building administrator support across implementation stages

Building Administrator Support across Implementation StagesUsing Implementation Science to Support Administrators at PBIS Schools.

PresentersMarcie BeardPrincipal, Pitts Road Elementary School, Concord, [email protected] ScardinaAssistant Principal, Beverly Hills Elementary School, Concord, [email protected] KolbPBIS/RtI Coordinator, Cabarrus County Schools, [email protected] WinterRegion 6 PBIS Coordinator, NC [email protected]

Implementation Science and PBIS in North Carolina Introduction

Survey of NC School AdministratorsAdministrator strategies for actively supporting PBIS (65%)Intensive supports (53%)Problem solving with discipline data (44%)Supplemental supports (40%)Integrating PBIS and other initiatives (38%)Supporting a transition away from punitive approaches to discipline (33%)Effective integration of PBIS into the school improvement plan (28%)Disciplinary referral practices and procedures (27%)

Introduction

Key Roles/Factors for Administrator InvolvementParticipationSupporting Team ImplementationFostering CommunicationCreating a ClimateFacilitating LeadershipEstablishing a VisionConsidering Policies and Procedures(Kincaid, Childs, Wallace & Blas, 2007)Introduction

What is Implementation Science?InterventionsStagesDriversTeamsCycles

http://sisep.fpg.unc.edu/learning-zone/who Implementation Science

StagesExplorationInstallationInitial ImplementationFull Implementation

Implementation Science

DriversCompetencyStaff selectionTrainingCoachingPerformance assessmentsOrganizationDecision support data systemFacilitative administrationSystems interventionsLeadershipAdaptive leadershipTechnical leadershipImplementation Science

Cycles Ongoing Problem-Solving =TIPS

Policy-Practice-Feedback Loop

http://sisep.fpg.unc.edu/learning-zone/science-of-implementation/implementation-frameworks/cycles


PBISAdministrator focus is impacted by the phase of implementation.The effectiveness of efforts is increased.Stages are cyclical, not necessarily linear. Activities during each stage should facilitate progress with the focus of implementation at that time.


Administrator Focus: Exploration StageExploration

ParticipationPublic Support (Colvin & Sprick, 99)Enthusiasm about implementation (Bohannon-Edmonson, Flannery, Eber & Sugai, 2005)

Exploration

Supporting Team ImplementationSelect effective team members. (Kaster, 2005)Ensure team is representative of the staff. (Bohannon-Edmonson, Flannery, Eber & Sugai, 2005)Know who would be capable team members. (Bohanon-Edmonson, Flannery, Eber & Sugai, 2005) Exploration

Fostering CommunicationCommunicate the importance of implementation with all stakeholders. (Colvin & Sprick, 1999)Regularly communicate implementation actions with staff members. (Colvin & Sprick, 1999)

Exploration

Creating the ClimateUse surveys to establish buy-in. (Kaster, 2005; George & Martinez, 2007) Ask for perceptions from staff, students and families.Share discipline/behavior data through gallery walks or PLCs to gather feedback.Use walk-through tools to capture current practices.

Exploration

Administrator Focus: Installation Stage Installation

ParticipationAttend training with school team. (Bohanon-Edmonson, Flannery, Eber & Sugai, 2005)Regularly attend meetings. (Colvin & Sprick, 1999)Model behavior expected of staff and students.Reinforce staff efforts to meet expectations.

Installation

Supporting Team ImplementationSupport team members with time and resources. (Colvin & Sprick, 1999)Regularly attend team meetings. (Kaster, 2005; Bohannon-Edmonson, Flannery, Eber & Sugai, 2005)Installation

Facilitating LeadershipSupport teacher leaders on the PBIS team.

Provide PBIS team with tools.

Installation

Establishing the VisionDetermine how PBIS implementation will address:Needs identified through data analysis and problem-solving processGoals outlined in the School Improvement PlanAcademic performance

Installation

Fostering CommunicationBuild communication avenues with staff about implementation. (Colvin & Sprick, 1999)Communicate team discussions/decisions regularly with all staff members. (Kaster, 2005; Bohannon-Edmonson, Flannery, Eber & Sugai, 2005)Provide feedback and reinforcement to staff regarding implementation efforts. (Kaster, 2005).Installation

Creating the ClimateUse surveys to establish and maintain buy-in. (Kaster, 2005; George & Martinez, 2007)Identify teacher leaders and motivators.Build relationships.Provide faculty reinforcements and incentives.Develop leadership skills.

