District Sustainability: Developing 35 Year Implementation Timelines Susan Gasber

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District Sustainability Developing 3-5 Year
Implementation TimelinesSusan Gasber John
Gardner Technical Assistance Coordinators,
Illinois PBIS NetworkCarbondale District 95
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A journey of a thousand miles must begin with a
single step.Do the difficult things while they
are easy and do the great things while they are
small.

Lao Tzu
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Session 10

• Participants will be provided multiple
  frameworks, tools and examples of long range
  plans that have been designed and implemented by
  PBIS district leadership teams from Illinois as
  well as around the country.
• Forming and coordinating a district leadership
  team, funding, visibility, political support,
  training plans, coaching, establishing
  demonstration sites, and on-going progress
  monitoring of district implementation will be
  covered.

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SustainabilityGetting from here.
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To There
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Sustainability

• Documentation of accurate implementation (90) of
  an evidence-based practice across desired context
  (e.g., district, classroom, school-wide,
  nonclassroom) over time with local resources.
• George Sugai
• OSEP Center on PBIS
• March 11, 2008

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Study of Sustainability (Doolittle, 2006)?

• Study demonstrated that should have
• Administrative support and Communication in place
• Administrator models and provides resources
• Lateral/Vertical Communication
• Supervisor/Staff
  SET Admin. Support
• Between Staff Team
• Data-based decision making
• Strongest Feature

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Study of PBS Features

• Sample 285 schools with SET scores
• PBS features most significantly tied to
  sustainability.
• Expectations defined/taught
• Reward System
• Data-based decision making
• Differences between schools that sustained and
  those that did not.
• Reward System
• Management (Administrative Support)?

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Operational Definition of Sustained Use

• A minimum of three years of implementation with
  the last two years demonstrating fidelity of
  implementation
• Three to five years of implementation has been
  the level accepted by other studies (Mihalic
  Irwin, 2003 Rog et al., 2004 Schrag, 1996).
• Fidelity An overall SET score of 80 or above
  (meaning 80 of the essential PBS features are in
  place)?
• Jennifer Doolittle, PhD

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Key Ideas

• Takes a while 3-5 years
• Think about sustainability from the very
  beginning
• Base everything on data
• Active Administrative Support
• More than participation at meetings
• Providing resources (space, structure for
  communication to take place)?
• Taking time for buy-in, not everyone will be on
  board at first, keep working on it, use positive
  results

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Nature of the Problem

• In education innovations come and go in 18-48
  months (Latham, 1988).
• Optimally, sustainability should be a focus from
  the day a project is implemented. With most
  projects, the pressure of just becoming
  operational often postpones such a focus until
  well into the 2nd year (Alderman Taylor, 2003)
  .

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• What is needed to sustain PBIS implementation in
  a district?

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Have a Plan
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Your Mission.. Should you decide to accept it
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Develop a 3-5 year prevention-based action plan
completed by the District Leadership Team

• Establishing effective, efficient, and relevant
  school-wide positive behavior support requires
  action plan implementation that is sustained,
  formally invested, and high priority for 3-5
  years.
• Implementers Blueprint and Self-Assessment
• OSEP Center on Positive Behavioral Interventions
  and Supports

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This action plan should emphasize

• coordination and capacity building related to
  establishing
• (a) school demonstrations,
• (b) coaching/facilitation,
• (c) training,
• (d) evaluation,
• (e) recurring funding,
• (f) guiding policy development and enactment,
• (g) dissemination, and (h) visible public
  relations.
• Implementers Blueprint and Self-Assessment
• OSEP Center on Positive Behavioral Interventions
  and Supports

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Long Term Action Planning

• Include activities for
• Data, Systems, Practices

• Focus on activities to maintain and strengthen
  current efforts
• Focus on next steps (next year)?
• Plan for activities that will take time (e.g.,
  ISS, behav. capacity)

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Long Term Action Planning

• 3-5 Years
• Short term and long term goals
• Focus on Sustainability
• Team status (protected time, admin/staff support,
  staff resource)?
• Behavioral capacity
• District-wide processes and supports
• Build continuum of support
• New student/staff training
• Data-based decision-making and evaluation
• Efficiency (like riding a bicycle)?

