS and Implementation Science -Overview/lessons learnedStages of ImplementationLeadership Team Infrastructure

12:00-1:00 Lunch1:00-1:30 Deputy Commissioner Remarks

Making it Happen: Panel1:30-3:30 Presentation and Team Activities:

National and Vermont PerspectiveImplementation Dips and StrategiesTeam Action Planning

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www.pbis.org

7

www.scalingup.org

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Outcome #1:Understand Implementation Science within a multi-tiered system of support

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SW-PBIS (aka PBIS/RtI) is

Framework

10

in order to meet benchmarks.

=

These students get these tiersof support

+

Three Tiered Model of Student Supports

The goal of the tiers is student success, not labeling.

11

PBIS: Creating the Conditions for Learning Social Competence &

Academic AchievementSystems Supporting Staff Behavior• Team Approach•Administrator participation•Community of Practice (Skill development and performance feedback)

Data Supporting Decision Making•Office Discipline Referrals•Academic progress•Attendance, truancy•Direct observation•School improvement goal progress•Process tools (fidelity)

Practices Supporting Student Behavior• Define behaviors, expectations, and rules• Teach, model, and acknowledge behaviors, expectations, and rules• Correct behaviors• Consensus/collaboration

SYSTE

MS

PRACTICES

OUTCOMES

DATA

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SW-PBIS Implementation “Infidelity”

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Activity

•As a team:▫Identify one or two things in your SU/District

that helps in your exploration, implementation, or sustainability of PBIS

▫Identify one or two challenges that get in the way of PBIS exploration/implementation/sustainability

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So, what is the Science of Implementing Evidence Based Practices and why is it important?

“Organization is what you do before you do something, so that when you do it, it’s not all mixed up.” ― A.A. Milne

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We must think carefully about our purpose, players, and position to determine priorities and courses of action

(Harn, 2008)“I think you should be more explicit here in step two.”

Then a Then a miracle miracle occurs occurs

Implementing PBIS

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FACT

Students cannot benefit from interventions they do not

experience

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FICTION

Good science (evidence-based practices)

leads to Good practices

(implementation science)

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GAP

Science ServiceIMPLEMENTATION

Science “to” Service

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Implementation Definition

•What do we mean by implementation?

▫“A specified set of purposeful activities at the practice, program, and system level designed to put into place a program or intervention of known dimensions with fidelity.”

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Implementation Science Definition

•Implementation science is universal (like physics, chemistry)

•All human services (and beyond)▫Shared experience & learning▫Rapidly advance implementation best

practices, science, and public policy

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Implementation Science at All Levels

Student

Classroom

School

State

District

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Vermont Implementatio

n Levels

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Lesson 1

What is known is generally not what is adopted

Implementation Gap

There are not clear pathways to implementation

What is adopted often is not used with fidelity and good effect

What is implemented disappears over time and with staff turnover

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Let’s Take a Walk Down Memory Lane…One SU Story

Let’s Take a Walk Down Memory Lane…

One SU Story

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Once Upon a time ...

• In a Vermont Supervisory Union long ago and far away: ▫Four school teams attend the VTPBiS Intro

Forum and get excited about exploring PBIS.

▫Principals ask Superintendent if it would be a problem if their schools participate in the training…answer “go ahead”

▫BEST/Act 230 grant application is completed and funds are approved

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Then…

•Vermont Supervisory Union: ▫ Intent to Implement Agreement is sent from SU to

State indicating…”We are committed!”

▫State level coach is assigned to support SU and schools.

▫Schools receive training and roll-out at the Universal Level. One school becomes an exemplar at this level.

▫All four schools meet SET criteria to move to targeted training and do so.

▫SU PBIS Coordinator has yet to be identified.

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Then…•Vermont Supervisory Union: ▫One year later the new SU Special Education

Administrator is assigned the role of PBIS SU Coordinator.

