PBS Leadership Forum Maximizing (y)our Investment

1. PBS Leadership ForumMaximizing (y)our Investment Chris Borgmeier, PhD Portland State University cborgmei@pdx.edu www.web.pdx.edu/~cborgmei/

2. Goals of the Leadership Forum • Provide training and support related to the critical features of a district and regionalinfrastructure 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.

3. Recommended Attendees to Leadership Forum

4. 645 schools implementing SW-PBS in Oregon • 246 in PBS Initiative (07-08) 31 districts in EBISS

6. IMPLEMENTATIONof 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

8. Why a SYSTEMS Approach to SW-PBS? Moving Beyond “Train & Hope” TRAIN & HOPE / EXPERT MODEL • Difficult-to-solve problem is encountered. • Expert is identified to provide a solution. • Expert provides or trains the solution. • Expert leaves and expects school to implement the solution. • Lacking supports and capacity, solution is not implemented effectively. • School waits for next problem to occur (“expert model” reinforced). Baer & Stokes, 1977

9. “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?

11. Premise of SW-PBS • The ability of schools to sustaineffective 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)

12. Islands of SW-PBS PBS Ghost Towns PBS Ghost Towns

13. Activity Time’s Up • 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?

15. CONTINUUM OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT Tertiary Prevention: FBABSP for Students with High-Risk Behavior ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

17. Social Competence & Academic Achievement Positive Behavior Support OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

18. OUTCOMES DATA SYSTEMS PRACTICES 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

19. 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”

20. Overview of PBS Organization Logic PBS Coach

21. 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

22. 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

23. 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 Potential Representatives on District Leadership Team

24. 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

25. Potential Representatives on RegionalLeadership 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

26. Team Activity and Tasks Time’s Up • 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?

27. 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.

28. 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).

29. Funding • Start-up/seed money from state coinciding with grants • Building capacity requires a plan for increasing local responsibility for funding initiatives • Show how district/region will take increasing responsibility for funding initiative and decrease reliance on state funding

32. Team Activity/ Tasks • Complete the Self Assessment • PBS Self Assessment if only PBS Initiative • District Systems Support Plan (EBISS) • Turn in Appropriate Self Assessment to David McKay or Scott Ross by Oct. 30th

33. Back at 12:45

34. Building Capacity through Systemic Supports

35. 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

36. Overview of PBS Organization Logic PBS Coach

37. 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

38. 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

39. District Coaches (PBS/Literacy/RTI) • Job is to set school teams up for success • Training • Coordination • Coaching • Evaluation • Do those things that will make it as easy as possible for teams to be successful…. • ‘Pave the way’

40. 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?

41. 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

42. Measuring Implementation Fidelity • www.PBSsurveys.org • School-wide Evaluation Tool (SET) • Benchmarks of Quality (BOQ) • Team Implementation Checklist (TIC) • Individual Systems-School-wide Evaluation Tool (IS-SET) • Phases of Implementation • PBS Survey

44. Student Outcome Measures • Office Discipline Referrals (ODRs) • Suspension/Expulsion • LRE data • School climate Surveys (staff, student) • Attendance • Academic Achievement data • State test scores • DIBELs • etc.

47. Team Activity • Discuss the extent that you currently have the Systems for Evaluation in Place. • Action planning progress • Implementation Data • Outcome data • What action steps can you/should you take to establish/implement/maintain Evaluation Capacity?

48. 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

49. 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?

50. 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