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Transcript of Leadership for Effective Implementation and Sustainability of PBIS Kent McIntosh University of...
Leadership for Effective Implementation and Sustainability of PBIS
Kent McIntosh
University of Oregon
1. Describe the concepts of implementation science and sustainability
2. Share the factors related to promoting sustainability of PBIS in schools
3. Provide activities to use in your schools for sustaining effective practices…as soon as tomorrow
4. Provide time to build an action plan
Goals for this Evening
Handouts:http://www.pbis.org
Support for these projects:
IES: NCSER (R324A120278)
OSEP: TA Center on PBIS (H326S03002)
Social Sciences and Humanities Council of Canada (SRG F09-05052)
Hampton Endowment Fund (J07-0038)
Investigating your Systems of SupportCSI Maps
RESPONSE TO INTERVENTION
AND THE THREE TIER MODEL 1-5% Tier 3 - Supports for a Few
5-15% Tier 2 - Supports for Some
80-90% Tier 1 - Supports for All
in order to increase student success
=
These students get these tiersof support
+
Three Tiered Model of Student Supports(from Susan Barrett)
The goal of the tiers is student success, not labeling
C = Core (Universal) S = Strategic (Targeted) I = Intensive (Intensive) Write down the support provided at each
tier (strategies, programs, interventions) Write down how your school identifies
what level of support students need
CSI Maps
handout
RESPONSE TO INTERVENTION
AND THE THREE TIER MODEL
C = Core (Universal) S = Strategic (Targeted) I = Intensive (Intensive) Write down the support provided at each
tier (strategies, programs, interventions) Write down how your school identifies
what level of support students need
CSI Maps
1. Identify GAPS in: 1. Support
2. Assessment
2. Consider priorities for filling gaps
CSI Maps: Interpretation
What did you learn? What surprised you?
Discussion
Next, put a check mark next to the practices/interventions/strategies for which: You collect student outcomes dataStudent outcomes data show improvement
Going Deeper:Outcomes
What did you learn? What surprised you?
Discussion
The extent to which the critical features of the practice (e.g., PBS) are implemented as intended
Helps us improve outcomes for students Helps team target next steps and areas for
improvement
What is… fidelity of implementation?
Why assess it?
“Fidelity of implementation of academic and behaviour interventions is documented before measuring effects and assigning worth to them or blaming children (and teachers) for continuing failure.”
(Algozzine, Putnam, and Horner, 2012)
Use of Fidelity Data
1. Identify the critical features of effective practices
2. Show the degree to which our agreements and values are visible in our daily practice
3. Should be used to celebrate successes and continual growth as opposed to magnifying shortcomings
Good fidelity of implementation tools…
(adapted from Miller, 2010)
How do you track that you have implemented well?
Now, circle practices/interventions for which you collect fidelity data
Fidelity of Implementation Considerations
What did you learn? What surprised you?
Discussion
What happens next? Name 2 action plan steps
Report Out
Action Plan
handout
We just took inventory of the WHAT and organized it by tiers
WHAT = the practices, programs or strategies themselves
Now let’s talk about the HOW
HOW = putting them in place
The WHAT and the HOW
An Introduction toImplementationScience
What do we mean by 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.”
What is implementation science?“The study of how to promote implementation.”
Definitions
Common perception
TRAINING
IMPLEMENTATION
=
Implementation Equation
Effective InterventionsThe “WHAT”
Effective Implementation
The “HOW”
Positive Outcomes for
Students (and adults)
Dean Fixsen
“Students cannot benefit from
interventions they do not experience.”
The State of the ArtSynthesis of
implementation research from 1970-2004
Program development and replication data
Qualitative study of programs
The National Implementation Research Network Monograph
ctndisseminationlibrary.org/PDF/nirnmonograph.pdf
Evidence-based Interventions
Actual SupportsYears 1-3
Outcomes Years 4-5
Every Teacher Trained
Fewer than 50% of the teachers received some training
Fewer than 10% of the schools used the CSR as intended
Every Teacher Continually Supported
Fewer than 25% of those teachers received support
Vast majority of students did not benefit
Aladjem & Borman, 2006; Vernez, Karam, Mariano, & DeMartini, 2006
Longitudinal Studies of a Variety of Comprehensive School Reforms
Lessons from Failed Efforts (Fixsen, 2013)
LETTING IT HAPPENTeachers are accountable
vs.
