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

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

3. 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

4. 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)

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

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

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

8. 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

9. 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)
State Implementation and Scale-up of Evidence-Based Practices (SISEP)
Frank Porter Graham Child Development Institute
University of North Carolina – Chapel Hill

10. 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

11. 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

12. 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

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

14. KEY COMPONENTS Implementation Stages Implementation Drivers
Implementation Teams
Improvement Cycles

15. 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

16. Implementation Drivers

17. 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

18. 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

19. 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

20. 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

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

22. 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

23. 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

24. 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

25. 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

26. 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

27. PLANNING FORM
Subject: Example District 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

28. ISSA Observation Feedback Form
Date April 21, 2010 Example District # 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

31. 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