Integrating PBIS with State Initiatives Barbara Sims, Illinois Marick Tedesco, Oregon

Current Status Multiple initiatives and mandates Ever changing Federal and State regulations Increasing pressure on staff and administrators District Regional State Federal

Efficient Systems of Support “The typical school operates 14 different prevention activities concurrently, and the typical activity is implemented with poor quality.” Gottfredson, Gottfredson, Czeh, Cantor, Crosse & Hantman, 2000

Typical Innovation Born in a moment of great interest, Implemented soon after Peaks in about a year and a half. Followed by a decline in enthusiasm Dies about four years from the time that interest in it was first generated. Interest focuses on another innovative idea and the process begins anew. Latham, G. (1988)

PBIS Creating schools that are positive, safe, predictable and consistent environments

Integrated Systems Creating districts that are positive, safe, predictable and consistent environments

From Parallel Play to Integrated Systems Unite multiple initiatives and mandates into a cohesive, integrated system that’s doable by our educational staff

From Parallel Play to Integrated Systems What will we do differently? Attend to key components of implementation Develop district capacity to build a district wide system to support implementation in buildings Model Expectations

Dean L. Fixsen, Ph.D., Karen A. Blase, Ph.D., Michelle A. Duda, Ph.D., Sandra Naoom, MSPH, Melissa Van Dyke, LCSW, Allison Metz, Ph.D. National Implementation Research Network (NIRN) http://www.fpg.unc.edu/~nirn/ State Implementation and Scale-up of Evidence-Based Practices (SISEP) www.scalingup.org Frank Porter Graham Child Development Institute University of North Carolina – Chapel Hill

Implementation An effective intervention is one thing Implementation of an effective intervention is a very different thing Dean Fixsen © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 (c) Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008

Sobering Observation "All organizations [and systems] are designed, intentionally or unwittingly, to achieve precisely the results they get." R. Spencer Darling (Business Expert) © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 Horner, George Sugai, 2008 (c) Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 11

What is 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. © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008

GAP Science to Service SCIENCE IMPLEMENTATION SERVICE © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008

KEY COMPONENTS Implementation Stages Implementation Drivers Implementation Teams Improvement Cycles

Stages of Implementation Exploration Explore Evidenced Based Practices that match needs Look at what it might take to implement new practice Exploration is always happening Installation Put in place infrastructure to support new practice Make adjustments to allow for implementation Initial Implementation Begin to implement new practice May review components agreed upon in previous two stages Full Implementation Implementation is happening throughout Care is taken to implement with fidelity © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008

Implementation Drivers

Implementation Drivers Implementation Drivers Create the Infrastructure Implementation Drivers are mechanisms that Help to develop, improve, and sustain practitioners’ ability to implement an intervention to benefit children Help ensure sustainability and improvement at the organizational level © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008

Implementation Team Overarching Roles and Responsibilities: Moving the project through the stages of implementation Ensuring that the implementation drivers needed for fidelity and sustainability are integrated and successfully embedded in the overall effort Identify barriers and find solutions Identify facilitators and institutionalize them

PDSA Cycles Plan – Develop specific things to do Shewhart (1924); Deming (1948); Six-Sigma (1990) Plan – Develop specific things to do Do – Do them (make sure) Study – See what happens Act – Make adjustments Cycle – Do over and over again until the goal is reached (again) (c) Dean Fixsen and Karen Blase, 2008 (c) Dean Fixsen and Karen Blase, 2008 19 19

District Capacity Most school reform focuses on curriculum, teaching practices or school building practices Effective implementation of evidence- based practices that sustain over time requires more attention to the capacity of districts to host and support these practices Rob Horner 20

Social Competence & Academic Achievement STUDENT OUTCOMES Supporting Staff Behavior Supporting Decision Making SYSTEMS DATA PRACTICES Supporting Student Behavior 21

District Leadership Team Membership Necessary Superintendent (or designee) Director of Curriculum & Instruction Director of Special Education Board Member Principal Family member (not a district employee) Union representative District Level Coach(es) Encouraged ROE RESPRO Community Partner Data Manager Special Ed Cooperative Representative