MAKING IT HAPPEN Implementation teams are accountable
Quality Implementation
Based on Greenhalgh, Robert, MacFarlane, Bate, & Kyriakidou, 2004
1. We pick what’s most likely to workEvidence-based practices
2. We organize our resources for successMulti-tiered systems of supportFollow stages of implementation
How do we MAKE IT HAPPEN?
Exploration Installation
Initial ImplementationFull Implementation
Sustainability
Stages of Implementation(Fixsen et al., 2005)
Exploration
Installation
Initial Implementation
Full Implementation
Sustainability
Stage Primary Goal Key Implementation ActivitiesExploration To determine whether the
practice is a good match for the community, based on the needs and resources of the community and the demands and benefits of the practice
-Investigating the practice-Assessing needs and resources of the community and the demands and benefits of the practice -Developing an implementation plan for the chosen practice, including action items and a clear timeline
Stages of Implementation
Stages of Implementation
Stage Primary Goal Key Implementation ActivitiesInstallation To prepare and structure the
resources and supports to build a solid framework for implementation
-Ensuring adequate funding and staffing-Developing mechanisms related to initial implementation and the day to day routines of the practice (e.g., referral forms, data management systems)-Training the school personnel to implement the practice
Stages of Implementation
Stage Primary Goal Key Implementation ActivitiesInitial Implementation
To maintain the fidelity and principles of the practice throughout the initial resistance to change
-Implementing the practice with students-Structuring a support system for troubleshooting and professional development to maintain the fidelity of the practice and keep morale high
Stages of Implementation
Stage Primary Goal Key Implementation ActivitiesFull Implementation
To continue to carry out the practice with high fidelity and monitor effectiveness as the practice shifts from a new initiative to the routine practice (i.e., the status quo)
-Monitoring fidelity with formal measures and comparing to fidelity criterion goals-Assessing practice effectiveness once fidelity criterion goals are met
Stages of Implementation
Stage Primary Goal Key Implementation ActivitiesSustainability To respond to shifts in the
community and in original support for the practice (e.g., staff turnover, loss of funding) and maintain the practice, with high fidelity, through these changes
-Continuing to monitor fidelity and effectiveness-Maintaining an awareness of the needs of the community as they change-Ensuring proper support and training in the practice as new staff enter the community
What do we usually do well?What do we usually not do well?
Exploration
Installation
Initial Implementation
Full Implementation
Sustainability
What are the odds that a given school initiative will sustain?
(Latham, 1988)
What specific experiences have you had with initiative abandonment?
Implementation Autopsies
1. React to Problem Behavior
2. Select and Add Practice
3. Hire Expert to
Train Practice
4. Expect (Hope) for Implemen-
tation
5. Wait for new
problem
Get off the Train & Hope Train
1. If you continued on the same or similar path, what will be the likely result?
2. What would it look like in your “dream work world”?
Back to your CSI Maps
1. We pick what’s most likely to workEvidence-based practices
2. We organize our resources for successMulti-tiered systems of supportFollow stages of implementation
3. We provide support to the adults who are supporting the studentsOngoing coachingDistrict systems
How do we MAKE IT HAPPEN?
Exploration Installation
Initial ImplementationFull Implementation
Sustainability
SustainabilityDurable implementation of a practice at a
level of fidelity that continues to produce valued outcomes (McIntosh et al., 2009)
Definition
OngoingChallenge
StudentOutcomes
Select Practices& Implement with Fidelity
Antecedent Behavior Consequence
Barriers to Sustainability: The Three Cs
Changes in Context
- Lack of contextual fit
- New challenges exist
- Competing initiatives
Changes in Capacity
- Loss of funding
- Attrition of key opersonnel
Changes in Consequences
- Diminished effectiveness odue to poor fidelity
- Outcomes no longer operceived as important
Identifying barriers (and plans to address them) is a critical step in systems-level change (Curtis, Castillo, & Cohen, 2008)
Sometimes you need to avoid those obstacles!