▫Concurrently, all four schools are chosen to participate in Vermont’s first Intensive PBIS cohort

▫The PBIS SU Coordinator introduces a “new behavior initiative”. A definitive connection with PBIS is not made.

▫School “leadership teams” are required to participate in training for the “new behavior initiative” and the SU puts PBIS in the backseat but not out the door.

▫All four schools decide not to implement Intensive PBIS practices and instead decide to focus on targeted practices

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Then…

Two years later, the PBIS SU Coordinator leaves his position. Both the new behavior initiative and PBIS flounder. All of the buildings say their universal and targeted strategies are not sustaining, however they are committed to staying the course.

THE END!

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Sound Familiar?

Talk amongst yourselves. What are the lessons from this story and how do they apply to your school/SU/district?

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Lesson 2Excellent evidence for what does not work

Implementation by edict/ accountability by itself does not work

Implementation by “following the money” by itself does not work

Implementation without changing supporting roles and functions does not work

Paul Nutt (2002). Why Decisions Fail

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Lesson 3 Two Sides of the Same Coin “What” AND “How”

To successfully implement and sustain the use of any intervention, framework, practice, or program you need to understand:

The WHAT - The “it”. What is the intervention, framework, practice or program (e.g. the Pyramid Model, PBIS, RTI, Literacy)

ANDThe HOW - Effective implementation and sustainability frameworks (e.g. strategies to change and maintain behavior of adults)

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Implementation Science

•An effective intervention is one thing

•Implementation of an effective intervention is a very different thing

• An effective innovation is one thing• An effective evidence-based practice is one thing.

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What Works – The What Works – The Implementation Equation Implementation Equation

Effective Intervention

sThe “WHAT”

Effective Implementati

on The “HOW”

Positive Outcomes

for Consumers

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Evidence-based Interventions

Actual SupportsYears 1-3

Outcomes Years 4-5

Every Teacher Trained

Fewer than 50% of the teachers received some training

Fewer than 10% of the schools used the CSR as intended

Every Teacher Continually Supported

Fewer than 25% of those teachers received support

Vast majority of students did not benefit

Aladjem & Borman, 2006; Vernez, Karam, Mariano, & DeMartini, 2006

Longitudinal Studies of a Variety of Comprehensive School Reforms

Lesson 4 Paying attention to infrastructure is important

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Implementation Science

•Letting it happen▫Recipients are accountable

•Helping it happen▫Recipients are accountable

•Making it happen▫Implementation teams are accountable

Based on Greenhalgh, Robert, MacFarlane, Bate, & Kyriakidou, 2004

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Alice in Wonderland

"Would you tell me, please, which way I ought to go from here?”

"That depends a good deal on where you want to get to," said the Cat.

"I don’t much care where--" said Alice."Then it doesn’t matter which way you go," said the

Cat."--so long as I get SOMEWHERE," Alice added as an explanation.

"Oh, you’re sure to do that," said the Cat, "if you only walk long enough."

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Before you add one more thing….

www.safetycenter.navy.mil

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“Making it Happen” with Resource Mapping

•What are the practices in place at each tier of the triangle?

•Are they evidence-based practices?•How are you measuring effectiveness of practices (data)?

•Who are the service delivery teams/personnel (e.g., graduation coach, PALS teacher, Math Coach)

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Tier 3

Tier 2

Tier 1

TrianglTriangle e

ActivityActivity::

Applying Applying the Three-the Three-

Tiered Tiered Logic to Logic to

Your Your School/SupSchool/Sup

ervisory ervisory Union/DistrUnion/Distr

ictict

Practices, Initiatives, Programs for a FEW

Practices, Initiatives, Programs for SOME

Practices, Initiatives, Programs for ALL

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Who are the staff supporting all of these practices?

•What “support teams or staff” support these practices?

•What are their roles and responsibilities?• Is there any duplication or overlap?•What communication loops and /or

progress monitoring exists among all of these support personnel?

•What’s working and how do we know, got data?

