Implementation and Sustainability of PBIS in Urban Schools The Boggs Center on Developmental Disabilities Rutgers, The State University of New Jersey In Partnership with the Offices of Special Education New Jersey Department of Education 2016-2017 School Year Funded by IDEA -Part B 2016-2017
Session Organization (Brief) Background on how schools are trained to implement in New Jersey Coaching and support for NJ PBSIS network schools Helping teams stay solution-focused Common challenges and strategies Outcome data
Implementation at a Glance All of the NJ PBSIS schools are trained to implement the core components of the Universal Intervention Tier reflected in the Implementer s Blueprint (available at www.pbis.org): Professional development on core practices Screening and progress monitoring Instructional component for the students Instructional anchors Ongoing boosters School-wide reinforcement system Behavior specific praise 3:1 praise ratio Incentives Office conduct referral process
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BEGINS WITH AN INQUIRY Start-Up Process PHONE MEETING: with the Principal and other designated personnel REQUEST EMAIL: The Principal sends an email requesting to participate in the next cohort NJ DOE OSE REVIEW: NJ OSE DOE reviews the list of schools ORIENTATION WEBINAR: Principal and Vice/Assistant Principals (must) participate APPLICATION PROCESS: School profile, Benchmarks of Quality, Data history
YEAR 1: Training and Planning Sep Oct Administrator meetings 1 st Universal team meeting & begin the self assessment Nov Jan Mar Training: PBIS introduction & selecting expectations Training: Instructional anchors and Rollout Training: School-wide reinforcement system Monthly Universal Team planning meetings
YEAR 2: Guided Implementation Jul-Aug Sep Oct Dec Spring Monthly Secondary Tertiary Tier Planning with Administrators Instructional rollout Training: Function-based problem solving at the secondary & tertiary tiers (3 Days) Training: Advanced universal intervention implementation practices 1 Day Coaching support for secondary & tertiary tiers implementation Universal team planning meetings In partnership with NJDOE OSE funded by IDEA funds - Part B 2016-2017
YEAR 3: Personalized PD Plan A plan for year 3 training and coaching support is designed individually for schools depending on their need Additional training for the team Coaching support Professional development for staff Administrator meetings or planning
Supporting School Personnel to Implement and Sustain Practices
We Often See a Gap Between Training and Practice
The Art and Science of External Coaching Technique Examples Relationship building Active listening Flexible style Problem solver Anticipate what s next Personal approach Constructive feedback Appreciate the challenge of change Stick with teams through the valleys Differentiate or adjust approach to meet needs Science Examples The use of evidence in decisionmaking Comprehensive professional development approaches Stages of implementation Articulated planning and implementation protocols Self-monitoring and fidelity assessment
Intervene Early to Keep the Process Moving When applying the indicators, we look for patterns that signal there may be a problem Examples of indicators: Missing a milestone two times in a row (e.g., two consecutive months the universal team did not meet) 4-6 weeks with no progress on tasks 4 weeks with failed communication attempts (e.g., Internal Coach not returning communications)
Team Re-Training Strategic Planning with Key Personnel (District Level or DOE) Modeling Implementation Practices Booster Training Weekly Contact & Follow Up Presentations to Staff Annual Leadership Forum Examples of Providing a Continuum of Professional Development Support Monthly Coaching Support Core Training for the Universal Team Self-Assessment Process for Selecting Schools and Start Up
Transforming Challenges into Solutions In partnership with NJDOE OSE funded by IDEA funds - Part B 2015-2016
Obstacles Come in Many Sizes and Forms Planning is on hold, we just found out we will have a new Principal next year. They are going to announce layoffs, we don t know who will be here next here. At this point in the year, staff are just apathetic. Nobody has time to do this, we get pulled to do everything. The teachers aren t implementing consistently.
Dealing with Obstacles The most important thing a team or coach can do is to stay solution-focused: There will be many obstacles and & issues that are outside of the team s control (e.g., district decisions, personnel changes, policy changes, etc.) Don t waste time on problems you can t solve or circumstances you can t change The team s goal is to keep moving the process forward Identify (small) action steps that are within your sphere of influence Ask What are one or two action steps that we have control or influence to affect?
