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mlombardo@placercoe.k12.ca.usNow OpenRegistration and Call for Papers 2017 California PBIS Conferencewww.pbisca.org

California PBIS Coalition

Steering Committee: Michael Lombardo, Dr. Rob Horner, Barbara Kelley and Rebecca Mendiola

Leadership Team: Dori Barnett, OCOE - Cindy Chaffee, LACOE - Cristy Clouse, CalTAC

Arthur Cummins, OCDE - Corinne Foley, SBCSS

Nancy Franklin, LAUSD - Steve Gonzalez, SSD - Josh Harrower, CSUMB Shinay Bowman, San Bernardino COE

Rob Horner, U of O - Ginny Joseph, TUSD - Ken Fitzgerald, Stanislaus COE

Barbara Kelley, CalTAC - Michael Lombardo, PCOE - Rebecca Celes Mendiola, SCCOE

Kami Murphy, DMSELPA -

Represented by CA PBIS District, SELPA and County Leaders who are implementing PBIS across California

CPC’s Mission

The California PBIS Coalition promotes a safe and positive social culture in all California school communities by:

- Sharing effective academic and behavior practices- Providing opportunities for networking- Supporting deeper learning of PBIS implementation- Using fidelity and outcome data to inform our practice

Events Registration and Call for Papers Now Open for the 2017 California PBIS Conference Early Registan Ends June 30th

Accepted presentations will receive one free registration to the conference Key Note Speakers: Dr. Steve Goodman and Dr. Rob Horner

PBIS Recognition System is now Accepting Applications until May 30th

www.pbisca.org

Todays Webinar: Effective Implementation for PBIS in Education Dr. Fixsen, Dean is a Senior Scientist at the Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill; Co-Founder (with Karen Blase) of the National Implementation Research Network; Co-Director (with Caryn Ward) of the State Implementation and Scaling-up of Evidence-based Practices (SISEP) Center; and President of the Global Implementation Initiative. Dr. Ward, is Associate Director of Education and Measurement at the Univeristyof North Carolina’s National Implementation Research Network. Caryn is the Co-Director of the State Implementation and Scaling up Center of Evidence Based Practices She also leads the development of implementation capacity and fidelity measures. Previously, she served as a school psychologist, a Response To Intervention (RTI) District Coordinator, and the project director for the NC RTI Consortium.

Effective Implementation

for PBIS in Education

Caryn Ward & Dean L. Fixsen

National Implementation Research Network

University of North Carolina at Chapel Hill

Objectives• Describe what it takes to

consistently realize educationally significant outcomes (i.e. Formula for Success)

•Assess whether any practice or program is usable

•Know where to find tools to support your team’s functioning

•Identify best practices for coaching within a coaching system

RESEARCH PRACTICEIMPLEMENTATION

Research to Practice Gap

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

Longitudinal Studies of a Variety of Evidence-based Comprehensive School Reform (CSR)

Method in Studies First 3 years 4-5 Years Later

Every teacher trained Fewer than 50% of teachers received some training

Fewer than 25% of teachers received support

Research Real World Application

Fewer than 10% of the schools used the CSR as

intended

Vast majority of students benefited

Effective Implementation?

Vast majority of students did not

benefit

Every teacher continually supported

Formula for Success

Fixsen, Blase, Metz, & Van Dyke (2015).

Usable Innovation

Fidelity Assessments

Philosophy ValuesBeliefs

Essential FunctionsUsable

Innovation

Operational Definitions

Clear philosophy, values, and principles

Inclusion and exclusion criteria

Identification of what must be present

(core components)What is done in

practice (Practice Profiles).

Did we do what we said we would do?

PBIS: A Usable Innovation

Fidelity Assessments

Philosophy ValuesBeliefs

Essential FunctionsUsable

Innovation

Operational Definitions

Based on behavioral and prevention science, intended

for all students

Core Features: universal screening, continuum of EBPs, school wide expectations, etc.

Defined core feature ofUniversal Screening as: Performanceand progress of all students are reviewed on a regular schedule

Tiered Fidelity Assessment

Formula for Success

Fixsen, Blase, Metz, & Van Dyke (2015).

