Transcript Slide 1

2011 National PBIS
Leadership Forum
Implementing
Innovation
for a Lasting
Effect
October 27-28, 2011 | Hyatt Regency O’Hare | Rosemont, Illinois
Mark Your Calendars Now!
Next Year’s Forum:
October 18-19, 2012
WHO’S HERE?.....Family Members, Students,
Administrators, Educators, Specialists, Support,
Specials, Trainers & Coaches, Consultants,
Community Activists/Advocates, Politicos,
Researchers,…..
Student
Classroom
School
District
State
PBIS (aka SWPBS) is
Framework for enhancing
adoption & implementation of
Continuum of evidence-based
interventions to achieve
Academically & behaviorally
important outcomes for
All students
Maximizing Your Session Participation
Consider 4 questions
Work
w/
your
team
Why am I
here?
What do
I hope to
learn?
What did
I learn?
What will
I do with
what I
learned?
Where are you in implementation process?
Adapted from Fixsen & Blase, 2005
EXPLORATION &
ADOPTION
INSTALLATION
• We think we know what we need, so we
ordered 3 month free trial (evidence-based)
• Let’s make sure we’re ready to
implement (capacity infrastructure)
INITIAL
IMPLEMENTATION
• Let’s give it a try & evaluate
(demonstration)
FULL
IMPLEMENTATION
• That worked, let’s do it for real
(investment)
SUSTAINABILITY &
CONTINUOUS
REGENERATION
• Let’s make it our way of doing business
(institutionalized use)
Why are you here?
Acquisition
• I want to learn something new
Fluency
Building
• I want to get better at what I’ve
learned
Maintenance
• I want to keep doing what I’ve
learned
Generalization
Adaptation
• I want to extend what I’ve learned
• I want to improve the fit of what I’ve
learned
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
FEW
~5%
~15%
SOME
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
ALL
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Intensive
Targeted
Universal
Few
Some
All
Dec 7, 2007
Continuum of
Support for
ALL
Intensive
Continuum of
Support for
ALL:
“Molcom”
Anger man.
Prob Sol.
Targeted
Ind. play
Adult rel.
Self-assess
Attend.
Universal
Coop play
Peer interac
Label behavior…not
Dec 7, 2007 people
IMPLEMENTATION
W/ FIDELITY
CONTINUUM OF
CONTINUOUS
EVIDENCE-BASED
PROGRESS
INTERVENTIONS
MONITORING
UNIVERSAL
SCREENING
RtI
PBIS
DATA-BASED
DECISION MAKING
& PROBLEM
SOLVING
CONTENT
EXPERTISE &
FLUENCY
TEAM-BASED
IMPLEMENTATION
RCT & Group Design PBIS Studies
Bradshaw, C.P., Koth, C. W., Thornton, L. A., & Leaf, P. J. (2009). Altering school climate through
school-wide Positive Behavioral Interventions and Supports: Findings from a grouprandomized effectiveness trial. Prevention Science, 10(2), 100-115
Bradshaw, C. P., Koth, C. W., Bevans, K. B., Ialongo, N., & Leaf, P. J. (2008). The impact of
school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational
health of elementary schools. School Psychology Quarterly, 23(4), 462-473.
Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide
Positive Behavioral Interventions and Supports on student outcomes: Results from a
randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior
Interventions, 12, 133-148.
Bradshaw, C. P., Reinke, W. M., Brown, L. D., Bevans, K. B., & Leaf, P. J. (2008). Implementation
of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools:
Observations from a randomized trial. Education & Treatment of Children, 31, 1-26.
Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A
randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior
support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145.
Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide
positive behavior support. Focus on Exceptionality, 42(8), 1-14.
Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (in press). The impact of school-wide positive
behavioral interventions and supports (SWPBIS) on bullying and peer rejection: A
randomized controlled effectiveness trial. Archives of Child & Adolescent Medicine
Integrated
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
Basic “Logic”
PRACTICES
Implementation
Fidelity
Training
+
Coaching
+
Evaluation
Maximum
Student
Outcomes
Funding
Visibility
Political
Support
Policy
LEADERSHIP TEAM
(Coordination)
Training
Coaching
Evaluation
Local School/District Implementation
Demonstrations
Behavioral
Expertise
School leadership & contributing
factors on student learning.
Student/ Family
Background
School
Leadership
School
Conditions
Teachers
Classroom
Conditions
Louis, Leithwood, Wahlstrom, & Anderson (2010).
To receive positive ratings on previous,
managers must do 4 things well:
When selecting someone, they select for talent…not
simply experience, intelligence, or determination.
When setting expectations, they define right
outcomes…not the right steps.
When motivating someone, they focus on
strengths…not on weaknesses.
When developing someone, they help him find right
fit…not simply the next rung on ladder. (p. 67)
Buckingham & Coffman 2002, Gallup
Effective leaders engage in actions or
behaviors & establish working conditions that:
Emphasize setting clear goals
Develop strength qualities of teachers
Organize operation of school for success
Consider implementation phases, drivers, & processes
associated w/ utilization of effective teaching practice
Promote strengths, talents, & capacities of their workers
to achieve specific expectations & outcomes
Monitor & measure effects of their actions, decisions, &
policies w/relevant data
Sugai, Horner, & Lewis, in press
PRACTICE
“Making a
turn”
Effective
IMPLEMENTATION
Effective
Maximum
Student
Benefits
Not
Effective
Fixsen & Blase, 2009
Not Effective
Start
w/
What
Works
Focus
on
Fidelity
Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.
Getting What You Need?
Attend whole strand
Attend individual content sessions
Ask questions during sessions
Attend “Roundtables” for extended discussions
Selecting Sessions
Evaluate alignment of session objectives w/
needs of school, team, & individual
Review level & prerequisites
Consider implementation phase
Participating in Roundtables
Write question cards
Ask individual & specific questions
Give own individual examples
Discuss common topics w/ others
Gather resource & contact information
Leadership Team Action Planning
Worksheets: Steps
Self-Assessment: Accomplishments & Priorities
“Leadership Team Action Planning Worksheet”
Session Assignments & Notes: High Priorities
“Team Member Note-Taking Worksheet”
Action Planning: Enhancements &
Improvements
“Leadership Team Action Planning Worksheet”
PBIS – Respect & Responsibility
OTHERS
SELF
PLACE
• Use mobile &
converse @
breaks
• Get flu shot
• Wear your
name tag
• Work as team
• Be safe &
watch step
• Wash hands
frequently
• Self-assess
• Maintain
neat work
area
•Pre-/recycle
Effective Social & Academic
School Culture
Common
Language
PBIS
Common
Experience
Common
Vision/Values