pbis district coaches training nwpbis network lori lynass, ed.d. tricia hagerty, m ed
TRANSCRIPT
PBIS District Coaches Training
NWPBIS NetworkLori Lynass, Ed.D.Tricia Hagerty, M Ed.
IntroductionsWho Are You, What District/ESD
are you WithHow Many Schools Are You
SupportingWhat Level of Implementation
Are Your Schools At (Tier 1, 2 & 3)
Note Cards – Two Truths and a Fib
Course Goals
Provide You With Tools To :Increase Understanding and Build
Fluency of the PBIS Framework – Systems, Data, Practices and Outcomes
Build Capacity For Training, Coaching, Coordination and Evaluation
To Lead Systematic Implementation of PBIS in Your District/ESD
* How to Prioritize Your Time
ExpectationsRespect
◦ Opinions of Others◦ Facilitators◦ Environment◦ Cell Phones in “Manners Mode”
Responsibility◦ Be On Time◦ Take Calls/E-mails Outside◦ Do Readings & Tasks
Safety◦ Take Risks◦ Eat If Hungry◦ Attend to Personal Needs
www.pbisnetwork.org
www.pbis.org
Building Coaching Competencies Know and define the essential
features of school-wide PBS. PBIS Blue Print – Your New Best Friend
Understand the Interchange of Data, Practices, Systems & Outcomes.
Learn About and See PBIS in Action
Coaching Skills ActivityWalk to the Appropriate Answer on
the Wall For Each Question That is to Be Read
A – I am an expert, I could lead a demonstration on this.B – I have a solid understanding of this and could speak about it.C – I have some knowledge of this.D- Say What?
Why PBIS and how can coaches build buy in?
Challenge…
Schools are facing an increasingly diverse and challenging population of students with fewer financial resources.
Academics is “our job” and Social behavior is “their job”
How to enhance schools’ capacity to respond effectively, efficiently, & relevantly to range of problem behaviors observed in schools.◦ “Work Smarter”
K-6 7th-8th
Student Time Administrator Time Student Time Administrator Time
Minutes 58725 19575 53910 16665
Hours 978 326 899 278
Days 163 41 150 34
The Challenge
Exclusion and punishment are the most common responses to conduct disorders in schools.
Lane & Murakami, (1987) Rose, (1988) Nieto, (1999) Sprick, Borgmeier, & Nolet, (2002)
Exclusion and punishment are ineffective at producing long-term reduction in problem behavior
Costenbader & Markson (1998)
The ChallengePunishing problem behaviors
(without a proactive support system) is associated with increases in (a) aggression, (b) vandalism, (c) truancy, and (d) dropping out.
Mayer, 1995 Mayer & Sulzar-Azaroff, 1991 Skiba & Peterson, 1999
Are there alternatives to punishing problem behavior and suspending students from school that work to change student behavior?
PBIS Locally & NationallyImplemented in over 21,000
schools nationally and has state level initiatives in 35 states.
Over 550 schools have been trained in Washington. Several district-wide initiatives.
Current State Advisory Team for PBIS.
PBIS District CoachExternal coaches should have experience with
the SWPBS process and behavioral expertise beyond most district faculty and staff.
The primary role of the external coach is to provide individual school team technical assistance by attending school team meetings, providing examples, assisting with material development, organizing internal coach meetings and trainings, and assisting with the overall district SWPBS process.
Prioritize Time – Focus on Building Capacity
Our Vision for PBIS Support
State/NWPBISN
ESD
District
School
Student
Providing Leadership, Training, Coaching and Technical Assistance
What is School-wide PBS?School-wide PBS is:
◦A systems approach, establishing the social culture and behavioral supports needed for schools to be effective learning environments for all students.
Evidence-based features of SW-PBS◦ Prevention◦ Define and teach positive social expectations◦ Acknowledge positive behavior◦ Arrange consistent consequences for problem
behavior◦ Collection and use of data for decision-making◦ Continuum of intensive, individual interventions. ◦ Administrative leadership – Team-based
implementation
SWPBS isFramework for enhancing adoption & implementation of
Continuum of evidence-based interventions to achieve
Academically & behaviorally important outcomes for
All students
History of PBIS – 1980’sDuring the 1980s, a need was
identified for improved selection, implementation, and documentation of effective behavioral interventions for students with behavior disorders
History of PBIS – 1990’sIn the reauthorization of the
Individuals with Disabilities Act of 1997, a grant to establish a national Center on Positive Behavioral Interventions and Supports was legislated to disseminate and provide technical assistance to schools on evidence based practices for improving supports for students with BD.