Installation

Creating the Climate (cont.)Identify barriers. (Kaster, 2005; Kincaid, Childs, Wallace & Blas, 2007)Understand staff perceptions. (Kaster, 2005; Feuerborn, 2011)

Installation

Creating the Climate (cont.)Strategies for Building Staff Buy In (Feuerborn, 2011)

Build a case for changeProvide evidenceBuild administrative supportsBuild knowledgeBuild on existing capacityNature vs. nurtureBuild a shared visionBuild opportunities for dialogueBuild ownershipInstallation

Administrator Focus:Initial Implementation StageInitial Implementation

Supporting Team ImplementationEstablish systems to monitor and collect data regarding implementation and outcomes. (Colvin & Sprick, 1999)Identify funding sources to support implementation. (McKevitt & Braaksma, 2007)

Initial Implementation

Establishing the VisionAnticipate the resource needs of the team, long-term and short-term. (Kaster, 2005; Bohanon-Edmonson, Flannery, Eber & Sugai, 2005)Use Self-Assessment Survey, Implementation Inventory and SET to drive action plan.Plan for next year during current year.Long-term goals should be driven by data.


Fostering CommunicationBuild avenues to communicate with staff about implementation. (Colvin & Sprick, 1999)

Provide leadership by communicating team discussions/decisions regularly with all staff members. (Kaster, 2005; Bohannon-Edmonson, Flannery, Eber & Sugai, 2005)

Provide feedback and reinforcement to staff regarding implementation efforts. (Kaster, 2005).


Supporting the ClimateUse surveys to maintain buy-in. (Kaster, 2005; George & Martinez, 2007)Share data regularly to demonstrate progress towards goals or need to change strategy.


Administrator Focus: Full Implementation StageFull Implementation

Supporting Team ImplementationPrincipal ensures decision-making is data driven. (Bohannon-Edmonson, Flannery, Eber & Sugai, 2005)

Provide professional development opportunities for staff and PBIS team members. (McKevitt & Braaksma, 2007; Kincaid, Childs, Wallace & Blas, 2007)

Full Implementation

Facilitating LeadershipGuide rather than dictate. (Colvin, & Sprick, 1999)Shared leadership results in stronger teacher working relationships and higher student achievement. Leaders impact student achievement primarily through their influence on teachers motivation and working conditions. (Lewis, Leithwood, Wahlstrom, & Anderson, 2010)Full Implementation

Maintaining the VisionCoach team to using evaluations to action plan, rather than as a score.

Clearly define majors/minors across the LEA and train staff members on consistent reporting.

Start conversation about moving from punitive systems of consequences to pyramids of interventions.Full Implementation

Sustaining CommunicationProvide leadership by communicating team discussions/decisions regularly with all staff members. (Kaster, 2005; Bohannon-Edmonson, Flannery, Eber & Sugai, 2005)Provide feedback and reinforcement to staff regarding implementation efforts. (Kaster, 2005)Full Implementation

Sustaining Communication with Stakeholdershttp://www.cabarrus.k12.nc.us/domain/1679Full Implementation

Creating the ClimateUse surveys to sustain buy-in. (Kaster, 2005; George & Martinez, 2007) Systematically share data with stakeholders.Reinforce staff for higher level implementation efforts.

Full Implementation

Use Surveys to Sustain Buy-In

Systematically Share Data with StakeholdersFull Implementation

Teacher Tokens

Every staff member will get paper tokens that they will carry in their clear nametag holder. When you see another staff member correcting a students behavior in a positive way, you will give them a token. Write your name on the token and be entered for a drawing each month!Prizes can be duty free recess, order your lunch out, have an administrator do an interactive read-aloud in your class, etc.

WHAT IS THE LANGUAGE TO USE WHEN YOU ARE CORRECTING A STUDENT?

WHAT WERE YOU DOING? WHAT ARE YOU SUPPOSED TO BE DOING?SHOW ME.

