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)
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
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.
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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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
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
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
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