History of PBIS – 2000’sThe National Technical Assistance
(TA) Center on PBIS is currently in Year 14 (third 5-year grant cycle).
PBIS being used nationally and internationally.
PBIS In LegislationIDEA, IDEIA and NCLB
PBIS In Upcoming Revision on ESEA
PBIS IN State Legislation
SWPBIS is the Integration Of:
To Implement and Scale PBIS It Must:
Six Defining Traits
The outcome of an effective systems approach is an organization (school, district, state education agency) that has three basic
features (Gilbert, 1978; Horner, 2003)
SWPBS is about….Improving
classroom & school climate
Decreasing reactive
management
Maximizing academic
achievement
Improving support for students w/
EBD
Integrating academic &
behavior initiatives
2 Worries & Ineffective Responses to Problem Behavior
• Get Tough (practices)• Train-&-Hope (systems)
2001 Surgeon General’s Report on Youth Violence: Recommendations
• Change social context to break up antisocial networks
• Improve parent effectiveness• Increase academic success• Create positive school climates• Teach & encourage individual social skills &
competence
School-based Prevention & Youth Development ProgrammingCoordinated Social Emotional & Academic Learning
Greenberg et al. (2003) American Psychologist
• Teach children social skills directly in real context• “Foster respectful, supportive relations among students,
school staff, & parents”• Support & reinforce positive academic & social behavior
through comprehensive systems• Invest in multiyear, multicomponent programs• Combine classroom & school- & community-wide efforts• Precorrect & continue prevention efforts
Characteristics of Safe School Center for Study & Prevention of Youth Violence
• High academic expectations & performance• High levels of parental & community involvement• Effective leadership by administrators & teachers • A few clearly understood & uniformly enforced, rules• Social skills instruction, character education & good
citizenship. • After school – extended day programs
Lessons Learned: White House Conference on School Safety
• Students, staff, & community must have means of communicating that is immediate, safe, & reliable
• Positive, respectful, predictable, & trusting student-teacher-family relationships are important
• High rates of academic & social success are important• Positive, respectful, predictable, & trusting school
environment/climate is important for all students• Metal detectors, surveillance cameras, & security guards
are insufficient deterrents
It’s not just about behavior!
Good Teaching Behavior Management
STUDENT ACHIEVEMENT
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
Basics: 4 PBS
Elements
SYST
EMS
PRACTICES
DATA
SupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011; Sugai, O’Keeffe, & Fallon, in press
CULTURALLYRELEVANT
CULTURALLYVALID
CULTURALLYSKILLED
CULTURALLYEQUITABLE
SYST
EMS
PRACTICES
DATAOUTCOMES
DATA• Clear definitions• Efficient procedures• Easy input/output• Readable displays• Regular review
SYST
EMS
PRACTICES
DATA
OUTCOMES
OUTCOMES• Data-based• Relevant/valued• Measurable
SYST
EMS
PRACTICES
DATA
OUTCOMES
PRACTICES• Evidence-based• Outcome linked• Cultural/contextual
adjustments• Integrated w/ similar
initiatives• Doable
Give Priority to Effective Practices
Less Effective
Label Student
Exclude Student
Blame Family
Punish Student
Assign Restitution
Require Apology
More Effective
Invest in School-Wide
Teach & Reinf Soc Sk
Actively Supervise & Prevent
Individualization based on Competence
Consider Culture & Context
SYSTEMS• Training to fluency• Continuous evaluation• Team-based action
planning• Regular relevant
reinforcers for staff behavior
• Integrated initiativesSY
STEM
S
PRACTICES
DATA
OUTCOMES
General Implementation “Map”• 2+ years of school team training• Annual “booster” events• Coaching/facilitator support @ school & district
levels• Regular self-assessment & evaluation data• On-going preparation of trainers• Development of local/district leadership teams• Establishment of state/regional leadership &
policy team
Major SWPBS Tasks
• Establish leadership team• Establish staff agreements• Build working knowledge & capacity of SW-
PBS practices & systems• Develop individualized action plan for SW-
PBS
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS: “Getting Started”
Outcomes
Systems: To sustain the implementation
Data: For decision making
Practices: Evidenced-based and doable
SWPBS IMPLEMENTATION DRIVERS
Highline Public Schools Scaling-Up PBIS
Improving Social and Academic Outcomes for All
StudentsDistrict PBIS Coordinator
Tricia Robles, [email protected]
Schools implementing PBIS create a continuum of Behavior Support for students.