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A Tool for Sustainable Implementation of SWPBS

• SWPBS Implementers Blueprint(Center on PBIS,
  2004)?
• Available at www.pbis.org
• Intended for use at the state, regional, or
  district level

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pbis.org
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SWPBS Implementers Blueprint Elements
Visibility
Political Support
Funding
Leadership Team
Evaluation
Training
Coaching
Local School Teams/Demonstrations
OSEP Center on PBIS
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SWPBS Implementers Blueprint
Leadership Team

• Representation from key stakeholders
• Meet regularly with a regular process
• Complete regular self-assessment and long term
  action planning
• Led by Coordinator with FTE

OSEP Center on PBIS
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SWPBS Implementers Blueprint
Visibility
Political Support
Funding

• Student social
• behavior one of top
• five district goals
• Presentations to
• school boards,
• state departments
• Write into policy
• Connect with key
• administrators

• Disseminate results
• to multiple audiences
• Websites
• Newsletters
• Conferences
• Media (TV, etc.)?

• Identify recurring
• funding sources
• 3 to 5 yrs. of support

LEADERSHIP ACTIVITIES
OSEP Center on PBIS
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SWPBS Implementers Blueprint

• BUILD CAPACITY
• (training expertise)
• Support coaches
• Ensure coaches
• implement with
• fidelity
• Establish community
• of learning

• BUILD CAPACITY
• (implementation expertise)?
• Support school
• teams
• Ensure teams
• implement with
• fidelity

• DATA-BASED
• DECISION MAKING
• Create data systems
• Fidelity
• Student outcomes
• Design process for
• evaluation
• Establish eval cycles

Evaluation
Training
Coaching
COORDINATION ACTIVITIES
OSEP Center on PBIS
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SWPBS Implementers Blueprint

• Support schools implementing SWPBS
• Coaching
• Funding
• Showcase schools with high fidelity and positive
  outcomes
• Present data linking fidelity to student outcomes
• Arrange visits from key stakeholders

Local School Teams/Demonstrations
OSEP Center on PBIS
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Action Planning begins with Self-assessment

• Complete on regular schedule (e.g. quarterly,
  semi-annually)?
• Develop, review, and update annual action plan
  based on results of Self-assessment and other
  data sources
• Use to guide action plan activities

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Action Plan Models

• Month-by-Month Action Planning Template
  (Blueprint)?
• 3-YEAR PBS SUSTAINABILITY Plan (Klamath City
  School)?
• Reynolds School District 7 District PBS Action
  Plan
• Reynolds School District ACTION PLANNING SCHOOL
  IMPROVEMENT/RESPONSE TO INTERVENTION
• Other Plan/Framework Examples On-line
• Forest Park Public School District 91 Strategic
  Plan _at_ forestparkschools.org
• Positive Behavior Support (PBS) Framework Johns
  Patrick _at_www.modelprogram.com

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Timeline
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Progress Monitoring

• Building Level Implementation
• School-wide Evaluation Tool
• Benchmarks of Quality
• Self-Assessment Survey
• Team Implementation Checklist
• School Safety Survey
• School Profile
• Phases of Implementation
• District Level Sustainability
• Implementers Blueprint and Self-Assessment
• Academic Data
• Discipline Data
• IEP/EE Data

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ODR/100/School Day

• 15 reduction in office discipline referrals.
• 12 reduction in out of school suspension
• Met AYP for first time in school history
• 23 increase in proportion of students meeting
  reading standard
• Change in perceived safety predictability, and
  social quality of the school

2005-06
2006-07
Source Rob Horner
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• A District Example

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Carbondale Elementary District 95

• Four Schools ( Grade Level Buildings, Pre-K thru
  1, 2-3, 4-5, 6-8)
• District enrollment 1,392 students
• Low income 62.3
• Mobility 34.8

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Carbondale Elementary District 95 Leadership Team
Superintendent Curriculum/Assessment
Coordinator Director of Special
Education Building Principal/Assistant
Principal Dean of Students Building Internal
Coach External Coach Community Mental
Health Specialist School Board Member
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Key District Activities

• Professional development available for all
  district personnel
• QuarterlyBuilding Level Coach meetings
• Formative evaluation of progress (multiple data
  points)?
• Reports to district leadership and school board
• Connection between District initiatives and
  District Code of Conduct.

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PBIS Initiative Steps

• Demonstration Site was established for PBIS in
  1999 with Lucille Eber.
• 1999-2000 District Training for all buildings
  with Universal Implementation
• School Board established a Positive Behavior Task
  Force.
• District Leadership Team was formed after the
  PBIS District Summit in the Spring of 2006.
• Continued evaluation and movement to full
  implementation of PBIS. Currently training two
  schools as Tertiary demonstration sites.