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Schools need to be clear about what interventions they have (and don’t have) in place

Tier 3/Tertiary Interventions 1-5%•_____________________•_____________________•_____________________

Tier 2/Secondary Interventions 5-15%•___________________________•___________________________•___________________________•___________________________•___________________________•___________________________

Tier 1/Universal Interventions 80-90%•________________________•________________________•________________________•________________________•________________________•________________________

Service Delivery Personnel

Adapted from Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm

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Got data?• Take inventory of current data

– Office Referrals- BIG 5– Expulsion and Suspension– Attendance– Nursing Logs– Counselor Logs– Minor incident reports– Benchmark Assessments– GPA– Homework Completion– At-risk factors and other trajectory data for

prevention

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1-5% Tier 3/Tertiary Interventions•___________________________•___________________________•___________________________

5-15%Tier 2/Secondary Interventions•____________________________•____________________________•____________________________•____________________________•____________________________•____________________________

80-90% Tier 1/Universal Interventions•____________________________•____________________________•____________________________•____________________________•____________________________

Schools need to be clear about what interventions they have (and don’t have) in place

Data to measure effectiveness


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Tier 3/Tertiary Interventions 1-5%•_____________________•_____________________•_____________________

1-5% Tier 3/Tertiary Interventions•___________________________•___________________________•___________________________

Tier 2/Secondary Interventions 5-15%•___________________________•___________________________•___________________________•___________________________•___________________________•___________________________

5-15%Tier 2/Secondary Interventions•____________________________•____________________________•____________________________•____________________________•____________________________•____________________________

Tier 1/Universal Interventions 80-90%•________________________•________________________•________________________•________________________•________________________•________________________

80-90% Tier 1/Universal Interventions•____________________________•____________________________•____________________________•____________________________•____________________________

Schools need to be clear about what interventions they have (and don’t have) in placeService Delivery Personnel

Data to measure effectiveness


47

Activity

Step 1: Identify all programs/initiatives/common practices by tier

•Tier I- How do you support all children? Core Curriculum- “everyone gets”

•Tier II, III How do you support students who need more support? How do you build on the foundation so that all Tier II, III activities are a natural extension of core curriculum?

Step 2: Identify outcome for each practice. How do you measure effectiveness?(Staff performance) How do monitor progress? (student impact) How do you support teachers? (staff support)How are they linked to School Improvement? (integrated approach)

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Outcome # 2:Identify the stages of implementation and plan for moving from one stage to the next

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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 YearsOr more

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Stages of Implementation

FocusFocus StageStage DescriptionDescription

Exploration/Preparation Activities

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 baseline data, develop plan.

Initial Implementation

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

Full Implementation

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

Sustainability/Continuous Regeneration

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

Steve Goodman

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Continuous ImprovementExploration

Elaboration

Sustainability

Initial Efforts

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•Learn about PBIS (VTPBiS Intro Forum, www.pbisvermont.org, website, other) •Complete and Submit Intent to Implement Application

•Complete Activities to achieve 100% on Readiness Checklist

Exploration/Preparation Activities

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•Develop school and SU/District leadership team•Attend SU/District/School PBIS Coordinator Orientation•Conduct baseline evaluations and collect baseline discipline data•Attend Team Training (3 or 4 days) •Develop data systems•Develop PBIS Implementation Plan

Installation

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• Roll-out PBIS to staff, students and community

• Use PBIS data systems• Progress monitor implementation efforts

and student outcomes• Develop Policy Enable Practice/Practice

Informed Policy cycles with district leadership team


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Survive the Awkward Stage: An analogy

Apply for

PBIS

New District Initiative

Today is a book study?

“We already do that.”

Violate Norms

Vote coach off

Be on time

Go to a PLC

Ignore e-mails

Go to Book Study

Dominate conversation

Snow Day!

Late for meeting

Attend District PD

Ignore

Data

File Grievance

Change Practice

Have a “AHA!”