Implementation Teams• Ensure Support

• Engage the Community

• Create Enabling Context

StateImplementation Team

RegionalImplementation Team

DistrictImplementation Team

School BuildingImplementation Team

Teachers & Staff

Implementation Teams: Competencies

Effective Practice:

PBIS

Implementation Infrastructure

Improvement Cycles

System Change

Tools/Resources:

Implementation Teams Checklist* Terms of Reference Communication Protocol

Implementation Team Checklist

For which characteristics should

you select?

Which characteristics should you avoid?

What new skills do you need to develop?

How will you transfer new skills into the applied

setting?Upper

Mid-Level Team

Site-Based Team

Right data, right format, when needed

to inform work

“The real difficulty in changing the course of any enterprise lies not in developing new ideas

but in escaping old ones.”

John Maynard Keynes

Many Visions / Definitions of Coaching

Coaching is…

A process for negotiating the distance between acquiringnew skills and applying them skillfully.

A pathway to increase use of an intervention with fidelity

Assistance in a learning process

A cyclical process designed as an extension of training

Collaborative planning aimed at the refinement of skill sets

0

10

20

30

40

50

60

70

80

90

100

Thorough Knowledge Strong Skill Transfer Implementation

% o

f Tea

cher

s

Study Theory Add Demonstration Add Practice Add Coaching

Coaching and Training Competency Drivers(Joyce & Showers, 2002)

Example of the Impact of Coaching on Student Outcomes:Average Major Discipline Referrals per Day per Month

Coach returns from leave

Coach present

Coach goes on leave

Adapted from Rob Horner

Why Coaching?• Increases effective use of concepts and skills that were taught during

professional learning

• Assists practitioners to contextualize the concepts and skills to their settings

• Increases the likelihood of sustainability of practice

• Reduces staff turnover

Types of Coaching

Coaching for Individual Change: focus on skill development, support and performance feedback (content specific: academic, behavior, social/emotional health, behavioral health, wellness)

Coaching for Systems Change: focus on organizational change to effectively use the practice - removing barriers to providing implementation supports, aligning initiatives.

Competence of Coaches

Coaching Expertise in:

Expert knowledge, skills, and abilities related to the innovation content

Proactive teaching skills

Clear/descriptive communication with practitioners, administrators, & others

Relationship Development

Coaching for Competency: Core Functions

Develop knowledge, skills, and abilities of practitioners Encourage reflection and accurate self-reporting Provide personal support

Develop knowledge/

skills60%

Reflection20%

Personal support

20%

Initial Coaching

Develop knowledge/

skills20%

Reflection60%

Personal Support

20%

Coaching after Mastery

Training vs. Coaching

Training is the presentation of material to develop newknowledge and /or skill

Coaching is the on-site support needed to use new knowledge and/or skills under typical conditions.

One person may do BOTH… but the skills, functions and measures of effectiveness are different.

BuildFluency in behaviors/skills

useBuild Accuracy in

skills/behaviors

Increase Generalization of behaviors/skills

Coaching as a Solution

Repeated opportunities to use new skills

Create opportunities to provide feedback on new

skills

Coaching as a Solution

Is re-teaching needed?

Sample Coaching Meeting Agenda (45 min.)Concept

• Reminder re what we are working on now – the Big Idea Description

• 2-3 detailed descriptions of what was observed during the last observation (related to the Concept area)Reflection

• Practitioner views and commentsPractice

• What to say and do next time the opportunity arises (competence & confidence)Reflection

• Practitioner views and commentsPlan

• When, where, with whom the skill will be used next class/next week

Coaching

• Includes direct observation and feedback

• Competency development

• Coaching Service Delivery Plan• Assessments of coaching

effectiveness

Best Practices

Quick Vocabulary Lesson

• Systems Coach (Role)

• Coaching Service Delivery Plan (Tool)

• Coaching System (Organizational Supports)

Sue, the systems coach, uses her Coaching Service

Delivery Plan to guide her work with the School

Implementation Team. Sue’s role and responsibilities as a

systems coach are well-defined and supported through a coaching system defined by

her District.