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Leadership Coordination
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District Leadership Team

• Guide decisions and practices
• Promotes continuity within the Districts
  attendance centers
• Sets goals and examines challenges
• Critical to PBIS success

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Funding

• Local funds
• Building level budget
• Teacher Contract
• -In contract
• Data manager position
• Private Donation
• Grant Funds
• Stipends for Teacher committees and data
  collection

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Visibility

• All Schools
• Code of Conduct
• Building Student/Parent Handbook
• Web pages
• Signs and posters visible to visitors/parents
• Open house
• Newsletter articles going home and to the
  community
• Ongoing Board of Ed. Reports

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Parent Involvement at Thomas School
Back to School Night - cookout, tiger tickets for
coming, drawing for parents who attended, meet
teachers Tiger Trainings - first 8 days of
school, parents invited 830-900, students
receive tiger ticket for parent attendance, also
helped parents from wanting to go to classrooms
and stay first days of school Experience School
Open House - parents spend half day at school
during normal school day, 1000-1230
1145-200, free lunch for parents who attend
Parent/Teacher Conferences - chili supper,
students receive free popcorn and slushie if
parents attended - twice a year
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Parents Making a Difference - Principal meets
with parents who have students that are not
reading at grade level ISAT Parent Info Night
- Third grade teachers meet with third grade
parents to inform and answer questions regarding
the ISAT test Coffee with the Principal -
principal meets with parents at 730 a.m. for
coffee and to answer questions/conduct
discussions Curriculum Night - science,
reading, math - evenings at school, food,
drawings, Channel 3 weather broadcast
(science)? District Title I Reading Night - all
grade levels represented for district, reading
activities, drawings, pizza PTA - two staff
members regularly attend meetings
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Problem Solving Team - parent(s), 2nd grade
teacher, 3rd grade teacher, classroom teacher,
Title I teacher, 2 special education teachers,
counselor, principal, (others that may pertain to
the students services)? Parent Involvement
Plan - required by the state, each individual
school is writing a plan then compiling it into a
district plan, parents, teachers, administrators
involved School Improvement - parents given the
opportunity to fill out surveys regarding parent
nights and overall school feeling/opinions
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Elements of Lewis School-wide PBIS

• School-wide systems
• Establish a positive social culture
• Written procedures and expectations
• Weekly positive behavior assembly
• Counseling in every classroom weekly.

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Data Collection to Specific Setting

• To address specific contexts where problems are
  most likely to occur.
• Use weekly data to write Cool Tools for following
  week.

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Classroom systems

• Blend academic and behavioral competence.
• All classroom management plans are aligned with
  PBIS and school expectations.
• Intervention systems in place for teachers of
  students with academic or behavioral concerns.

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Individual Student Supports Systems

• Provide for the 3-5 of students with the most
  intense behavior and academic support needs.
• Student Assistance Plans.
• Individual Behavior Plans

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Is the behavior of students changing?

• Office discipline referrals
• Attendance
• Academic performance
• Social climate
• Reports from the schools staff

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Political Support

• PBIS policy statement written/endorsed
• Code of Conduct
• POSITIVE BEHAVIOR INTERVENTION SUPPORT PROGRAM
• The Positive Behavior Intervention Support
  Program (PBIS) is a proactive systems approach to
  preventing and responding to classroom and school
  discipline problems. Emphasis is directed toward
  developing and maintaining safe learning
  environments where teachers can teach and
  students can learn.
• Participation/support from key administrators
• Superintendent
• Principals/Assistant Principal
• Dean of Students
• Student social behavior is an identified goal
  listed in each school improvement plan

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Political Support

• PBIS is acknowledged by the community
• Participation/support from community members
• Dollean York-Anderson, Family Advocacy Services
  (FAS)?
• It is very helpful for me to be a member of PBIS-
  having opportunities to meet and interact with
  members of the District PBIS team,administrators
  and teachers. It is especially helpful to learn
  how the District proposes to and manages the
  behaviors of children. We serve the same
  children. They are already familiar with District
  95 rules and expectations. These rules and
  expectations are implemented by FAS and reinforce
  what they have learned in school. FAS lends
  continuity to PBIS because not only do we
  implement the same rules and expectations as the
  school for the children, but their parents are
  then taught these same strategies to use in the
  home so that ultimately the child is getting the
  same set of behavioral expectations and rules
  from school to the after school program to their
  homes.