Prep for Meeting

Setbacks may move us back to the previous stage

from Bruce Smith, ViiMfrom Bruce Smith, ViiM

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• Expand implementation to other areas (math, reading, other schools)

• Efficiently organize/distribute resources, technical assistance, & professional development opportunities

• Establish SU/District-wide policy to guide efforts & increase accountability

• Centralize & streamline action planning and decision making

Full Implementation

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SU/District-Wide Approach (continued)

• Allow district administrators to provide reminders and acknowledgements to maintain school efforts

• Collect, summarize, and analyze information/data on-going basis to guide decision making

• Invest in and establish behavioral expertise and competence

Full Implementation

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SU/District-Wide Approach (continued)

• Give priority to identification, adoption, and sustained use of evidenced-based practices

• Focus attention on prevention-based approaches to behavior and reading

• Provide opportunities for school to learn from and support each other’s successes and challenges

Full Implementation

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Through each replication, we become more clear in our implementation efforts

Full Implementation

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“Scaling up is defined as having enough of something so that it is useful. Scaling up is the process of moving from “exemplars” to the “typical.” The process of scaling involves the development of organizational capacity to move from exemplars sustained by extra-ordinary supports, to typical application with typical supports”.

Fixsen et al 2008

Full Implementation

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• Systems adoptions within SU/District• New staff/new year orientation process• Policy Enable Practice/Practice

Informed Policy cycles with SU/district leadership teams

• Efficiency adoption from continuous learning


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• Teaching New Staff• Who is responsible for training new

staff throughout the year?• Means of instruction• Person-to-person• Written guide• Observations• Video


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• First do it “right” (fidelity) and then do it “better” (innovate)

• Feedback loops are important• Consultation with:

• Experts• Trainers• Coaches

• Implement and evaluation “adjustments” with fidelity across system

• Systems adoptions within SU/District

• New staff orientation process

• Beginning of school year orientation process


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Should get easier over time• Handbook

• Describes core features• Expectations and teaching matrix (rules for each

settings)• Teaching plans and teaching schedule• Acknowledgement system• Continuum of consequences for problem

behavior• PBIS Teams (Building, SU/District)

• Regular meeting schedule and process• Regular schedule for annual planning and

training• Annual Calendar of Activities• On-going coaching support for teachers• On-going district support for coaches

Sustainability/Continuous Regeneration65

Where are you in implementation process?Adapted from Fixsen & Blase, 2005

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Implementers’ Blueprint

•Self Assessment•More like guidelines•Provides a common language

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District Leadership Team Self-Assessment and Planning

Tool

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Outcome #3:Explore a school/SU/District leadership team structure that fits within your cultural context

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What is a SU/District Leadership Team?

• A team within the school community who can promote funding, visibility, and political support around the initiative while leading and increasing the working capacity of school-wide system.

• SU/District Leadership Team provides the supports to multiple Building Leadership Teams

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Funding Visibility PolicyPoliticalSupport

Training CoachingBehavioral Expertise

Evaluation

LEADERSHIP TEAM(Coordination)

Local School/District Implementation Demonstrations

SWPBS Implementation Blueprint

www.pbis.org

71

Funding Visibility Political Support

SW-PBIS Implementers’ Blueprint

• Identify recurring funding sources • 3 to 5 yrs. of support

• Disseminate results to multiple audiences

•Websites•Newsletters•Conferences•Media (TV, etc.)

• Presentations to:

school boards,

departments

• Write into policy

• Connect with key

administrators

LEADERSHIP ACTIVITIES

Policy

• SW PBS Policy statement

developed and endorsed

•Implementation data

and outcomes are

reviewed semi-annually

•Audit of effectiveness

of existing related

initiatives

conducted annually

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Function of SU/District Leadership Implementation Team:

To set up the necessary and sufficient conditions to support school leadership teams to be effective in supporting implementation at the building level

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Various Levels of Leadership Team Work

1. Preparing for and Organization of Leadership Team

2. Creating Readiness for Local Implementation

▫ Developing commitment (priority)

▫ Develop or enhance infrastructure (local team structures)

3. Implementation

▫ Developing implementation capacity

▫ Focus on fidelity

4. Scale-Up/Sustainability

74

Who is on the SU/District Leadership Team?