Prevention Logic for All(Walker et al., 1996)
• Decrease development of new problem behaviors
• Prevent worsening of existing problem behaviors
• Redesign learning/teaching environments to eliminate triggers & maintainers of problem behaviors
• Teach, monitor, & acknowledge prosocial behaviors
Primary Prevention:School-/Classroom-Wide Systems forAll Students,Staff, & Settings
Secondary Prevention:Specialized GroupSystems 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 BEHAVIORSUPPORT
ALL
SOME
FEW
52
SWPBIS (aka PBIS/RtI) is
All students
Academic & behaviorally important outcomes for
Continuum of evidence-based interventions to achieve
A framework for enhancing adoption & implementation of
1998-1999
1999-2000
2000-2001
2001-2002
2002-2003
2003-2004
2004-2005
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2006-2007
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2008-2009
2009-2010
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2011-2012
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PBIS Schools in Highline 2012-2013 2.0 FTE District Coordination PBIS P-12 35 Sites
Scaling Up PBIS1. Are we doing what we said we would do?
Accurate & sustained implementation
2. Is it benefitting students? Meaningful student outcomes
3. How do we know?Use Data
What Works?
2011-2012 PBIS in Highline
1.8 District PBIS Coordinators District PBIS Team 2008-Present Establishing PBIS Coaches – Service Area Monthly PBIS Team Meetings 26 K-12 - Tier 1 School-wide PBIS
• 20 K-12 – Tier 2 Screening & CC&E 7 K-6 – Tier 3 Technical Assistance Teams Baseline Data & Planning High Schools
Working on Sustainability• 3rd Annual August PBIS Training• District Level Commitment - Stakeholders• District Coordinators
– Service Area Coaches• School Commitment – Sponsorship • Building-based Coaches/Coordinators• TIPS Protocol & www.pbisassessment.org • Celebrate Successes
– Building Level with staff, students, families– District Level with administrators, school board, and
community
0
10
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30
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HPS Elementary School SET Data
Baseline
Current
0200400600800
100012001400
Bev P
kBo
w Lk
Ceda
rhur
stDe
s Moi
nes
Greg
ory…
Haze
l Val
leyHi
lltop
Mad
rona
Mar
vista
McM
icken
Mid
way
Mt.
View
North
Hill
Park
side
Seah
urst
Shor
ewoo
dSo
uthe
rn…
Whi
te C
ente
r…
K-6 Total ODRs (Major and Minor) by School
2010-11 and NowNumber of…
Bev Park
Bow Lake
Cedarhurst
Des Moines
Gregory Heights
Hazel V
alley
Hilltop
Madro
na
Marvist
a
McM
icken
Midway
Mount V
iew
North Hill
Parkside
Seahurst
Shorewood
Southern
Heights
White
Center H
eights0
10
20
30
40
50
60
70
80
K-6: Total Out of School Suspensions
2010-11 Total Suspensions
2011-12 Total Suspensions
Bev Park
Bow Lake
Cedarhurst
Des Moines
Gregory
Heights
Hazel V
alley
Hilltop
Madrona
Marvist
a
McMick
en
Midway
Mount View
North Hill
Parksid
e
Seah
urst
Shorewood
Southern Heigh
ts
White
Center Heigh
ts0
20
40
60
80
100
120
140
160
180
200
K-6: Total Number of OSS days
2010-11 Total OSS Days
2011-12 Total OSS Days
Compared to last school year, we have seen drastic reductions in ODRs at the K-6 and middle school levels: K-6th Grade · 21% reduction (-1305) in office discipline referrals (ODRs)· 53% reduction in total out of school suspensions (OSS).· 47% reduction in number of students suspended.· 63% reduction in the total number of OSS days.
0
200
400
600
800
1000
1200
Cascade Chinook Pacific Sylvester
Middle School: Total ODRs 2010-11 and Now
2010-11 TotalReferrals
Student Time Recaptured• 60school days
Administrator Time• 15- 8 hr. work days
Student Time Recaptured• 78 school days
Administrator Time• 19 -8 hr. work days
K-6 7th-8th
Student Time Administrator Time Student Time Administrator Time
Minutes 58725 19575 53910 16665
Hours 978 326 899 278
Days 163 41 150 34
Cascade Chinook Pacific Sylvester 0
50
100
150
200
250
Middle School: Total "Out of School Sus-pensions"
2010-11 Suspensions
2011-12 Suspensions
Cascade Chinook Pacific Sylvester 0
200
400
600
800
1000
1200
1400
1600
1800
2000
Middle School: Total Days of OSS
2010-11 OSS Days
2011-12 Total OSS Days
Compared to last school year, we have seen drastic reductions in ODRs at the middle school level: Middle Schools · 33% reduction (-1111)in ODRs· 42% reduction in total OSS.· 28% reduction in number of students suspended.· 51% reduction in the total number of OSS days.
