Implementing School-wide PBIS

Pennsylvania PBIS Implementer’s Forum

Rob Horner

University of Oregon

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Goals

• Using science and technical assistance to produce large-scale social change.

• Lessons learned from School-wide PBIS– Focus on Quality, Equity, Efficiency

Quality, Equity, Efficiency

Quality

(PBS works)

Evidence-based

Practices

Behavior Support

Family Systems

Social skills development

Equity

(PBS works for all)

All StudentsRace/ Ethnicity

DisabilityGender

Sexual Preference

Efficiency(PBS saves time

and money)

Procedures and Systems

PracticalAcceptableEffective/ BetterEconomical

School-wide Positive Behavioral Interventions and Supports (PBIS)

• Build a continuum of supports that begins with the whole school and extends to intensive, wraparound support for individual students and their families.

What is School-wide Positive Behavior Interventions and Supports?

• School-wide PBIS is:– A systems framework for establishing the social culture

and behavioral supports needed for a school to be an effective learning environment for all students.

• Evidence-based features of SW-PBIS– Prevention– Define and teach positive social expectations– Acknowledge positive behavior– Arrange consistent consequences for problem behavior– On-going collection and use of data for decision-making– Continuum of intensive, individual intervention supports. – Implementation of the systems that support effective

practices

School-wide PBIS: Outcomes

• Reduction in problem behavior

• Improved academic performance

• Improved perceived school safety

• Reduction in staff turnover

Examining the Evidence Base for School-Wide Positive Behavior Support

2010 Focus on Exceptional Children, 49, (8) 1-14.

Schools adopting SWPBIS by year

00 01 02 03 04 05 06 07 08 09 2010 20110

2000

4000

6000

8000

10000

12000

14000

16000

14,325 Schools Adopting

School-wide PBIS

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11 states with over 500 schools

3 states with over 1000 schools

Illinois

Pennsylvania TexasMaryland

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Conn

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Percentage of Schools using SWPBIS by State

1 state > 60%5 states >

40%7 states >

30%

Illinois

Pennsylvania

Delaware

Using PBS to AchieveQuality, Equity and Efficiency

• QUALITY: Using what works; Linking Academic and Behavior Supports– Steve Goodman (valued outcomes)– Commitment to Fidelity Measures– Building functional logic/ theory/ practice

• EQUITY: Making schools work for all– Scott Ross– Russ Skiba– Vincent, Cartledge, May & Tobin– Bully prevention

• EFFICIENCY: Working Smarter: Building implementation science into large scale adoption.– Using teacher and student time better.– Dean Fixsen/ Oregon Dept of Education

0

300

600

900

1200

1500

To

tal O

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isc

iplin

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95-96 96-97 97-98 98-99School Years

Kennedy Middle School

Pre PBIS Year 1 Year 2 Year 3

What does a reduction of 850 office referrals and 25 suspensions mean?Kennedy Middle School

Savings in Administrative time

ODR = 15 min Suspension = 45 min

13,875 minutes231 hours

29, 8-hour days

Savings in Student Instructional time

ODR = 45 min Suspension = 216 min

43,650 minutes728 hours

121 6-hour school days

Oregon Department of EducationProposed Policy on Scale-worthy Practices

Dr. Dianna Carrizales-Englemann

Not Effective

Traditional Promising Scale Worthy

Oregon Department of EducationProposed Policy on Scale-worthy Practices

– Practice addresses a core educational outcomes (e.g. reading, math, writing, graduation, social behavior)

– Practice is operationally defined

– Practice includes formal systems/ strategies for professional development.

– Practice includes formal system for measuring both fidelity and impact on student outcomes.

– Practice includes strategies for sustainability and continuous improvement

– Practices has been proven feasible, socially acceptable and effective in at least 50 schools in Oregon.

– Practice is documented as evidence-based

Dr. Dianna Carrizales-Englemann

Implementation Stages

• Take the time to “do it right”

• Don’t launch a new plan without making sure it fits your context.

Stages of ImplementationFocus Stage Description

Exploration/Adoption

Decision regarding commitment to adopting the program/practices and supporting successful implementation.

Installation Set up infrastructure so that successful implementation can take place and be supported. Establish team and data systems, conduct audit, develop plan.

Initial Implementation

Try out the practices, work out details, learn and improve before expanding to other contexts.

Elaboration Expand the program/practices to other locations, individuals, times- adjust from learning in initial implementation.

Continuous Improvement/Regeneration

Make it easier, more efficient. Embed within current practices.

Getting it right

Making it better

Should we do it

District Leadership Team

Funding

Visibility PoliticalSupport

Training Coaching Evaluation

Local Demonstrations of Implementation SuccessWith Benefits for Students

Active Coordination

BehavioralExpertise

Policy

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Two Themes worth of Emphasis

• Establishing Training/Coaching Capacity

• Build from District Action Planning

© Fixsen & Blase, 2008

Performance Assessment (Fidelity)

Coaching

Training

Selection

Systems Intervention

Facilitative Administration

Decision Support Data System

Integrated & Compensatory

Com

pete

ncy

Driv

ers

Com

pete

ncy

Driv

ers O

rganization Drivers

Organization D

rivers

LeadershipLeadership

Adaptive Technical

Successful Student Outcomes

Program/Initiative/Framework (e.g. RtI)

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

Exploration Adoption

Installatio

n

Initial

ImplementationElabora

tion

Co

nti

nu

ou

s Im

prov

emen

t

District

Exploration

Adoption InstallationInitial

Implem

entation

Elaboration

Con

tinuo

us

Impr

ovem

ent Model Schools

Universal Supports

Exploration

Adoption

Installation

Initial Implementation

Ela

bora

tion

Continuous

Improvement

Model Schools

Targeted/Intensive Supports

Exploration

Adoption

Installation

Initi

al

Impl

emen

tatio

n

Elaboration Continuous

Improvem

entScale-Up Schools

Targeted/Intensive Supports

Continuous

Improvement Exploration

AdoptionInstallation

Initial Implementation

Ela

bora

tion Scale-Up Schools

Universal Supports

Embedded Stages within District Implementation of RtI

SteveGoodman

Schools

Summary• Students benefit both academically and

behavioral when SWPBIS is implemented.

• Implementation requires attending not just to effective practices but to effective systems

• Using data for decision-making is essential

• Making SWPBIS work means attending to Quality, Equity and Efficiency