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

Unite multiple initiatives and mandates into a cohesive, integrated system that’s doable by our educational staff

FROM PARALLEL PLAY TO INTEGRATED SYSTEMS

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 InstituteUniversity of North Carolina – Chapel Hill

IMPLEMENTATIONAn 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

© 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)

WHAT IS IMPLEMENTATION?

© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008

• 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.

SCIENCE TO SERVICE

SCIENCE SERVICEGAPIMPLEMENTATION

© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008

KEY COMPONENTS

Implementation Stages

Implementation Drivers

Implementation Teams

Improvement Cycles

Stages of Implementation

•Explore Evidenced Based Practices that match needs•Look at what it might take to implement new practice•Exploration is always happeningExploration•Put in place infrastructure to support new practice•Make adjustments to allow for implementationInstallation•Begin to implement new practice•May review components agreed upon in previous two stages

Initial Implementation

•Implementation is happening throughout •Care is taken to implement with fidelity

Full Implementation

© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008

IMPLEMENTATION DRIVERS

IMPLEMENTATION DRIVERS

• Implementation Drivers Create the Infrastructure

• Implementation Drivers are mechanisms that o Help to develop, improve, and sustain

practitioners’ ability to implement an intervention to benefit children

o 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 CYCLESShewhart (1924); Deming (1948); Six-

Sigma (1990)Plan – Develop specific things to

doDo – Do them (make sure)Study – See what happensAct – Make adjustmentsCycle – Do over and over again

until the goal is reached (again)

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

SYST

EMS

PRACTICES

DATA

SupportingStaff

Behavior

SupportingDecisionMaking

SupportingStudent Behavior

STUDENT OUTCOMES

Social Competence &Academic Achievement

DISTRICT LEADERSHIP TEAM MEMBERSHIP

Necessary

Superintendent (or designee)Director of Curriculum & InstructionDirector of Special EducationBoard MemberPrincipalFamily member (not a district employee)Union representativeDistrict Level Coach(es)

Encouraged

ROERESPROCommunity PartnerData ManagerSpecial 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

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• Mission/Vision aligned with the District Improvement Plan• Infrastructure in place to support district and building leadership and

implementation teamsLeadership• Families and community members feel welcomed, valued and connected• Family and community members are equal partners in the school

improvement process

Family, School and Community Partnerships

• Structured District Leadership and Implementation Team is in place• Structured Building Leadership and Implementation Team is in place

Team Based Implementation

• A defined selection process is in place• Resources are aligned with the support of selected evidence based practices

Evidence Based Practices

• 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

Data Driven Decision Making

• 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 districtProfessional

Development

MODEL EXPECTATIONS Shared planning, meetings,

debriefing Documentation of Process

Written records from each meeting Include minutes, observations, next

stepsDevelop action plans

Speak to prioritiesInclude systems checksIdentify indicators of success

Regular meetings for problem solving and removing barriers

•

PLANNING FORMSubject: Example District 15 Location: Example, IL

Date: 8/20/2010 1pmOBJECTIVES: 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 SuccessesWhat 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 Brenda 20

DLIT Activity Break before we begin-Gallery Walk Roles- What knowledge and skills do we bring to the tableFollowup- how do we communicate with our groups? How do we reach out to gather and share info?

Ann & Brenda Chart PaperMarkers

20 minutes at least (2 min per role)

Partnership Agreement

Just handout- has already been shared with Principals and Superintendent

Brenda Partnership Agreement

5 min.

Calendar How do we want to proceed- length of meetings, frequency, etc.CALENDAR – set upcoming dates.Our possible datesSept- 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

Brenda 15 min.

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 parentsSuccesses: 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.

INTEGRATED SYSTEM FOR STUDENT ACHIEVEMENT

CORE ELEMENT YEAR 1 YEAR 2 SYSTEM CHECK Leadership and Commitment

Data Based Decision Systems

Family, Community Partnerships

Team Based Implementation

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