School-wide Positive Behavior Support Professional Development Blueprint

Tim Lewis, Ph.DUniversity of Missouri

Susan BarrettShepard-Pratt Health Systems

OSEP Center on Positive Behavioral Interventions and Supports

pbis.org

Why a Professional Development Blueprint?

• Need for competent – State, region, & district Coordinators– Trainers– Coaches (technical assistance)

• Avoid an “accrediting” role/process• Goal across all PBIS center activities to build local

capacity• Center had some hand in over 15,000 schools…• There are over 100,000 schools in the U.S.

PD Blueprint…• Lists and describe minimum core readiness, skill, and performance

competencies for SWPBS trainers.• Lists and describe minimum outcome competencies for SWPBS

implementation by (a) school staff, (b) school leadership teams, and (c) coaching personnel.

• Provides self-assessment guides for monitoring training and coaching progress.

• Provides evaluation procedures for assessing training and coaching fidelity and integrity.

• Recommends schedules and sequence for training and coaching activities.• Assumes that trainers have implementation experience and fluency with

SWPBS practices and systems.• Focuses on the school, district/region, and state as the context for

sustained training implementation and support.

PD Blueprint Doesn’t

• Dictate specific training scripts or lesson plans.• Require specific training examples.• Provide an exhaustive list of training topics or

delivery mechanisms.• Align content with other behavior support,

school climate or discipline, or social behavior curricula.

• Teach SWPBS content to trainers.

Funding Visibility PolicyPoliticalSupport

Training CoachingBehavioral Expertise

Evaluation

LEADERSHIP TEAM(Coordination)

Local School/District Implementation Demonstrations

Build parallel systemic processes

1. Provide school/district teams with a process to address the presenting challenge (SWPBS)

2. Develop a parallel process for districts/states to support school implementation and continue to expand with integrity (District /State Leadership Team)

District Initiative

District Coordinator / Trainer

PBS Coaches/Trainers

School Teams

Most TrainingGuskey (1986, 2000)

• Nearly every major work on the topic of staff development has emphasized the failings of these efforts.

• Majority of staff development fail to consider two factors: "What motivates teachers to engage in staff development, and the process by which change in teachers typically takes place" (p. 6).

• Considerations: – Change is a slow, difficult, gradual process; – Teachers need to receive regular feedback on student

learning outcomes; and – Continued support and follow-up are necessary after

initial training.

PD to Change Staff Behavior

StaffDevelopment

Change inTeacherPractice

Change in Student

Outcomes

Change inTeacher Beliefs

Guskey, 1986

Blueprint Logic - Training

• Assess and map training to school team “readiness”

• Training targets focus on specific steps in building a continuum of behavioral supports

• All training should be outcome based with measurable goals (along with tool to measure)

• Trainers must master and demonstrate competency on essential features

Most Technical Assistance

• Relies on expert model• Case by case • Contingent upon funding streams and/or

student eligibility• Often poor fit within an instructional model

Rethinking Technical Assistance

• Moving from a case by case expert model to building expertise in the school

• Focus of all TA is on teaching the school team to solve problems or address challenges for themselves

• Shift from providing answers to asking questions• Shift from developing plans to prompting plan

development• Shift from being viewed as the expert to being viewed as

a facilitator• Will not replace need for specialist, re-focus all to

building capacity

Blueprint Logic – Technical Assistance

• Key competencies and skill sets of TA providers provided

• Basic logic of SW-PBS problem solving adhered to across all related activities (data-practices –systems)

• Tools and measures to assist in process• School Team(s) are target of all TA

Derby Ridge Elementary Tier 2 Systems

Building the Blue Print

Phases of Implementation

ExplorationInstallationInitial ImplementationFull ImplementationInnovationSustainability

2 – 4 Years

Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

Trainers

• Train more folks than you think you need• Levels of skill development• Organized around Phases of Implementation

– Team Member– Team Leader– Coach– Trainer– Coach Coordinator– Regional/State Coordinator

Coaching within SWPBS Implementation

• Defining the Role• Internal vs External

• Selecting Coaches• Training and support for coaches• Assessing Impact

Outcomes of Coaching

• Fluency with trained skills• Adaptation of trained concepts/skills to local

contexts and challenges• And new challenges that arise

• Rapid redirection from miss-applications• Increased fidelity of overall implementation• Improved sustainability

• Most often due to ability to increase coaching intensity at critical points in time.

Building District and State Training Plans

PBIS in Virginia: Building Capacity and Sustainability

School Staff, Families, Transportation, Communities

Project Leadership Team

Training and Technical Assistance Centers

District Coordinators

Coaches

Team Leaders

Problem-Solving Teams

How to organize it all?