Why “admire the problem?”
Sustainability ActivityBarriers to Sustainability Worksheet
Barriers to Sustainability Worksheet
Risk Factors/Barriers
Plan to Address Barriers
Changes in Context
Changes in Capacity
Changes in Consequences
OngoingChallenge
StudentOutcomes
Select Practices& Implement with Fidelity
Antecedent Behavior Consequence
Barriers to Sustainability: The Three Cs
Changes in Context
- Lack of contextual fit
- New challenges exist
- Competing initiatives
Changes in Capacity
- Loss of funding
- Attrition of key opersonnel
Changes in Consequences
- Diminished effectiveness odue to poor fidelity
- Outcomes no longer operceived as important
Please share:A barrier to sustainability (past or present)Your plan for addressing it (if you have one)
A Sustainable Community of Practice
Perceived Importance of Contextual Features for Sustainability of PBISMcIntosh, K., Predy, L., Upreti, G., Hume, A. E. & Mathews, S. (2014). Perceptions of contextual features related to implementation and sustainability of School-wide Positive Behavior Support. Journal of Positive behavior Interventions, 16, 29-41.
Admini
strato
r Sup
port
Staff B
uy-in
Fidelity
Data
Teaming
Resou
rces
Stakeh
older
Invo
lvemen
t
Trainin
g
SWPBS P
hilos
ophy
Moti
vatio
n
Distric
t Sup
port
0
10
20
30
40
50
60
70
Nu
mb
er o
f R
esp
onse
s
Enablers of Sustainability
How would you answer?
School Administrator Support
Ok…what do we do when…1. A committed administrator moves on?
2. An administrator is opposed to PBIS?
Most important single perceived factor in sustainability?
School TeamMaintain the PBIS handbookDocument support among staff and stakeholdersCollect and share outcomes dataMeet with the new administrator
District TeamBuild PBIS into written policyBuild PBIS competencies into hiring criteriaDevelop district coaching capacity
Sustaining PBIS through Administrator Turnover(Strickland-Cohen, McIntosh, & Horner, 2014)
Interviews with 10 principals initially opposed or lukewarm to PBIS but are now champions
Interview questions:1. What helped your active support for PBIS?
2. What hindered your active support for PBIS?
3. What would have made you support PBIS from the onset?
Research on Enhancing Principal Support(McIntosh, Kelm, & Canizal Delabra, in press)
District Actions Provide “Principal Academies” for new administrators
Basics of PBIS Role of administrators
Provide coaching to schools Networking
Arrange informal conversations with other principals supportive of PBIS
Arrange site visits at nearby PBIS schools At the school
Help school staff demonstrate support
Helpful Strategies for Enhancing Principal Support(McIntosh, Kelm, & Canizal Delabra, in press)
For schools already implementing PBIS, barriers are perceived as less important than facilitators (McIntosh et al., 2014)
…and the presence of common barriers is only weakly related to
sustained fidelity of implementation (Turri et al., under review)
Feeling depressed about barriers?
U.S. Schools using PBISAugust, 2015 21,278
00 01 02 03 04 05 06 07 08 09 10' 11' 12' 13' 14' 15' 16' 17' 18'0
2500
5000
7500
10000
12500
15000
17500
20000
22500
25000
Of 915 schools, what proportion of schools were still sustaining PBIS after 5 years?
93%
Predicting Abandonment of PBIS (Nese et al., under review)
In what year did schools abandon PBIS?
1 2 3 4 5 6 7
-5%
0%
5%
10%
15%
20%
25%
30%
Implementation Year
% o
f A
band
onin
g Sc
hool
s
Promote PRIORITY Ensure EFFECTIVENESS Increase EFFICIENCY Use data for CONTINUOUS
REGENERATION
Four Principles for Sustaining PBIS
Importance in comparison to other practices
Incorporation into core system components
Connection to other initiatives
What is PRIORITY?