Moving Forward Despite Obstacles Can t Change Principal who has been very supportive is leaving Can Do Build a relationship with the new principal Share data and testimonials Have parents meet with the Principal Have the state resource meet with the Principal Adopt a this is just how we do things here position Problems with the temp agency that provides substitutes and aides Make a point of welcoming temp personnel Provide a 10 minute orientation upon arrive Have go to folders put together with instructions and tickets Check-in during the day to provide support Provide a thank you note at the end of the day
Common Challenges Dealing with the constant state of change Building Administrator Support Working as a Cohesive Team Building a Culture of Practice Implementation
Challenge # 1: Everything is Always Changing It s hard to do things consistently when everything is always changing. New policies & priorities Principal shuffle across schools Staff re-assignments Unfilled positions Central office changes Inconsistent substitutes Problems with temp agency staff (e.g., instructional aides)
Build Resiliency Resiliency to endure changing circumstances is essential Successful teams adopt a it doesn t matter stance and continue to plan and implement regardless of changes Support and strategies should build resiliency to withstand unstable circumstances How to plan ahead for unexpected changes Staying focused on what you can control Continual opportunities for discussion and engagement
Have a Steadfast Message In the face of ongoing change keep your message consistent Ongoing opportunities to talk about the practices are important to adoption Disseminate constantly using multiple methods: Send weekly tips for implementation emails Present updates at every staff meeting Put information in mailboxes Have a dedicated bulletin board Include events on school calendar Newsletter Social media posts - blogs
Stick to the Plan Resist the urge to change the plan because of a couple of complaints or because there is a personnel change (e.g., Principal) Interventions need time to take hold Solicit feedback Review the data Problem solve when things aren t going well Always ask: Is there a real operational problem or is this a growing pain?
Challenge # 2: Administrative Support Administrative voice and leadership are fundamental to success: Model practices Take action consistent with principles of tiered systems Act as a cohesive unit Prioritize opportunities to talk about practices with staff Reference practices across different conversations and forums (keep practices in the forefront)
Engage (New) Administrators Peer to peer sharing: connect the administrator with an implementing administrator (ideally in the district) Build a base of knowledge Tiered System overview Your implementation plan Multi-year outcome data Fidelity data (e.g., BoQ) Maybe helpful to invite a district representative Have students provide testimonials Put administrators in the spotlight E.g., Special administrator ticket or recognition option Dedicated role in events
Tips for Conversations with Administrators Context: Assume 10 minutes or less Be sensitive to administrator setting events Deliver a Compelling Message: Rationale for tiered systems History of implementation and data Show how implementation can meet needs Make an Ask : Stay open even if skeptical Commit to one next step Offer Help: What can I show you? What do you need to see? How can I help you be more comfortable with this? 0.80 0.70 0.60 0.50 0.40 0.30 0.20 0.10 0.00 Our School: Avg Per Day Per 100 students 0.68 0.53 0.43 0.26 National Average per 100 Students 0.12 In partnership with NJDOE OSE funded by IDEA funds - Part B 2016-2017
Challenge # 3: Cohesive Team The team drives implementation There is a relationship between an effective team and strong implementation Teams experience lots of problems that prevent them from being effective Lack of structure to the meeting No clear roles Circular or defeatist discussions Obstacles out of their control Impulsive decision making Lack of team leadership
Practices of Effective Teams Have co-leaders Organize workgroups Schedule meetings for the year Have a meeting agenda Have written action steps at the end of a meeting Have food and fun Reflect on how you are doing
Practices of Effective Teams Develop an annual plan that guides process Have team members routinely rotate off the team Have ongoing professional development for the team Complete an annual fidelity assessment