Examples:▫ PBIS SU/District Coordinator▫Superintendent▫Building Principals▫School-based PBIS Coordinators▫Curriculum Coordinator▫Special Education Director▫Community Agency Representative (community mental health, youth service bureau )▫Parent

Variations?

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Major responsibilities of the leadership team

• Completing a self assessment• Creating a 3-5 year action plan• Establishing regularly scheduled meetings• Identifying a coordinator to manage and facilitate• Securing stable funding for efforts• Developing a dissemination strategy to establish

visibility (website, newsletter, conferences, TV)• Ensuring student social behavior is a top priority of

the district• Establishing content expertise to build and sustain

school-wide behavior practices.• Developing a coordinating network (each school

identifies a school coordinator)• Evaluating school-wide behavior support efforts.

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Activity

•With regard to PBIS implementation, in which stage is your building staff and SU/District in?

•Review/complete the VTPBiS Leadership Team Self-Assessment and Planning Tool

77

Critical Questions: SU/District Leadership Team• Are the curriculum and supports across

buildings all focused on the same mission and outcome—e.g., meeting district standards? (Common Core, VT Standards?)

• Are all services deployed/distributed in a multi-tier frame consistent with student need and performance rather than based simply on student population in a school?

•Do the student outcome data reflect an efficient and effective implementation system across buildings?

• Can a parent take a student to any building in the local district and realistically expect the same positive outcome for their student?

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Critical Questions:Building-based Team

•Are the curriculum and supports in the building all focused on the same mission and outcome—e.g., meeting SU/District standards?

•Are all services deployed/distributed in a multi-tier frame that is consistent with student need and performance?

• Is the curriculum integrated across the tiers?•Are students engaged with the learning

environment?•Do the student outcome data reflect an

efficient and effective implementation system?

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Activity

•What does a Leadership Team look like within the your SU/District cultural context?

•Complete a SU/District Leadership Team Profile?

•Schedule 1-2 SU/District Leadership Team meetings.

•Discuss agenda items for first SU/District meeting.

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Hear from colleagues about how they Make it Happen!

Panel Presentation

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Where have we been?Where are we now?Where are we going?Nationally and in Vermont

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Number of Schools Implementing SWPBIS since 2000

83

Proportion of Schools Implementing SWPBIS by State

August, 2011 11 States with 33% or more of

all schools in the state using

SWPBS

84

How did they do that?

Florida Illinois Maryland

•Similarities ? 10 years, funding provided by state department but “housed” outside department of ed, over 600 schools trained

Recognition Program

Major OrganizersPOI, Implementers Blueprint

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Getting StartedCommitment to School Level Implementation

Will this work here?▫ Establish Local Sites in

Multiple Districts▫ Small and Large▫ Urban, Suburban and Rural▫ ES, MS, HS, Alt, JJ

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The Vermont Story

• In February, 2007, four schools in one supervisory union were implementing PBIS.

•Four years later, 103 schools in 43 Districts/SU are implementing PBIS!

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103 VT PBIS Schools as of 6/30/11

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How are we doing?

90

How are we doing?

91

And...are we having fun yet?

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You bet ya!

• Insert star phot

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Our Challenge!

Support all Vermont schools and supervisory unions who adopt PBIS to build their capacity to:

• implement PBIS with fidelity over time •experience a decrease in problem behaviors,

an increase in instructional time, enhanced staff collaboration, and more informed family engagement.

•experience increased levels of student engagement, inclusion and success in meeting academic and behavioral learning goals.