• Phases of Implementation• Implementers Blueprint

– Evaluation Blueprint– Professional Development Blueprint

• District Implementation Workbook• School Team Workbooks

– Tier 1, Tier 2, CICO, Tier 3

• State, District, School Examples

SYST

EMS

PRACTICES

PBISCreating the Conditions for Learning

OUTCOMES

Social Competence &Academic Achievement

Systems Supporting Staff Behavior• Team Approach•Administrator participation•Community of Practice (Skill development and performance feedback)

Data Supporting Decision Making•office discipline referrals•academic progress•Attendance, truancy•direct observation•school improvement goal progress•Process tools (fidelity)

Practices Supporting Student Behavior• Define behaviors, expectations, and rules• Teach, model, and acknowledge behaviors, expectations, and rules• Correct behaviors• Consensus/collaboration

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DATA

Stages of Implementation

Exploration/Adoption Installation

Initial Implementation Full

Implementation Innovation and Sustainability

Establish Leadership

Teams, Set Up Data Systems

Development Commitment

Provide Significant Support to

Implementers

Embedding within

Standard Practice

Improvements: Increase

Efficiency and Effectiveness

Should we do it?

Doing it right

Doing it better

Training Outcomes Related to Training Components

Training Outcomes

Training Components

Knowledge of Content

Skill Implementation

ClassroomApplication

Presentation/ Lecture

PlusDemonstration

Plus Practice

Plus Coaching/ Admin SupportData Feedback

10% 5% 0%

30% 20% 0%

60% 60% 5%

95% 95% 95%

Joyce & Showers, 2002

Trainer Competencies

• Readiness Structures• Training Day-Content (Changing and Evolving)• Implementation Knowledge- Systems, Data, Practice

– What resources to you have to get new content?– What structures should be in place prior to event?– What are the best ways to move through the material

during the training event? What should the day(s) look like?

– How are your local schools implementing?

TOT Model: Building A System to Support Trainers

• Curriculum- Scope and Sequence (VA), Course Structure (IL), Competencies (NH)

• OR, FL UConn

• Learner• Content Fluent (Systems, Data, Practices)• Co-Trainer (Practice at Implementation Site)• Trainer

Virginia: Training CapacitySpecial Thanks to:

Florida, Illinois and MichiganVA ESD Project

Bob Gable, Steve Tonelson, Irene Walker Bolton, Kim Yanek

• Uses Phases to organize• Competencies and Outcomes identified at

each Phase and Tier• Access to Trainer for Fluency, TA, Performance

Feedback– Monthly meetings– Guidebook help provide common language, role

and consistency

“Innovation Neutral” process

• Any innovation/initiative• A neutral process for implementing any

innovation with fidelity • Professional development• Working smarter with limited resources

– Aligning what you have to organize supports

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Rationale for TOT

• Scaling/Demand• Fidelity• Support/Community of Learners• Accountability

Expectations

• Completion of Application/Interview Process– Grandfather clause

• Agreement to attend all Facilitator Meetings• Completion of Scope and Sequence

Assignments • Openness to feedback from assigned mentor• Engage in professional learning community

– Provide feedback, engage in continuous improvement

Performance Assessment

• Scope and Sequence– Clearly defined expectations

• Assessment tools for Trainers (Michigan)– Presentation Rubric– Preparedness Rubric– Content Rubric for each training event

• Data• Systems• Practices• Outcomes

Preparedness Rubric

Presentation Rubric

Content Rubric

Content

• Tier 1-Benchmarks of Quality (BOQ)• Tier 2 Basic (CICO Checklist)• Advanced Tiers (BAT)• Trainer Modules (ppt with notes) for each

feature• Observe the training

• Team Workbook- Activity and Action Plan • Implementation Snapshots for each feature

Developmental Process (Fl, IL)

• Using the training grid to track progress– Learner– Content Fluent– Co- Facilitator– Facilitator

Illinois Network 2009

Fidelity Checks

• Scope and Sequence• Facilitator Workbook (Trainer or Facilitator)• Competencies for each Phase• Rubric (Preparedness, Presentation)• Presentation Modules, Workbook, Implementation

Snapshots (BOQ)• Model, Co-present (use rubric to self assess)• Observation Form Request• Fidelity Check Request

PBIS in Virginia: Building Capacity and Sustainability

School Staff, Families, Transportation, Communities

Project Leadership Team

Training and Technical Assistance Centers

District Coordinators

Coaches

Team Leaders

Problem-Solving Teams

State District Implementation Guide• Workbook organized by POI• Specific outcomes for each Phase• Guiding Questions to build case/consensus• Facilitated Activities that guide similar TA

process• Never meant to be a “paper product”

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Guiding Questions

Facilitated Exploration Activities

Outcomes

Professional Development/ Technical Assistance

Hybrid Training: Face to Face combined with Use of Technology

• WIKI• Skype/Adobe connect

Using a WIKI

• “Fast” access to content/tools/resources• Targets group needs• Build with group• Interactive or Storage Space