Community of Practice Connect administrators and team leaders with counterparts in successful schools that mirror the school s profile Ask questions Share examples Solicit suggestions Have teams visit implementing schools Attend webinars, trainings, conferences
Universal Team Event Planning Workgroup Staff Recognition System Workgroup Student Recognition System Workgroup Fundraising Workgroup Data Workgroup 2 Members of the team 2-5 Other staff 2 Members of the team 1-2 Other staff 2 Members of the team 4-7 Other staff 2 Members of the team 2-5 Other staff 1 member of the team All administrators 1-2 Other staff Plans instruction and booster events to teach behavior and social expectations Plans ongoing activities to provide staff with praise, recognition, and encouragement Plans and maintains implementation of the student recognition system Organizes periodic fundraising activities / donations to support the student and staff recognition systems Oversees tracking of office conduct referral data Meets outside of the Universal intervention team meeting at least once a month Meets outside of the Universal Intervention team meeting at least once a month Meets outside of the Universal Intervention team meeting at least once a month Meets outside of the Universal intervention team meeting at least once a month Meets outside of the Universal Intervention team meeting at least once a month
Be Sure to Have Planning Leader Assignments In partnership with NJDOE OSE funded by IDEA -Part B 2016-2017
Challenge # 4: Daily Implementation of Practices (i.e. buy-in) The professional development need often outweighs the resource available Attitudes and beliefs are slow to change Building new habits takes persistence and repetition
Challenge # 4: Daily Implementation of Practices (i.e. buy-in) Long held beliefs, habits and culture are difficult to transform The prior administrator suspended everyone. When you use other strategies the teachers think nothing is being done. Teachers are used to sending kids to the office for every single thing. Enduring perceptions about punishment as intervention There is a tendency to take problem behavior personally which impedes the adoption of positive practices Perception of these kids in this neighborhood There is a tendency to drift away from what worked in the beginning We re doing the tickets, but we don t have an instructional event anymore. Students have tickets, but we re not doing anything with them.
Getting (Keeping) Everyone Informed Annually, provide PD to ALL the staff at the start of the year Teachers, secretaries, custodians, instructional aides, bus drivers, security
Orient New Staff Include PD in the new staff orientation Provide new staff with a start-up folder 1 page summary Starter pack of tickets Quick Tips Invite to get involved PLCs are a great way to build rapport, talk about implementation and support new staff Check-in with new staff periodically over the first 6 weeks
Ongoing: Engage Staff to Drive Practices Have staff vote on a problem or practice to work on during the month Ask staff to nominate their 3 best/favorite strategies to address a problem Offer Choices Praise Others Pre-correct Re-teach Expectation Each month distribute a short list of suggested strategies or practices to address a specific issue
Celebrate Staff
Short, Focused and Frequent PD At least monthly expose staff to an implementation practice Small groups are better than whole group Make the practice a school-wide focus Build a base using mini 10-15 minute PDs Follow up with tips and reminders Modeling and coaching make a difference Find the engagement strategy that works in your setting YouTube, shared drive postings PLCs or common planning time In partnership with NJDOE OSE funded by IDEA funds - Part B 2015-2016
