BLUEPRINT FOR SCHOOL- WIDE POSITIVE BEHAVIOR SUPPORT PROFESSIONAL DEVELOPMENT Tim Lewis, Ph.D. Susan Barrett University of Missouri Sheppard Pratt OSEP Center on Positive Behavioral Interventions and Supports pbis.org

The Challenge Building Capacity Across 110,000 Schools

Scaling Up Does not simply equal more schools or every school within a district/region/state Outcome = increasing school’s adoption and sustained use of evidence-based practices with integrity that lead to improved academic and social outcomes for students with accompanying organizational supports to allow replication Implication = Effective training and technical assistance

Research Findings on Scaling Up (Fixsen, Naoom, Blase, Friedman, & Wallace, 2005, p. 70) Best evidence documents what doesn’t work: – Information dissemination alone – Training by itself

Research Findings on Scaling Up (Fixsen, Naoom, Blase, Friedman, & Wallace, 2005, p. 70) What does work – Long term, multi-level approaches – Skills-based training – Practice-based coaching – Practioner performance-feedback – Program evaluation – Facilitative administrative practices – Methods for systems intervention

Recommendations (Fixsen, Naoom, Blase, Friedman, & Wallace, 2005, p. 77) Develop partnerships with skilled researchers Establish a community of practices at implementation sites Share lessons learned across functional purveyor teams from different programs

Core Features of SW-PBS Relative to Scaling Up 1.Establishment of local implementation capacity 2.Continuous self-assessment 3.Evaluation and integration of multiple behavior-related initiatives 4.A commitment to long-term effort (Sugai, Horner, & McIntosh, in press)

How do we get there?

Build parallel systemic processes 1.Provide school/district teams with a process to address the presenting challenge (SWPBS) 2.Develop a parallel process for districts/states to support school implementation and continue to expand with integrity ( District /State Leadership Team)

District Initiative District Coordinator / Trainer PBS Coaches/ Trainers School Teams

Most Professional Development Guskey (1986, 2000) Nearly every major work on the topic of staff development has emphasized the failings of these efforts. Majority of staff development fail to consider two factors: "What motivates teachers to engage in staff development, and the process by which change in teachers typically takes place" (p. 6). Considerations: – Change is a slow, difficult, gradual process; – Teachers need to receive regular feedback on student learning outcomes; and – Continued support and follow-up are necessary after initial training.

PD to Change Staff Behavior Staff Development Change in Teacher Practice Change in Student Outcomes Change in Teacher Beliefs Guskey, 1986

Blueprint Logic - Training Assess and map training to school team “readiness” Training targets focus on specific steps in building a continuum of behavioral supports All training should be outcome based with measurable goals Trainers must master and demonstrate competency on essential features

Most Technical Assistance Relies on expert model Case by case Contingent upon funding streams and/or student eligibility Often poor fit within an instructional model

Blueprint Logic – Technical Assistance Key competencies and skill sets of TA providers provided Basic logic of SW-PBS problem solving adhered to across all related activities (data- practices –systems) Tools and measures to assist in process Team is target of all TA

Rethinking Technical Assistance Moving from a case by case expert model to building expertise in the school Focus of all TA is on teaching the school team to solve problems or address challenges for themselves Shift from providing answers to asking questions Shift from developing plans to prompting plan development Shift from being viewed as the expert to being viewed as a facilitator Will not replace need for specialist, re-focus all to building capacity

Professional Development Blueprint Purpose: (a)Identify core components to allow development of local training adaptations, (b)Provide tools and measures to verify and evaluate content validity of training, (c)Provide tools and measures to guide assessment of implementation integrity, (d) Judge the preparedness of professional development providers, and (e)Guide development of comprehensive professional development plans at the district, region, and state level.

PD Blueprint Will … List and describe minimum core readiness, skill, and performance competencies for SWPBS trainers. List and describe minimum outcome competencies for SWPBS implementation by (a) school staff, (b) school leadership teams, and (c) coaching personnel. Provide self-assessment guides for monitoring training and coaching progress. Provide evaluation procedures for assessing training and coaching fidelity and integrity. Recommend schedules and sequence for training and coaching activities. Assume that trainers have implementation experience and fluency with SWPBS practices and systems. Focus on the school, district/region, and state as the context for sustained training implementation and support.

PD Blueprint Won’t Dictate specific training scripts or lesson plans. Require specific training examples. Provide an exhaustive list of training topics or delivery mechanisms. Align content with other behavior support, school climate or discipline, or social behavior curricula. Teach SWPBS content to trainers.

Examples Used to Build the General Case

Designing Systems Phases of Implementation Evaluation Cycle Leadership Structure (Implementation vs. Leadership) – Meeting/Planning/Workgroups Training and Coaching Reports and Marketing Policy

Sept. 1 st – Feb. 28 th New SWIS and CICO-SWIS subscriptions setup and invoiced Feb- June Planning Phase for New Teams Checklist Completed Sept Oct Nov Dec Jan Feb Mar AprMay Jun Jul Aug Feb. 19 Spring Forum Administrator attends July New Team Training Oct 21 State Coaches Meeting Nov 10 IPI Due Dec 8 State Coaches Meeting August Team Planning SWIS Readiness Completed PBIS Maryland April 7 State Coaches Meeting April 10 IPI Due ** Regional Returning Team Events held during Summer- Dates TBA **CICO Training completed Regional by request

Generation of Practitioners Train more folks than you think you need Levels of skill development Organized around Phases of Implementation – Team Member – Team Leader – Coach – Trainer – Coach Coordinator – Regional/State Coordinator