Maximize visibilityPresent data to people with resourcesDescribe effects of abandoning support for the
practice Get into written policy Braid project with other initiatives
Show how practice can lead to outcomes of new initiatives
Promoting PRIORITY
What is braiding?
(Bohanon, Goodman, & McIntosh, 2009)
Setting Events TriggeringAntecedents
MaintainingConsequence
Behavior
Presence ofPBIS Coach
Prevalenceof
ProblemBehavior
ImplementPBIS Reductions
InProblemBehavior
DesiredAlternative
TypicalConsequenceSummary Statement
AcceptableAlternative
RestorativePractices
Social &EmotionalLearning
Anti-Bullying Initiatives
Family Engagement
Academic Achievement
Reducing Racial
Inequities
School-basedMental Health
1. Identify shared, valued outcomes What are our overall goals?
2. Defend against activities that don’t help us meet those goals
No free lunches
3. Find common structures (and language) that can be integrated
Teams, data, professional development
Steps in Braiding Initiatives
Sustainability ActivityBraiding worksheet
handout
1. Identify a new initiative you want to implement (e.g., PBS, MTSS) and write it at the top
2. Write all existing initiatives in the first column
3. Complete the rows to find the value added by adopting the new initiative
MTSS Initiative Alignment Worksheet
Newsletters To parents
Monthly/quarterly reports To school staff
Formal presentations To school board To district administrators To PTA To community agencies and businesses
Local news
Make PBIS Efforts Public!
Newsletters
Extent to which the practice results in desired outcomes
Effects must be attributed to the practice
What is EFFECTIVENESS?
2006-07 2007-08 2008-09 2009-100
5000
10000
15000
20000
25000
30000
35000
0
50
100
150
200
250
300
350
400
ODR's
Positives
Po
siti
ve R
efer
ral
Sli
ps
Off
ice
Dis
cip
lin
e R
efer
rals
Positive Referrals vs. ODRs:FG Leary Fine Arts School, Chilliwack, BC
Focus on FIDELITY OF IMPLEMENTATION Assess it regularly Use it to enhance what you
already do Share data showing how
fidelity is related to effects
Ensuring EFFECTIVENESS
Team Implementation Checklist (TIC) PBIS Self-Assessment Survey (SAS) School-wide Evaluation Tool (SET) School-wide Benchmarks of Quality (BoQ) Benchmark of Advanced Tiers (BAT) Monitoring Advanced Tiers Tool (MATT) PBIS Tiered Fidelity Inventory (TFI)
Available at: http://pbisapps.org
Measures to assess FIDELITY
Relationship between continued effort and continued effectiveness
Weighed against other potential practices
What is EFFICIENCY?
Get it down on paperLesson plansSchedulesAgendas
Focus on efficient team meetings
Increasing EFFICIENCY
Initiative, Committee
Purpose Outcome Target Group
Staff Involved
SIP/SID/etc
Attendance Committee
Character Education
Safety Committee
School Spirit Committee
Discipline Committee
DARE Committee
PBIS Team
Working Smarter Team Matrix
1. Eliminate all initiatives that do NOT have a defined purpose and outcome measure
2. Combine initiatives that have the same outcome measure and same target group
3. Combine initiatives that have 75% of the same staff
4. Eliminate initiatives that are not tied to School Improvement Goals
handout
Initiative, Committee
Purpose Outcome Target Group
Staff Involved
SIP/SID
Attendance Committee
Increase attendance
Increase % of students attending daily
All students
Eric, Ellen, Marlee
Goal #2
Character Education
Improve character
Improve character All students
Marlee, J.S., Ellen
Goal #3
Safety Committee
Improve safety Predictable response to threat/crisis
All students
Has not met Goal #3
School Spirit Committee
Enhance school spirit
Improve morale All students
Has not met
Discipline Committee
Improve behavior
Decrease office referrals All students
Ellen, Eric, Marlee, Otis
Goal #3
DARE Committee
Prevent drug use
All students
Don
PBIS Team Implement 3-tier model
Decrease ODRs, increase attendance, enhance academic engagement, improve grades
All students
Eric, Ellen, Marlee, Otis, Emma
Goal #2Goal #3
Sample Team Matrix
Collection of data to monitor fidelity, outcomes and context
Adaptation over time while keeping critical features intact
Ongoing investment in building local capacity
What is CONTINUOUS REGENERATION?