Active / Systematic Supervision Process of managing environments using positive and proactive practices: Frequently interacting with students and building rapport Continually scanning to quickly identify emerging issues Using physical proximity to cue appropriate and on-task behavior Pair active / systematic supervisor with other key strategies such as: Using a 3:1 praise ratio Pre-correction Prompting strategies Error Correction Active / Systematic Supervision Principle #1: FREQUENTLY INTERACT Greet students when they enter Check-in during the routine Coach appropriate behavior Tell students what you want them to do Provide praise for cooperation and following expectations Provide encouragement Convey interest in the student s well-being In partnership with NJDOE OSEP funded by IDEA -Part B 2016-17 In partnership with NJDOE OSEP funded by IDEA -Part B 2016-17 Active / Systematic Supervision Active / Systematic Supervision Principle #2: CONTINUALLY SCAN Routine visual assessment of the area to notice: Who needs assistance Opportunities for praise Changes in mood or disposition Emerging situations Principle #3: KEEP MOVING Physical proximity cues attentive and on-task behavior Continuously move around the area Frequently change up movement path or pattern Pair with scanning and interacting In partnership with NJDOE OSEP funded by IDEA -Part B 2016-17 In partnership with NJDOE OSEP funded by IDEA -Part B 2016-17
Outcome Data
Data Set Summary Complete data for the comparison years for: Office Conduct Referral Out of School Suspension Benchmarks of Quality Scores Technical Assistance Contacts Schools missing 1 or more pieces of data were eliminated 22 Schools 10 PrK-8 Schools 1 PrK-5 Schools 4 Middle Schools 7 High Schools
Office Conduct Referral Summary PrK-8 (n=11 10 PrK-8 1 PrK-5) Middle School (n=4 schools) High Schools (7 schools) Enrollment Pre-Implementation Referral Total 1 Year Implementation OSS Total Enrollment Referral Total OSS Total 8,493 4,607 923 6,954 2,943 783 2,586 3,255 874 2,639 2,771 509 8,162 15,350 2,900 14,097 8,287 3,066 Overall (n=22 schools) 22,136 24,557 4,697 21,198 20,752 4,358
Office Conduct Referral Comparison (Average Per Day Per 100 Students) 1.2 1.04 1 0.95 0.8 0.7 0.6 0.45 0.58 0.48 0.52 0.4 0.3 0.2 0.2 0 PrK-8 (n=10 PrK-8 Schools; 1 K-5) Middle School (n=4 Schools) High School (n=7 Schools) Pre-Implementation 1 Year Outcome National
Out of School Suspension Comparison (Average Per Day Per 100 Students) 0.25 0.2 0.19 0.2 0.21 0.15 0.11 0.1 0.05 0.06 0.05 0 PrK-8 (n=10 PrK-8 Schools; 1 K-5) Middle School (n=4 Schools) High School (n=7 Schools) Pre-Implementation 1 Year Outcome
Benchmarks of Quality Comparison Range Average Median Pre Year 1 Year 2 Pre Year 1 Year 2 Pre Year 1 Year 2 PrK-8 Schools Middle Schools High Schools 0%-44% 44%-83% 60%-98% 24% 69% 71% 20% 69% 79% 21%-43% 44%-79% 50%-95% 31% 61% 73% 29% 59% 73% 10%-78% 51%-93% 47%-81% 24% 69% 66% 24% 64% 67% School Level Number of Schools That Completed the BoQ Pre Implementation BoQ Year 1 BoQ Year 2 BoQ PrK-8 Schools 11 11 5 Middle Schools 4 4 4 High Schools 7 7 4
Technical Assistance Patterns for Training Year 160 140 120 100 80 60 40 20 0 10 6 8 3 10 8 13 Prk-8 A PreK-8 B 18 16 5 2 33 10 18 46 7 8 9 63 63 9 10 22 50 PrK-8-C PrK-8 D Prk-8 E Prk-8 F Prk-8 G Prk-8 H Prk-8 I Prk-8 J Prk-8 K Prk-8 L Middle School A 10 8 66 11 8 90 17 13 105 13 11 69 3 12 28 6 11 22 Middle School B 2 14 28 Middle School C 7 3 19 Middle School D 13 3 9 High School A 9 12 27 High School B 15 3 5 4 17 High School C 22 High School D 7 10 17 High School E 12 8 38 High School F 10 2 53 High School G Email Phone Onsite
Average External Coaching Contact Pattern Initial Rollout Year 160 140 120 100 80 60 40 20 0 11 30 50 14 9 63 Prk-8 A PreK-8 B 4 7 26 4 7 19 9 20 56 7 6 2 2 9 15 48 49 50 PrK-8-C PrK-8 D Prk-8 E Prk-8 F Prk-8 G Prk-8 H Prk-8 I Prk-8 J Prk-8 K Prk-8 L Middle School A 8 2 34 10 3 85 10 3 52 10 4 63 7 16 50 8 19 41 Middle School B 2 27 45 Middle School C 16 33 85 Middle School D 3 7 7 High School A 12 19 83 High School B 6 3 18 High School C 2 12 High School D 6 8 25 High School E 3 14 7 3 60 61 High School F High School G Email Phone Onsite
Walk Away Thoughts PBIS absolutely works in high need urban settings OCR, OSS and BoQ data all support implementation success These make implementation a lot easier: Administrative support Functioning team Champion(s) for PBIS A staff who are ready for change High Quality Coaching Support Adherence to the implementation principles
Walk Away Thoughts External coaching is important: High quality training Flexible & differentiated coaching strategies Skilled external coach Access to ongoing support post implementation Coaching support one year, does not necessary predict the need for coaching support the next year I.E., support needs vary year to year
Walk Away Thoughts More than anything, successful teams embody a determined and resilient attitude Creative & innovative Focused & solution oriented Take responsibility Make decisions
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