94

Examine implementation dips and identify strategies for overcoming them

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Potential Pitfall #1

•Implementation too loosely defined

Focus on the fun, easy parts!!!

96

Opportunity: Define the “it”

•Invest in multi-tiered framework▫Organizing▫Integrating▫Apply same logic to all interventions

•Contextual fit▫Your story

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Multi Tiered Framework is innovation neutral

•Lessons learned are applicable to any innovation

•Language is neutral•Training morphed into activity based▫Resource Mapping▫Gap Analysis

▫ETAG Example- AA County

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•Interventions not managed well

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Opportunity: Organizational Opportunity: Organizational HealthHealthAdministrator and Administrator and Leadership Key!Leadership Key!Establish a kind of “haven”- place that

individuals feel safe about reporting concerns, supported by school community and empowered to be a part of the decision making process- “Community of Practice”▫ Tools: Self Assessment, Fidelity Checks,

ODRs, climate surveys, satisfaction surveys▫ Provide data summaries within a week of

return – decide best approach to deliver feedback

100

Transparency with

data

Protected time to

work with

faculty

Protected team

planning time

Shared participation

DemonstrateMutual

Respect for

people and ideas

Seek first to

understand…

then to be

understood

Honor agreements for meeting

Each person has equal

voice

Assume

best

intentions

Schedule

PBIS Time

on School

Calendar

102


•Poor results•Results not known

103

Opportunity:

•Data, Data, Data•Social Marketing

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Comparison of SET Implementation and Office Referral Reduction

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

1E 2E 3E 4E 5E 6E 7E 8E 9M 10M 11M

105

Group Cost BenefitOffice Referral Reduction

Across 12 PBIS Schools =5,606 If students miss 45 minutes of instruction for

each Office Referral, 5,606 X 45=252,270 minutes4204.50 hours or

700 days of instructional time recovered!!!!!

106

Cost-Benefit Analysis

School name

Average # of Average # of minutes staff need to process referral

5

Number of referrals April 2006 61

Average # of minutes student is out of class due to referral

22

Number of referrals November 2005

132

COST/BENEFIT ANALYSIS WORKSHEET

Enter info below

Robert Moton

Elementary School

2640

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1000

1500

2000

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3000

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107

What does a reduction of 850 office referrals and 25 suspensions mean?

Kennedy Middle School

Savings in Administrative time

ODR = 15 min Suspension = 45 min

13,875 minutes231 hours

29, 8-hour days

Savings in Student Instructional time

ODR = 45 min Suspension = 216 min

43,650 minutes728 hours

121 6-hour school days

108


•The implementation has lost momentum after some period of initial enthusiasm.

109

Opportunity: Plan for the Development of the Team/StaffT4 – High Competence, High Commitment –

Fluent and experienced with innovation, and comfortable with their own ability to do it well. May even be more skilled than the coach .

T3 – High Competence, Variable Commitment – Experienced and capable, but may lack the confidence to go it alone, or the motivation to do it well / quickly.

T2 – Some Competence, Low Commitment – May have some relevant skills, but won’t be able to do the job without help. The task or the situation may be new to them.

T1 – Low Competence, High Commitment – Generally lacking the specific skills required for the job in hand, but has the confidence and / or motivation to tackle it.

110

Activity

•Review the list of pitfalls on page six in Keeping RtI on Track (VanDerHeyden and Tilly)

•Discuss how you can recognize that they are occurring and what you can do to repair or prevent them from happening.

111

Activity• If you are exploring PBIS, review/complete

the Intent to Implement Application Readiness Checklist

• If you are installing PBIS, complete the VTPBiS Universal Action Plan for Sustainability

• If you are fully implementing PBIS, complete the PBIS Leadership Team Implementation Self-Assessment Action Plan.

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making it happen! using the science of implementation to guide best practices in pbis december 1,...

Documents

science of implementation

stage of pbis implementation

team activities

pbis school coordinator

swpbis aka pbisrti

tiered model of student

student behavior

tiers of support