PBIS TOKENPBIS TOKENFull ImplementationReinforce Staff for Higher Level Implementation Efforts

Considering Policies and Procedures (Kaster, 2005)Braid with other initiatives under school improvement. Sustain successful strategies by writing into policy.Re-work hiring policies (staff who support PBIS). (McKevitt & Braaksma, 2007)Distribute PBIS handbook. (McKevitt & Braaksma, 2007)Adapt and modify implementation to facilitate new implementation strategies. Use data to monitor and evaluate strategies.

Full Implementation

Braiding PBIS and RtI

Braiding PBIS and RtIDuring the 2012-2013 school year, a problem-solving team was created at every school in Cabarrus County.These problem solving teams attended Team Initiated Problem Solving (TIPS) training over the course of the year. Teams used the TIPS model and meeting foundations to design academic and behavioral interventions for individual students.A coaching and support model was created, as well as process checks and fidelity checks for the teams.Full Implementation

Sustain Successful Strategies by Writing into PolicyDistrict Discipline Data SystemCollaborated with administrators, LEA Accountability and Administrative Services Departments for consistency.Created and began implementing communication plan for August through December.Goal is consistent data entry across district by January 2014.Full Implementation

Q and A

Moving ForwardComplete Implementation Stage Self-Assessment.http://sisep.fpg.unc.edu/resources/stages-implementation-analysis-where-are-we

Complete Driver Analysis. http://sisep.fpg.unc.edu/learning-zone/science-of-implementation/implementation-frameworks/drivers

Document 3 action items to support PBIS Implementation in your school or LEA.Conclusion

ReferencesBohanon-Edmonson, H., Flannery, K.B., Eber, L., & Sugai, G. (Ed.). (2005). Positive Behavior Support in high schools: Monograph from the 2004 Illinois High School Forum of Positive Behavioral Interventions and Supports, Revised 2005. Retrieved from: http://www.pbis.org/common/pbisresources/publications/PBSMonographComplete.pdf Colvin, G., & Sprick, R. (1999). Providing administrative leadership for effective behavior support: Ten strategies for principals. Effective School Practices, 17, 65-71.Feuerborn, L. (2011). School-wide Positive Behavior Supports: Facilitating staff buy-in. Presented at the NW PBIS Conference, Eugene, Oregon. Retrieved from: http://www.pbisnetwork.org/wp-content/uploads/2011/02/Facilitating-Staff-Buy-In-Handouts-Feuerborn-2.6.pdfGeorge, H, and Martinez, S. (2007). How to get PBIS in your school. PBIS Newsletter, 4(1). Retrieved from: http://www.pbis.org/pbis_newsletter/volume_4/issue1.aspx

References (cont.)Kaster, B. (2005). Administrative support and roles for implementation of Positive Behavior Support in high school. In H. Bohanon-Edmonson, K. B. Flannery, L. Eber, and G. Sugai (Eds.), Positive Behavior Support in High Schools: Monograph from the 2004 Illinois High School Forum of Positive Behavioral Interventions and Supports, Revised 2005 (pp 25-34). Retrieved from: http://www.pbis.org/common/pbisresources/publications/PBSMonographComplete.pdf Kincaid, D., Childs, K., Wallace, F., & Blase, F. (2007). Identifying barriers and facilitators in implementing School-wide Positive Behavior Support. Journal of Positive Behavior Interventions, 9(3), 174-184.Louis, K. S., Leithwood, K., Wahlstrom, K. L., & Anderson, S. E. (2010). Investigating the links to improved student learning: Final report of research findings to the Wallace Foundation. Retrieved from University of Minnesota Center for Applied Research and Educational Improvement: http://www.wallacefoundation.org/knowledge-center/school-leadership/key-research/Documents/Investigating-the-Links-to-Improved-Student-Learning.pdf McKevitt, B., & Braaksma, A. (2007). Best practices in developing a Positive Behavior Support system at the school level. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology (5th Ed.). Bethesda, MD: National Association of School Psychologists, 737-747.