Cedarhurst Total Office Discipline Referrals from 1,228 to 307
Cedarhurst Elementary PBIS
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2005-2006 2012-1013
60% = 233 Students
93% or 632 Students
21% = 80 Students
5% or 36 Students
19% = 73 Students
1% = 8 Students
6+ ODR
2-5 ODR
0-1 ODR
OSS Students OSS # Days OSS ODR Students w ODR0
2000
4000
6000
8000
10000
12000
14000
16000
18000
20000
2791
1633
10341
3593
2456
1488
17671
11929
3906
16021013
80007174
2774
Highline Public Schools Discipline Data K-12
2010-20112011-20122012-2013 YTD 3.22.13
Test Your KnowledgeAs A Team Discuss Quickly Your
Answer and Hold Up Your Fingers To Indicate Your Answer:◦One Finger – A◦Two Fingers – B◦Three Fingers – C
◦One Finger – True ◦Two Fingers - False
The PBIS Blueprintwww.pbis.org
PBIS Blueprintswww.pbis.org
District Leadership Team
FundingVisibility Political
Support
Training Coaching Evaluation
Active Coordination
Local School Teams/Demonstrations
Behavioral Expertise
District Level Action Plan and Scaling Strategy
Cadre of Trainers/Coaches Site Based Behavioral Expertise
Evaluation PlanData Use
Policy
Top 10 Reasons PBIS Implementation gets Bogged Down
1. Lack of continuous administrative support & involvement 2. Lack of awareness and understanding that staff set and change culture in
schools3. Lack of understanding commitment and “buy-in” from staff4. Lack of understanding that academic success is driven by school culture5. Not working through the PBIS processes on a consensus basis as a team6. Taking on too much too fast (generally with positive intentions)7. Inconsistency of implementation by staff 8. Looking for the negative vs. looking for positives in student behavior 9. Focusing only on the high risk students 10.Not tracking, reporting out, and responding to school behavior data
(Created by Pam Hallvik)
Working on Sustainability• 4th Annual PBIS Summer Institute• District Level Commitment - Stakeholders• District Coordinators
– Service Area Coaches• School Commitment – Sponsorship • Building-based Coaches/Coordinators• TIPS Protocol & www.pbisassessment.org • Celebrate Successes
– Building Level with staff, students, families– District Level with administrators, school board, and
community
HPS Lessons Learned & Next Steps• Continue High Visibility of PBIS via Recognition &
Celebrations– Annual School Board Presentation– Annual August Training– Highlight PBIS School Successes in Local HPS Publications
• Continue Integrating PBIS with District Initiatives and Embed PBIS to Improve Outcomes for ALL– Equity, Alternatives to Suspension, HIB, Drug/Alc, etc.
• Continue Investing & Improving in Data, Systems, Practices
• Re-examine implementation plans in High Schools to ensure maximum success
Lunch – 1 Hour
Lunch Time ActivityAs We Get Started On Your Note card Please
Write Two Truths and a Fib About Yourself
Put Your Name on the Note card in The Top Corner of the Note card
Example:I have skydived 5 times.I have back packed through the Grand Canyon.I once sold the most girl scout cookies in my
neighborhood.
Implementation Science and PBIS
Evidence-based
Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231).Download all or part of the monograph at:http://www.fpg.unc.edu/~nirn/resources/detail.cfm?resourceID=31
Implementation Research: A Synthesis of the Literature
Challenge = ImplementationLimited focus on Implementation
◦Need to define the systems to support sustained, accurate implementation of Tier 2 & Tier 3 Behavior Supports
◦Starts with strategic, long-term district planning & commitment
GOOD
FASTCHEAP
When implementing an innovation, you may pick any two.
Wexelblatt’s Scheduling Algorithm
SolutionEffective intervention practices and programs
+Effective implementation practices
Good outcomes for students
No other combination of factors reliably produces desired outcomes
© Fixsen & Blase, 2008
Performance Assessment (Fidelity)
Coaching
Training
Selection
Systems Intervention
Facilitative Administration
Decision Support Data System
Integrated & Compensatory
Com
pete
ncy D
river
s
Com
pete
ncy D
river
s Organization Drivers
Organization Drivers
LeadershipLeadership
Adaptive Technical
Improved Outcomes for . . .
Program/Initiative (set of practices)
© Fixsen & Blase, 2008
Performance Assessment (Fidelity)
Coaching
Training
Selection
Integrated & Compensatory
Com
pete
ncy D
river
s
Com
pete
ncy D
river
s Organization Drivers
Organization Drivers
LeadershipLeadership
Improved Outcomes for . . .