Coaching Service Delivery Plan

•Specifies the concepts or skills (“what”) people need to learn to be able to effectively use a program / innovation

•Outlines the essential things coaches need to do (“how”) in order to develop teams or practitioners to be able to accurately use a program / innovation based on data

Why focus on coaching service delivery plans?

District Capacity Assessment (DCA) data:

• Item 24: District Implementation Team (DIT) uses a coaching service delivery plan to support building implementation teams

• Average score for this item is .51 (scores range from 0-2)

• N = 195 districts (national data from Spring 2016)

Coaching Service Delivery Plan

Details coaching

philosophy, principles, and

functions

Exists in writing

Acceptable ratios (e.g., 1:4 for new practice)

Frequency + Duration X Competency (Weekly or more frequent at first; less as performance criteria are met; never zero)

Intensity: Direct observation, conceptual feedback style, intervention concept areas, re-visit and re-practice to criteria, self-assessment

Data Sources Specified: Direct observation frequency and records that will be reviewed

Documentation and Feedback Procedures:Verbal (after each coaching observation); Written (monthly); Turnaround time (rapid); Transparency related to use of information

Example Coaching Service Delivery Plan

Lets Hear from Coaches

Organizational Supports for CoachingCoaching System: includes essential guidelines and procedures to ensure the individuals responsible for coaching understand the coach’s expectations and the expectations for the recipients of coaching

Components: Coaching service delivery expectations Roles and responsibilities that can be embedded into job descriptions Selection guidelines and procedures District resources, guidelines, and procedures that will allow coaches to fulfill their

responsibilities Supervision and accountability structures

Formula for Success

Fixsen, Blase, Metz, & Van Dyke (2015).

Our Current Context

Improved OutcomesGOAL

Our Current Context

Improved OutcomesGOAL

Active Implementation Stages

Assess need;Examine fit and

feasibility

Exploration InstallationInitial

ImplementationFull

Implementation

Assure resources;Develop supports

Initiate practice; use data to

improve supports

Practice is consistent;

positive outcomes

Identify Plan Get Started Get Better

On average, 2-4 years to reach Full Implementation

Improvement Cycles

Shewhart (1931); Deming (1986); Taylor et al. (2014)

Plan

DoStudy

Act

State Leadership

Team

TeachersInnovations

Students

“Ext

erna

l” S

yste

m C

hang

e Su

ppor

t

Prac

tice-

Polic

y C

omm

unic

atio

nPolicy Enabled Practice

BuildingIT

DistrictIT

Regional EntityIT

Manage Systemic Change

IT = Implementation Team

Align

Integrate

Leverage

State

Region

DistrictBuilding

Teachers

Students

Questions

University of North CarolinaChapel Hill, NC

http://nirn.fpg.unc.edu/www.scalingup.org

www.globalimplementation.org

Allison Metzallison.metz@unc.edu

For More Information

Dean Fixsendean.fixsen@unc.edu

Get Connected!

www.scalingup.org

SISEP @SISEPcenter

For more on Implementation Sciencehttp://nirn.fpg.unc.edu

www.globalimplementation.org

This content is licensed under Creative Commons license CC BY-NC-ND, Attribution-NonCommercial-NoDerivs . You are free to share, copy, distribute and transmit the work under the following conditions: Attribution — You must attribute the work in the manner specified by the author or licensor (but not in any way that suggests that they endorse you or your use of the work); Noncommercial — You may not use this work for commercial purposes; No Derivative Works — You may not alter, transform, or build upon this work. Any of the above conditions can be waived if you get permission from the copyright holder.

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email: nirn@unc.eduweb: http://nirn.fpg.unc.eduThe mission of the National Implementation Research Network (NIRN) is to contribute to the best practices and science of implementation, organization change, and system reinvention to improve outcomes across the spectrum of human services.

This document is based on the work of the National Implementation Research Network (NIRN). © 2013-2016 Allison Metz and Dean Fixsen

Thank You for Joining UsDon’t Forget Our Upcoming Events Registration and Call for Papers Now Open for the 2017 California

PBIS Conference Early Registan Ends June 30th

Accepted presentations will receive one free registration to the conference Key Note Speakers: Dr. Steve Goodman and Dr. Rob Horner

PBIS Recognition System is now Accepting Applications until May 30th

www.pbisca.org