Phases of Implementation Exploration Installation Initial Implementation Full Implementation Innovation Sustainability 2 – 4 Years Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

Exploration Stage Need for change identified, possible solutions are explored, learning about what it takes to implement the innovation effectively, stakeholders are identified and developed, and decision is made to move forward Installation Resources needed to implement innovation with fidelity and desired outcomes are in place Initial Implementation Innovation is in place in schools, implementation largely guided by external TA providers Full Implementation- Innovation is implemented and sustained by local stakeholders and is well- integrated into policy/written documentation Innovation and Sustainability Innovation is adapted to fit local context, innovation becomes more efficient and is integrated with other initiatives

Phase One: Commitment to CollaborationRole of State Leadership Team ID Point of Contact Small number of schools trained in PBIS Small number of coaches identified and trained Conduct Site visit to school two times/school year (completion of “implementation phase checklist”) Provide technical assistance to local coaches Provide SWIS training to schools as needed Maintain communication with Point of Contact Nominate Exemplar Nag for Forms Attend State Leadership Team Meetings monthly Complete SET and SET Report as needed Coordinate Regional Meetings for team leaders and coaches Phase T wo: Commitment to Capacity BuildingRole of State Leadership Team More than 5% of schools trained in PBIS within district/region Coach facilitator or lead coach identified (% of time allocated for PBIS activities) Informal District/Regional team identified SWIS facilitators identified and trained SET Assessors identified and trained Provide support and technical assistance to coach facilitator (coach facilitator coordinates site visits, “implementation phase checklist”, SWIS facilitation, SET assessment and support to local coaches) Conduct site visits to schools by special request only Assist with district self assessment and action plan Assist w ith dissemination activities such as presentation to LMB, Community, Businesses, Superintendent Conduct c apacity building awareness activities using PBIS Blueprint with key stakeholders Submit formal reports to PBIS management team to include progress notes, updates, training needs Conduct n eeds assessment Conduct SWIS facilitator training, SET assessor training Phase Three: Commitment to Large Scale ImplementationRole of State Leadership Team Identification of PBIS Coordinator Working Budget District/Regional Action Plan in place to address capacity building around training, coaching, evaluation, coordination District/Regional PBIS functioning team Development of database Progress Report in development Development of newsletters, brochure and other marketing material Alignment with LSS Master Plan, Charter, Code of Conduct Formal report cycle to key stakeholders (superintendent, board, LMB, community/business, Parent organizations) Active communication and coordination with PBIS Coordinator and PBIS District/Regional Team Attendance to district/regional monthly meetings Identify resources such as grant opportunities Promote v isibility to State Assist with marketing/dissemination/policy 27 District Level Phases

Readiness Structures Leadership Forum- New Teams Planning Phase Checklist- Tier 1 – SWIS Readiness Advanced Tiers Readiness- completed by Local Coordinator and Team – CICO Readiness, CICO SWIS Readiness

If something is worth doing once, it's worth building a tool to do it. Identify Progress Monitoring Tool – Tier 1 Team Implementation Checklist Benchmarks of Quality School-wide Evaluation Tool – Tier 2 CICO Progress Monitoring Tool Benchmark for Advance Tiers (BAT)

Competencies/Features PBIS Maryland Example – New Team Training- BOQ – Tier 2 Basic Training- CICO Progress Monitoring Tool

Coaching within SWPBS Implementation Context: – 10,000 schools implementing SWPBS nationally Defining the Role Internal vs External Selecting Coaches Training and support for coaches Assessing Impact

Outcomes of Coaching Fluency with trained skills Adaptation of trained concepts/skills to local contexts and challenges And new challenges that arise Rapid redirection from miss-applications Increased fidelity of overall implementation Improved sustainability Most often due to ability to increase coaching intensity at critical points in time.

Who should be a coach Coaching Competencies NecessaryPreferred Participate in team training Able to attend team meetings at least monthly Effective working with adults Knowledgeable about school operating systems Professional Commitment Knowledge about SWPBS Knowledge about behavior support practices (targeted, individual) Skilled in collection and use of data for decision-making.

Coach Competencies

Building Training Capacity Kincaid- Florida SkillScore ObtainedScore PossiblePercent Obtained I.Training Skills80 I.Content Area Skills: Knowledge 60 I.Content Area Skills: Ability to Train 60 Total Skill Score200 Directions:Rating 1= not at all confident 2= somewhat confident 3= neutral 4= confident 5= very confident Training Skills When conducting past trainings I feel confident that I:  Started the training with an appropriate introduction, agenda, and overview  Set up the room to be conducive to the type of training being conducted (i.e., teams, classroom style, individual)  Adjusted my training specifically for adult learning styles (i.e., …)  Used eye contact and appropriate body language

Illinois Network 2009

“Trainer Competency Building” Strand Sessions will focus on Key Topic Areas Thursday B3: Building Trainer Competency for Secondary/Tertiary Systems Kim Breen, Illinois PBIS Network; Don Kincaid, University of South Florida 11:30-12:45 C3: Building Trainer Competency for Coaches Marla Dewhirst, Illinois PBIS Network; Lori Newcomer, University of Missouri 2:15-3:30

Friday D3: Building Trainer Competencies for Universal/Secondary Systems Rob Horner, University of Oregon; Steve Goodman, Michigan Integrated Behavior and Learning Initiative 9:15- 10:30 E3: Building Trainer Competency for Administrators Don Kincaid, University of South Florida; Robert Hawkins, Illinois PBIS Network 10:55-12:10