Training & Technical assistance sponsored by NC DPI, EC DivisionMarcie Beard, Principal, Pitts Road Elementary School, Concord, NC [email protected] Kolb, PBIS/RtI Coordinator, Cabarrus County Schools, Concord, NC [email protected] Scardina, Assistant Principal, Beverly Hills Elementary School, Concord, NC [email protected] Reynolds, NC State PBIS Consultant [email protected] Winter, NC Region 6 PBIS Coordinator [email protected]**These are the needs that administrators identified based on a survey that we submitted

*What are the key roles/factors for administrator involvement and support of successful PBIS Implementation (Kincaid, Childs, Wallace & Blas, 2007)?

http://sisep.fpg.unc.edu/learning-zone/who

Interventions: sustainable, usable, research-based innovationsStages: appropriate activities based on readiness and data analysis lead to successful service and system changeDrivers: connection between policy and practice help reduce barriersTeams: more efficient and effective workCycles: continuous improvement of implementation

Implementation Science is much like PBIS in that it creates a framework or structure into which any initiative can be rolled out with fidelity.

If a hospital wanted to implement a new software program that would help with record keeping, the administration could use implementation science to ensure that all stakeholders got what they needed and all pieces were implemented with fidelity.

If a automobile repair shop wanted to implement a new protocol into their current procedures, they could use implementation science to make sure that the protocol would fit and would make sense to the customers and the mechanics.

Schools can use implementation science to start a new literacy program (like the Daily Five), a new data collection tool (like AIMSWeb) or PBIS.*Stages assessment tool:http://sisep.fpg.unc.edu/resources/stages-implementation-analysis-where-are-we

http://sisep.fpg.unc.edu/learning-zone/science-of-implementation/implementation-frameworks/stages

Trisha:

Exploration = gather information, determine needs, begin building buy-in (much like politicians do before deciding to run for office)

Installation = build team, attend training, create strategic plan

Initial Implementation = get started-collect data to make improvements, continue work with buy-in, manage expectations work through awkwardness

Full Implementation = maintain good stuff, adjust negatives, fully functioning components, skillful practices by implementers, changes in policy made, ready for evaluation

*Trisha:

Some PBIS school administrators hand-pick people to be on the PBIS team. Some ask for volunteers. Some require an application process.PBIS uses all of the competency drivers---in fact, they are built into PBIS systems/data/practices.

In NC, we are in our second year of our own Data Management System that allows school teams, LEA coordinators and state level coordinators to input, access and analyze implementation and outcome data.

Successful PBIS schools have administrators who do not necessarily lead the PBIS team and the initiative, but facilitate the teacher-driven aspect of the implementation.

Successful PBIS schools also have administrators who are able to be flexible and adaptive based on data and feedback from staff, students, and parents.

Administrators should also be fluent in technical support for implementation, and be able to coach staff members through the change and also in the actual work.

*http://sisep.fpg.unc.edu/learning-zone/science-of-implementation/implementation-frameworks/cycles

Most PBIS schools in NC are familiar with the TIPS modelused to drive the action plan of the PBIS team and its implementation.

Successful PBIS schools use a policy-practice-feedback loop within the TIPS model to ensure continuous improvement.**How does Implementation Science help structure an administrators approach to implementation of PBIS

In Wake County, NC, we found that schools operating on a year-round schedule were more comfortable with the idea of cyclical stages. Most traditional calendar schools were not comfortable with changes in the middle of the school year.Public Support (Colvin & Sprick, 99)Connect to revisions to state laws such as the changes to the NC Zero Tolerance Law which indicates that schools must implement a tiered system of interventions before suspending or expelling a studenthttp://www.ncleg.net/Sessions/2011/Bills/House/PDF/H736v7.pdfEnthusiasm about implementation (Bohannon-Edmonson, Flannery, Eber & Sugai, 2005)

*Core teamWork committeeActivity for identifying effective team members?

*Trisha:Provide leadership by communicating team discussions/decisions regularly with all staff members (Kaster, 2005; Bohannon-Edmonson, Flannery, Eber, & Sugai, 2005).Provide feedback and reinforcement to staff regarding implementation efforts (Kaster, 2005).

*Trisha:

*Trisha:During and/or after school hoursOn campus or off campusWith or without stipendWith or without administrator presence

If administrator not present what decisions can team make on their ownefficient process for proposals requiring administrator approval

*TrishaLead is taken by teamsAssistance in setting school-wide goalsTime for planning, work, and attending trainingAccess to training and substitutesResources, such as shared folders, wikispaces, copiesAssessments used to determine fidelity

Give your team vision, time, training, resources, and clearly defined outcome measures.Rotate chair of meetingsOperate with an agenda, and minutesReview data at every meeting

*Trisha

What will you stop doing to add PBIS?