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Training Capacity

• Monthly meetings with District Leadership Team
• On-going training options
• Grade level (at elementary) and team level (at
  middle school) problem solving and next step
  planning
• Quarterly district-wide meetings with PBIS school
  representatives administrators
• New teacher training

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Evaluation

• SET
• SAS Survey
• Team Checklist
• SWIS Data
• School Profile Report
• Academic Scores
• Behavior Assessment (suspensions expulsions)?
• Reduction in Referrals to Special Education
• RTI Data Sets Progress Monitoring for Reading
  and Math

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Parrish Elementary SchoolGrades Pre- K thru 1st

• Strengths
• Initiative
• Incorporated Character Education
• Universal
• Use of data in decision making

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Parrish Elementary SchoolGrades Pre- K thru 1st

• Challenges
• Weekly assemblies
• Zone
• Need to strengthen Secondary and Tertiary
  interventions
• Need for Intervention teams

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Carbondale Middle SchoolPBIS
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Two CMS Challenges

• PBIS Obstacles _at_ CMS
• Negative perception of PBIS
• The need to define/redefine PBIS
• School Fragmentation
• Lacked Big Picture Philosophy
• Multiple vague behavioral
• disciplinary expectations

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One CMS Challenge

• PBIS Obstacles at CMS
• Negative perceptions about PBIS
• Give them candy and pat them on the head no
  matter what they do!
• Why should we pay them to be good?
• The need to define/redefine CMS PBIS
• PBIS/School Philosophy (Staff Students)
• Clearly communicate behavioral expectations
• Accountability (appropriate progressive
  discipline)?
• Interventions (developed implemented for red
  yellow students)?

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A Second CMS Challenge

• School Fragmentation
• Focus on individual/team needs/desires
• Multiple vague behavioral disciplinary
  expectations
• Lack of Big Picture perspective - how
  decisions, procedures, preferences, etc., effect
  everyone.
• Promote Facilitate School Unity, Communication,
  Consistency, etc. Trust
• Report of Student Misconduct Discipline
• Differentiates between the levels of infractions
  consequences.
• Documents and communicates incidents and the
  outcomes to students, parents, staff
• Set up to aid quick computer entry data
  collection

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Report of Student Misconduct and Discipline Form
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A Second CMS Challenge Continued

• Cougar Camp (New for 2007-08)?
• Proactively taught the expected behaviors at a
  variety of settings, the consequences where
  appropriate for not meeting expectations
• Done the first two days of school with students
  rotating to each location

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Cougar Camp
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Two CMS Successes

• PBIS Event Schedule
• Shows activities dates for the year
• Shows eligibility requirements
• Creation/Use of the Stoplight
• Academic and Behavioral Guide
• Aids in student monitoring
• Individual
• School

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One CMS Success

• PBIS Event Schedule
• Better Planning Preparation
• Better Incentives
• Time for Creativity
• Student Feedback
• Work assignments made
• Better communication
• Everyone knows
• Posted in each room
• Date Event Description
• Daily Class Schedule
• Eligibility Expectations
• Incentive vs Reward

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Game Show Day
Are You Smarter than a 5th Grader?
The Price Is Right
Family Feud
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1st Qtr. PBIS Event
70s
Day
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A Second CMS Success

• The Stoplight
• (Individual Group)?
• Increased Awareness
• Staff - Monitoring Lists
• Students - Self monitoring
• Academically Behaviorally
• 2 or more Fs 6 or more pts.
• 1 F and/or 2 - 5 pts.
• 1 or more Ds
• Passing all 0 - 1 pts.
• Classes
• Done at mid-term end of qtr.

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www.pbis.orgwww.pbisillinois.orgwww.pbssurveys.o
rgwww.swis.org
Resources
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Presenters Information

• John Gardner
• Email johngardner4_at_mchsi.com
• Susan Gasber
• Email sgasber_at_aol.com
• Linda Meredith
• Email meredith_at_ces95.org
• Patricia Johnson
• Email pjohnson_at_ces95.org

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Presenters Information

• Steven Douglas
• Email sdouglas_at_ces95.org
• Kris Uffleman
• Email kuffleman_at_ces95.org
• Michelle Boyce
• Email mboyce_at_ces95.org
• Chuck Goforth
• Email cgoforth_at_ces95.org
• Donna Rolfing
• Email drolfing_at_ces95.org