Adjust practices for a changing environmentPriorityEffectivenessEfficiency
Connect with a community of practice
Using data for CONTINUOUS REGENERATION
Share fairs, networking sessions, district mini-conferences, web-based sharing
Opportunities for school teams to:Celebrate successesLearn from peersSteal ideasContinue momentum Invite important stakeholders
Create Communities of Practice
http://www.pbismissouri.org http://www.pbisillinois.org http://bcpbs.wordpress.com http://pbismaryland.org http://www.cenmi.org/miblsi http://www.modelprogram.com/ http://www.PBISmn.org/ http://www.PBISvideos.org/
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Sifton Playground Challenge
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When you keep it fresh……avoid lethal mutations
Consider the critical features of what makes PBIS effectiveReward systems – recognition of their success
Not a scrap of paper without recognition Not insincere praise Not the same for everyone!
Cautions for Continuous Regeneration
Sustainability ActivityPBIS Systems Checkup
handout
Research on PBIS Sustainability
What is the strongest predictor of PBIS sustainability?
McIntosh, K., Mercer, S. H., Hume, A. E., Frank, J. L., Turri, M. G., & Mathews, S. (2013). Factors related to sustained implementation of School-wide Positive Behavior Support. Exceptional Children, 79, 293-311.
Having a supportive administrator?
Having a strong PBIS team?
What is more important to sustainability?
Model fit indices acceptable (except χ2) χ2 (731) = 881.55, p < .001, CFI = .96, TLI = .96,
RMSEA = .03 R 2 = .45 Factors
Priority (B = .14, SE = .39, p > .05)Team Use of Data (B = .61, SE = .24, p < .05)District Priority (B = -1.14, SE = .66, p > .05)Capacity Building (B = .98, SE = .43, p < .05)
Results: Predictive Model
Sustained PBIS
Fidelity
5.38**
.07
Team Use of Data
School Priority
.47
8888888888888888888888888888888
District Priority
Capacity Building
Sustained PBIS
Fidelity
-.34
.41
88888
888
Having a supportive administrator
Having a strong PBIS team
What is more important to sustainability?
PBIS is most sustainable with a supportive administrator and a strong team
If administrators take too much of a lead, sustainability can suffer
School teams can benefit from training in running meetings and using data
District systems (coaching, training, CoPs) enable both admins and teams
Takeaways
Your Turn! Find someone next to you:
1. Do you have a champion in your school?
2. How would your systems fare if that person moved on?
3. What steps do you need to take to ensure that you’ll continue the work?
What critical features predict sustained PBIS implementation?Mathews, S., McIntosh, K., Frank, J. L., & May, S. (2014). Critical features predicting sustained implementation of school-wide positive behavior support. Journal of Positive Behavior Interventions, 16, 168-178.
Research Questions
1. To what extent do school personnel ratings of implementation of PBIS systems significantly predict sustained implementation and levels of problem behavior?
2. Within any statistically significantly predictive PBIS systems, which critical features of these systems significantly predict sustained implementation?
Four SystemsSchool-wideNon-classroomClassroom Individual
PBIS Self-Assessment Survey (Sugai, Horner, & Todd, 2000)
School-wideNon-classroomClassroom Individual
Which system best predicts sustained implementation (BoQ) 3 years later?
School-wideNon-classroomClassroom Individual
Which system best predicts student outcomes (ODRs) 3 years later?
Expected behaviors defined clearly Problem behaviors defined clearly Expected behaviors taught Expected behaviors acknowledged regularly Consistent consequences CW procedures consistent with SW systems Options exist for instruction Instruction/materials match student ability High rates of academic success Access to assistance and coaching Transitions are efficient
Which features best predict sustained implementation?