Model Expectations Coaching Process Practice what we preach Guided discussions to lead them to build systems of support for their own coaches Develop Systems to Support Core Elements 23

Use Coaching Process Guide all District Leadership Team members through What effective District Improvement looks like What questions to be asking of themselves about how they are building an infrastructure of support What data to be examining to know the effectiveness of their practices/processes How to move through the stages of implementation How to identify and address roadblocks How to constructing a sustainable model Goal of coaching model is to give the skills away

CORE ELEMENTS Leadership Mission/Vision aligned with the District Improvement Plan Infrastructure in place to support district and building leadership and implementation teams Family, School and Community Partnerships Families and community members feel welcomed, valued and connected Family and community members are equal partners in the school improvement process Team Based Implementation Structured District Leadership and Implementation Team is in place Structured Building Leadership and Implementation Team is in place Evidence Based Practices A defined selection process is in place Resources are aligned with the support of selected evidence based practices Data Driven Decision Making The district ensures that necessary data are available in a timely fashion at the district, building and classroom level District and Building Leadership and Implementation Teams use data to make ongoing multi-tiered decisions for supporting students Professional Development Professional development is aligned with the School Improvement Plan and the District Improvement Plan. A coaching and support model is employed and supported by the district

Regular meetings for problem solving and removing barriers Model Expectations Shared planning, meetings, debriefing Documentation of Process Written records from each meeting Include minutes, observations, next steps Develop action plans Speak to priorities Include systems checks Identify indicators of success Regular meetings for problem solving and removing barriers 26

PLANNING FORM Subject: Example District 15 Location: Example, IL Date: 8/20/2010 1pm OBJECTIVES: First meeting. Getting to know each other and an understanding of ISSA and Scaling Up.  Key Concepts  Content and Activities     Person  Responsible   Materials and Handouts   Time  Required Welcoming - Intros Names, roles etc. 10min. Successes & challenges What are the districts Successes What are their challenges Brenda Chart Paper Record 30 min. Video What is scaling up— Youtube rethinking scaling up challenge Ann 10 minutes Who are we Powerpoint – SISEP, ISSA , Core elements 20 DLIT Activity Break before we begin- Gallery Walk Roles- What knowledge and skills do we bring to the table Followup- how do we communicate with our groups? How do we reach out to gather and share info? Ann & Brenda Chart Paper Markers 20 minutes at least (2 min per role) Partnership Agreement Just handout- has already been shared with Principals and Superintendent 5 min. Calendar How do we want to proceed- length of meetings, frequency, etc. CALENDAR – set upcoming dates. Our possible dates Sept- Friday 3rd, Tues 7th, th 9th October- Tu 12th, w 13th, w 20th, th 21st, th 28th, f 29th November M 1st after 2, Th 11th, m 15th, T 16th, December F 10th 15 min. 27

ISSA Observation Feedback Form Date April 21, 2010 Example District #27 Observer : Participants: Observations - Strengths All members spoke. Board President was an active participant and spoke last to make sure that others felt comfortable. He explained that his role was to be a team member not the leader or “boss”. Principal – We have no right to demand teacher’s time. Teacher – We are all teachers and parents Successes: data driven decision, kids are talking books, behavior has improved, scores or near that of a neighboring more up scale district. Roles activity was a success, team members teamed with ISSA members. Areas of Concern We were first concerned that Supt. was absent, and C & I Director did not plan to stay, but that concern was unwarranted. SMART Goals The Team chose to continue with SISEP, agreed to meet all day in the summer and to work to develop an action plan for the district..Agreement was made to meet for one year. District is working to de silo and to align PD to curriculum across the dist.( board Pres.) Closing June 29, 2010 next meeting. Lessons Learned: _ Bring roles already written on poster paper, post those an agenda in the room before meeting begins. Switching facilitator roles during the meeting worked well. The parent asked for clarification of acronyms. She has agreed to keep a list of unknown terms or acronyms and to ask when she does not understand. 28

Lessons Learned State Leadership Build relationships based on positive presuppositions Establish leadership teams that are representative of all key stakeholders Assist districts in creating readiness Build an infrastructure to implement and sustain the evidence based practice Model improvement cycle process for District Teams 31