The document discusses implementing organizational change in schools through a multi-tiered system of support. It emphasizes investing in high-fidelity implementation of core initiatives, evaluating outcomes, and integrating or eliminating programs based on their effectiveness. Initiatives should be combined that have similar outcomes, target groups, and staff involvement. Leadership, funding, training, and data-driven decision making are essential to support sustainable systems-level change.

1. Transforming Complexity into Practical Action Rob Horner University of Oregon www.pbis.org

2. The Challenge Intense Accountability focused on Student Outcomes Multiple and Evolving Initiatives Complex Federal and State Regulations

3. 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

4. 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

5. 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, 2008

6. Sobering Observation © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 "All organizations [and systems] are designed, intentionally or unwittingly, to achieve precisely the results they get." R. Spencer Darling (Business Expert)

7. 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

8. 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

9. Proposed Solution Combine Response to Intervention with Conventional Problem Solving Model Define Problem Develop Plan Implement Data Used for Evaluation

10. Define Problem Develop Plan Implement Data Used for Evaluation

11. 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.

12. 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

13. 10% 5% 0% 30% 20% 0% 60% 60% 5% 95% 95% 95% Joyce & Showers, 2002 Training Outcomes Related to Training Components Training Outcomes Training Components Knowledge of Content Skill Implementation Classroom Application Presentation/ Lecture Plus Demonstration Plus Practice Plus Coaching/ Admin Support Data Feedback

14. 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.

15. 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

16. Working Smarter 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, 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

17. Sample Team Matrix 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

18. Lessons Learned Invest in capacity development

19. Leadership Team Funding Visibility Political Support Training Coaching Evaluation Local Demonstration Schools Active Coordination Behavioral Expertise

20. ~80% of Students ~15% ~5% CONTINUUM of SWPBS Tertiary Prevention Function-based support Secondary Prevention Check in/out Primary Prevention SWPBS Audit Identify existing efforts by tier Specify outcome for each effort Evaluate implementation accuracy & outcome effectiveness Eliminate/integrate based on outcomes Establish decision rules (RtI)

21. A Process for Systems Change Foundations Practices Systems Measures *Fidelity *Student impact 1 3,4 2

22. 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

23. A Process for Systems Change Implement “systems” as well as “practices”

24. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavior Support OUTCOMES Social Competence & Academic Achievement

25. “ 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.

26. 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.