Focus on bringing PBIS into the classroomConsistency with SW systemsHigh rates of acknowledgment for prosocial
behavior Focus on quality differentiated instruction
across academic domainsStudent instruction at their level
Lessons learned for sustaining School-wide PBIS
Matrix
SETTING
All Settings
Hallways Playground CafeteriaLibrary/
Computer Lab
Assembly Classroom
Respect Ourselves
Be on task.
Give your best effort.
Be prepared.
Walk. Have a plan.
Eat all your food.
Select healthy foods.
Study, read, compute.
Sit in one spot.
Respect Others
Be kind.Hands/feet
to self.Help/share
with others.
Use normal voice
volume.Walk to right.
Play safe.Include others.Share
equipment.
Practice good table manners
Whisper.Return books.
Listen/watch.Use
appropriate applause.
Respect Property
Recycle.Clean up after self.
Pick up litter.
Maintain physical space.
Use equipment properly.
Put litter in garbage can.
Replace trays &
utensils.Clean up
eating area.
Push in chairs.
Treat books carefully.
Pick up.Treat chairs appropriately
.
Expe
ctati
ons
EXPECTATIONS
Classroom Procedures/Routines
Class-Wide ArrivalCooperative
LearningGroups
IndependentSeat Work
Whole Group
Identify Attention Signal…….Teach, Practice, Reinforce
Be Respectful
Be Responsible
Be Safe
EXPECTATIONS
Classroom Procedures/Routines
Class-Wide ArrivalCooperative
LearningGroups
IndependentSeat Work
Whole Group
Identify Attention Signal…….Teach, Practice, Reinforce
Be Respectful
• Listen to others• Use inside
voice • Use kind words• Ask permission
• Enter/exit classroom prepared
• Use inside voice
• Listen to others• Acceptdifferences• Use kind words• Encourageothers
• Use quiet voice
• Follow directions
• Eyes/ears on speaker
• Raise hand to speak
• Contribute to learning
Be Responsible
• Be prepared• Follow
directions• Be a problem
solver• Make choices
that support your goals
• Place materials in correct area
• Begin warm-up promptly
• Use Time Wisely
• Contribute• Complete your
part
• Be a TASK master
• Use your neighbour
• Follow directions
• Take notes• Meet your
goals
Be Safe
• Keep hands, feet, and objects to self
• Organize your self
• Walk
• Walk • Use Materials Carefully
• Keep hands, feet, and objects to self
• Stay at seat• Keep hands,
feet, and objects to self
What do long-term sustainers tell us about sustainability?
Andreou, T. E., McIntosh, K., Ross, S. W., & Kahn, J. D. (2015). Critical incidents in sustaining school-wide positive behavioral interventions and supports. Journal of Special Education, 49, 157-167.
Three schools and their school district in rural British Columbia
Sustained PBIS systems for over a decade with minimal provincial support
17 educators 4 District administrators (current or former)4 Principals (current or former)6 General education teachers3 Special education teachers
Settings and Participants
Qualitative interview questions:1. What helps sustainability of PBIS?
2. What hinders sustainability of PBIS?
Method
Findings: 13 Categories Continuous Teaching Positive
Reinforcement SWPBIS Team
Effectiveness Staff Ownership Adaptation Community of
Practice Involving New
Personnel
Use of Data Access to External
Expertise Maintaining Priority School Administrator
Involvement Staff Turnover Conflict of Personal
Beliefs/Mistaken Beliefs
“They believe that what we’re doing is actually making a difference because we see change in behavior.”
“If people find a very positive environment with children…they’re very respectful and so on…then you want to...It reinforces that what we’re doing is right and we don’t want to lose that, we want to keep going.”
Positive Reinforcement
“If it is given to you from the principal, then there is an automatic reaction, the question is whether I have to do it or I don't have to do it...Coming from a teacher…there is a reason for why you’re doing it, because it makes my job easier, because I can tell you as a colleague, hey I'm doing this and it's…staff driven. Not being told to do it.”
