Transforming Complexity into Practical Action
Rob HornerUniversity of Oregonwww.pbis.org
The Challenge
•Intense Accountability focused on Student Outcomes
•Multiple and Evolving Initiatives
•Complex Federal and State Regulations
Development of Science to Practice Efforts
•David Tilly/ Hill Walker
Identification of basic principles of behavior
Development of evidence-based practices
Development of implementation technology
The current technology of Implementation•94-142 and IDEA
▫Focus on Access to Education▫Access to services
•NCLB and RTI▫Focus on Outcomes▫Implementation of Effective Practices
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
Implementation
•An effective intervention is one thing
•Implementation of an effective intervention is a very different thing
•Dean Fixsen
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008Sobering Observation
"All organizations [and systems] are designed, intentionally or unwittingly, to achieve precisely the results they get." R. Spencer Darling (Business Expert)
Unintended Effects
•Our systems are organized to meet administrative requirements, not student outcomes
•Conflicting programs•Conflicting funding streams•Redundancy•Lack of coordination across programs•Inconsistent rules about program access•Extreme complexity and fiscal inefficiency
Our education system has grown up through a process of “disjointed incrementalism” (Reynolds, 1988)
K-12 Education
SPED
Migrant
ELL
At-Risk
Title I
Gifted
Proposed Solution•Combine Response to Intervention
with Conventional Problem Solving Model
Define Proble
m
Develop Plan
Implement
Data Used for Evaluatio
n
Define Proble
m
Develop Plan
Implement
Data Used for Evaluatio
n
Lessons Learned from PBIS •Never stop doing what works
•Focus on the smallest changes that will produce the largest effects on valued outcomes
•Make any initiative adapt to your school culture
•Never introduce something new without simultaneously defining what you will stop doing to create the resources for the new effort.
Lessons Learned• Invest in initiatives that will be implemented
with high fidelity and maintained for at least 10 years.
▫Braid Initiatives by Focusing first on outcomes Implementing practices not programs.
▫Achieve fidelity through comprehensive implementation Provide instruction on content Provide opportunities for demonstration Provide opportunities for practice Provide coaching in performance context.
▫ Implement the policies that will support effect practice
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
Discipline Foundation Policy: LAUSD• School-Wide Positive Behavior Support• NUMBER: BUL-3638.0• ISSUER: Donnalyn Jaque-Antón, Executive Officer, Educational Services• DATE: March 27, 2007
• POLICY:
• Every student, pre-school through adult, has the right to be educated in a safe,
• respectful and welcoming environment. Every educator has the right to teach in an
• atmosphere free from disruption and obstacles that impede learning. This will be
• achieved through the adoption and implementation of a consistent school-wide positive behavior support and discipline plan for every school in LAUSD.
• All school level discipline plans will be consistent with the Culture of Discipline: Guiding Principles for the School Community (Attachment A) and Culture of Discipline: Student Expectations (Attachment B). This will include: teaching school rules and social-emotional skills; reinforcing appropriate student behavior; using effective classroom management and positive behavior support strategies by providing early intervention for misconduct and appropriate use of consequences.
Efficient Systems of Support•“The typical school operates 14 different
prevention activities concurrently, and the typical activity is implemented with poor quality.”
▫Gottfredson, Gottfredson, Czeh, Cantor, Crosse & Hantman, 2000
Initiative, Project,
Committee
Purpose Outcome Target Group
Staff Involved
SIP/SID/
etc
Attendance Committee
Character Education
Safety Committee
School Spirit Committee
Discipline Committee
DARE Committee
EBS Work Group
Working Smarter
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.
Initiative, Committee
Purpose Outcome Target Group
Staff Involved
SIP/SID/
etc
Attendance Committee
Increase attendance
% of students attending
All students Eric, Ellen, Marlee
Goal #2
Character Education
Improve character
Student behavior?
All students Marlee, J.S., Ellen
Goal #3
Safety Committee Improve safety
Dangerous students
Has not met Goal #3
School Spirit Committee
School spirit All students Has not met
Discipline Committee
Improve behavior
Improve discipline
Bullies, repeat offenders
Ellen, Eric, Marlee, Otis
Goal #3
DARE Committee Decrease drug use
High risk drug users
Don ??
EBS Work Group Implement 3-tier model
Office referrals,
Attendance, Grades
All students Eric, Ellen, Marlee, Otis, Emma
Goal #2
Goal #3
Sample Team Matrix
Lessons Learned
•Invest in capacity development
Leadership Team
FundingVisibility Political
Support
Training Coaching Evaluation
Local Demonstration Schools
Active Coordination
BehavioralExpertise
~80% of Students
~15%
~5%
CONTINUUM of SWPBS
Tertiary Prevention• Function-based support• • • •
Secondary Prevention• Check in/out• • • •
Primary Prevention• SWPBS• • • •
Audit
1.Identify existing efforts by tier
2.Specify outcome for each effort
3.Evaluate implementation accuracy & outcome effectiveness
4.Eliminate/integrate based on outcomes
5.Establish decision rules (RtI)
A Process for Systems Change
Foundations
Practices
Systems
Measures
*Fidelity*Student impact
1 3,4 2
A Process for Systems Change
•Foundations Valued Outcome(s) Evidence-based practices Efficient implementation protocol
•Measures Iterative measure of implementation fidelity Iterative measure of student outcomes
(progress monitoring) Summary measure of student outcomes
A Process for Systems Change
•Implement “systems” as well as “practices”
SYSTEMS
PRAC
TICESD
ATA
SupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
PositiveBehaviorSupport OUTCOMES
Social Competence &Academic Achievement
“What the Worlds Greatest Managers Do Differently”-- Buckingham & Coffman 2002, Gallup
Interviews with 1 million workers, 80,000 managers, in 400 companies. • Create working environments where employees:
1. Know what is expected 2. Have the materials and equipment to do the job
correctly 3. Receive recognition each week for good work. 4. Have a supervisor who cares, and pays attention 5. Receive encouragement to contribute and improve 6. Can identify a person at work who is a “best
friend.” 7. Feel the mission of the organization makes them
feel like their jobs are important 8. See the people around them committed to doing a
good job 9. Feel like they are learning new things (getting
better) 10. Have the opportunity to do their job well.
Summary•School building administrators are
essential for organizational change
•We get the outcomes our systems are designed to produce. If we don’t like the outcome, then change the system.
•Invest in capacity for high fidelity implementation of a small number of core initiatives.
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