Program/Initiative (set of practices)
Competency Drivers are mechanisms that
help to develop, improve, and sustain
one’s ability to implement an
intervention to benefit students.
© Fixsen & Blase, 2008
Performance Assessment (Fidelity)
Systems Intervention
Facilitative Administration
Decision Support Data System
Integrated & Compensatory
Com
pete
ncy D
river
s
Com
pete
ncy D
river
s Organization Drivers
Organization Drivers
LeadershipLeadership
Improved Outcomes for . . .
Program/Initiative (set of practices)
Organization Drivers are mechanisms to create and sustain
hospitable organizational and
systems environments for
effective educational services
© Fixsen & Blase, 2008
Performance Assessment (Fidelity)
Coaching
Training
Selection
Systems Intervention
Facilitative Administration
Decision Support Data System
Integrated & Compensatory
Com
pete
ncy D
river
s
Com
pete
ncy D
river
s Organization Drivers
Organization Drivers
LeadershipLeadership
Adaptive Technical
Improved Outcomes for . . .
Program/Initiative (set of practices)
Implementation:Leadership Drivers
Managing the Stages of Implementation
Exploration Installation Init’l Implementation Continual Regeneration Sustainability
Pg 32 of Blueprint
LeadershipCOMMITMENT!!
◦Grounded in understanding
Understand the Systems ◦Tier 1 Data Teaming Tier 2
Data Teaming Tier 3
Understand Implementation
Progressive Implementation
LeadershipConstruct & Oversee Implementation
effort◦ Commitment & Consistency over time
Champion - Active advocate with a plan
Formalize a clear link to district priorities ◦ Consistent topic in District Leadership team
discussions◦ Policy considerations◦ Align District (CIP) & School Improvement
goals (SIP)◦ Disproportionate Discipline &
Achievement Gap
DiscussionWhat stage of implementation
would you say your district is in? Are some schools “farther” along than the district?
Coaching in PBIS
CoachingSet of
responsibilities, actions, activities…..not person
Bridge between
training & implementation ……not administrati
ve accountabili
ty
Positive & supportive resource & facilitation
….not nagging
Effective Coaches• Build local capacity
Become the expert, but widely share knowledge• Maximize current competence
Never change things that are working Always make the smallest change that will have the biggest
impact• Focus on valued outcomes
Tie all efforts to the benefits for children• Emphasize Accountability
Measure and report; measure and report; measure and report.
• Build credibility through: (a) consistency, (b) competence with behavioral
principles/practices, (c) relationships, (d) time investment.• Pre-correct for success
- From Florida’s PBIS Project
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
Joyce & Showers, 2002
10% 5% 0%
30% 20% 0%
60% 60% 5%
95% 95% 95%
General ConsiderationsWho’s coaching?Who’s being coached?Who directly & indirectly benefits from coaching?What is being coached?Where does coaching occur?How are coaches prepared?Who coaches the coaches?How is coaching provided?How is coaching implementation fidelity
evaluated?How is coaching effectiveness evaluated?Are practice implementation benefits meaningful?
COACHING FUNCTIONS
Guidance for team startup
Technical assistance
Resource access
Problem solving
Data-based decision making
Positive reinforcemen
t
Prompting & reminding
Communications network
“Coaching”
PRACTICE
IMPLEMENTATION
FIDELITYFormal to Informal
Specialized to General
Direct to Indirect
Frequent to Infrequent Predictable
to Unpredicta
ble
Internal to External
Individual to Group
“Easier to coach what you know & have experienced.”
Coaching linked to implementation team
Coaching training linked with team training
Coaches participate in team training
New teams added with increased coaching fluency
Coaching capacity integrated into existing personnel
Supervisor approved & endorsed
District agreements & support given
Coaches experienced with team implementation
District-wide coordination provided
Regularly meetings for prompting celebrating, problem solving etc.
Big IdeasCoaching capacity is defined as activities or
functions, not personEnd goal of coaching is to maximize adoption,
durability, & scalability of evidence-based practice experienced by students
Coaching functions have varied levels of intensityCoaching functions are shared responsibilitiesCoaching capacity at multiple organizational
levels (teacher, school, district, region, state)Coaching implementation capacity should be
planned, formal, continually monitored, and systematically evaluated
Coaches Self Assessment Complete the Coaches Self
Assessment for Only the Preliminary Skills
What Are the Skills You Need to Gain?
How Will You Gain These?
Final Q & A and Action Planning