What is already clearly working to support positive behavior that we can build on?*Communication avenues: surveys, suggestion boxes, open office hours times, textingCommunicating decisions: newsletters, emails, set agenda times on faculty meetingsFeedback and reinforcement: just like the kids need to feedback about their behaviors/performances, the staff does, too.*Often, people who seem the most resistant to change only want to know that theyve been heard. Once that has happened, they are usually agreeable.

Using surveys or anonymous methods of input and feedback is one way to ensure that opportunity is in place.

Sometimes, the teachers who are seen as leaders in the school may not be the best fit for the team. Team members should be the teachers to whom other teachers listeneven if its quietly. Which teachers or staff members at your school have the most influential voices?

It is helpful for the administrators to build relationships with all staff members (as they are comfortable doing so). It is similar to the relationship between the student and the teacher. A student will do more for a teacher with whom they have a positive relationship.

If a great deal of resistance is anticipated, start with only implementing a staff acknowledgement system. After a time (like a quarter or semester), solicit feedback on that system. If it was positively received, then it might be time to move forward and start conversations about school-wide implementation.

Sometimes the best in-school coach for a PBIS team is not the person that automatically seems like a leader. It might be the person whose leadership skills are developing, and, with coaching, could be very effective.*Barriers: Philosophical differencesRewardsStudent/staff trainingStaff Perceptions: (through surveys)Assessing readinessUnderstanding concernsStaff perceptions of behavior and disciplineTechnical properties of PBIS-content validityRationale

Build on what is already known and working.

Fit all implementation ideas into the culture and climate of the school

Provide research and data to support the implementation of rewards, ask resisters to provide their research to share in the conversation

How will we train the students and staff without overwhelming anyone?

**It is best practice to have an administrator at every meeting!Because this is sometimes not feasible, the team needs to be aware of the administrations :Vision for PBIS Desired outcomes of the first yearIdeas about pace of implementationPreferred decision making method for the teamDelegate with constraints assumes that admin has articulated that they will not be present during decision making meetingConsensus assumes that administrator is present and a part of the consensus decisionDelegate with constraints in the meetings- the admin will be there and delegate decisions, but will provide guidelines on how to proceedGather input and decide- Admin will gather input in meeting and then make a decisionDecide and announce means that admin will just provide the decision for the teamDecide and announce after the meeting, means that the administrator will not be in the meeting, but will make final decisions.Most of the time, there is a desired method that everyone agrees to, but there are times when different types of decsions need to occur. The bottom line is that it is important to communicate what is desired, what we will resort to if we need to, and to call yourselves out if you do not follow desired process.

Principal models data-driven decision makingProblem-solving model = TIPSWhat data should be monitoredDeveloping action items based on data

Examples:

PTA fundraisersDance concession profitsAthletic game profitsFamily movie night with donationsLocal business partnershipsTheme days- students pay $1 to wear a hat*Trisha

Give your team vision, time, training, resources, and clearly defined outcome measures.Rotate chair of meetingsOperate with an agenda, and minutesReview data at every meeting

*Tools for reaching agreementProposals followed by thumbs up/thumbs downFist to fiveDisagree and commitQuality Tools

*Existing data: behavior, academic, attendance, graduationPBIS Data Management System SurveysListening to constituencies

**Approach to leadership: guiding rather than dictating (Colvin, & Sprick, 1999)

When principals and teachers share leadership, teachers working relationships are stronger and student achievement is higher.Schools leaders have an impact on student achievement primarily through their influence on teachers motivation and working conditions; their influence on teachers knowledge and skills produces less impact on student achievement. (Lewis, Leithwood, Wahlstrom, & Anderson, 2010)Teachers and principals agreed that the most instructionally helpful leadership practices were: focusing the school on goals and expectations for student achievement; keeping track of teachers professional development needs; and creating structures and opportunities for teachers to collaborate. (Lewis, Leithwood, Wahlstrom, & Anderson, 2010)

*PBIS Team Grade-Level Rep shares and welcomes feedback and questions monthly from grade-level team

*Because of the use of the PBIS self assessment, the administration is focusing on creating non-punitive classroom systems for the next school year.**

building administrator support across implementation stages

Documents

focus of implementation

importance of implementation

phase of implementation

implementation actions

school team

pbis schools

pbis coordinator

capable team members