Staff Ownership
“First year teachers, they’re overwhelmed, but we kept saying, you know, we’d love to see you at a meeting, you know, it would really help out. And so when they go there it just automatically includes, “you need to start understanding how it really works.”
Involving New Personnel
PBIS Leadership Team Self-AssessmentA self-assessment and action planning tool for
district, regional, or state leadership teamsAn integrated action plan for sustainabilityAvailable for free at: http://pbis.org
A District Planning Tool for Sustainability
The SUBSIST ChecklistA research validated self-assessment and
action planning tool for school teams and coaches
An integrated action plan for sustainabilityAvailable for free at:
http://kentmcintosh.wordpress.com
A School Team Planning Tool for Sustainability
Sustainability ActivitySUBSIST Checklist
1. Complete Self-AssessmentWhat do we have in place?What would be the one addition that would
make the biggest difference?
2. Create an Action Plan to enhance sustainability
Identify WHO will do WHAT by WHEN
SUBSIST Checklist:Self-Assessment for Sustainability
handout
Please share:One of your school’s sustainability strengths
What’s working, strategies, ongoing activities, etc. How you overcame an obstacle
Your top action plan task
A Sustainable Community of Practice
Something for Tomorrow
Teachers are given a stamped, pre-addressed postcard for each student in their classrooms at the start of the year
GOAL: send a quick, positive note home for each student in the school
“Positive Parent Postcards”
Provide students with a school-wide matrix (with blank expectation by setting cells)
Have students write (or draw) expectations for each area
Use results to:Revise matrix to include more
“student-friendly” examples Identify areas or expectations that need
reteaching
“The Blank Matrix Activity”
In one word, what have you found to be the single greatest FACILITATOR of sustainability?
Your Turn Again (time permitting)
In one word, what have you found to be the single greatest BARRIER to sustainability?
Your Turn Again (time permitting)
Complete the following steps with your team or on your own:
1. What are the three things that you think would make the most impact on your school’s systems?
2. Create an action plan:
Consider WHO will do WHAT by WHEN
Your Turn Again (time permitting)
Contact Information
Kent McIntoshSpecial Education Program
University of Oregon
@_kentmc
Handouts: http://kentmcintosh.wordpress.com
Cannon Beach, Oregon © GoPictures, 2010
Coffey, J., & Horner, R. H. (2012). The sustainability of school-wide positive behavioural interventions and supports. Exceptional Children, 78, 407-422.
Curtis, M. J., Castillo, J. M., & Cohen, R. (2008). Best practices in system-level change. In A. Thomas & J. P. Grimes (Eds.), Best practices in school psychology V (pp. 887-901). Bethesda, MD: National Association of School Psychologists.
Gietz, C. & McIntosh, K. (2014). Relations between student perceptions of their school environment and academic achievement. Canadian Journal of School Psychology, 29, 161-176.
Hume, A. E., & McIntosh, K. (2013). Construct validation of a measure to assess sustainability of school-wide behavior interventions. Psychology in the Schools, 50, 1003-1014.
Mathews, S., McIntosh, K., Frank, J. L., & May, S. (2014). Critical features predicting sustained implementation of school-wide positive behaviour support. Journal of Positive Behavior Interventions, 16, 168-178.
Selected References
McIntosh, K., Horner, R. H., & Sugai, G. (2009). Sustainability of systems-level evidence-based practices in schools: Current knowledge and future directions. In W. Sailor, G. Sugai, R. H. Horner, G. Dunlap (Eds), Handbook of positive behavior support (pp. 327-352). New York: Springer.
McIntosh, K., MacKay, L. D., Hume, A. E., Doolittle, J., Vincent, C. G., Horner, R. H., & Ervin, R. A. (2011). Development and initial validation of a measure to assess factors related to sustainability of school-wide positive behaviour support. Journal of Positive Behavior Interventions, 13, 208-218. doi: 10.1177/1098300710385348
McIntosh, K., Mercer, S. H., Hume, A. E., Frank, J. L., Turri, M. G., & Mathews, S. (2013). Factors related to sustained implementation of school-wide positive behaviour support. Exceptional Children, 79, 293-311.
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Selected References