The District Role in Implementing and Sustaining PBIS

Rob HornerUniversity of OregonOSEP Center on PBIS

www.pbis.org

Main Idea

Build district capacity to support effective practices.

Classroom Supports

for Students

School-wide Systems(curriculum, staff development, coaching,

data)

District Capacity(Data Systems, Policies, Hiring, Orientation,

Eval)

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-PBISPreventionDefine and teach positive social expectationsAcknowledge positive behaviorArrange consistent consequences for problem behaviorOn-going collection and use of data for decision-makingContinuum of intensive, individual intervention supports. Implementation of the systems that support effective practices

Horner, Sugai & Anderson (2010), Examining the Evidence Base for School-wide PBIS. Focus on Exceptional Children, 42 (8), 1-14

Randomized control trials indicate that SWPBIS is linked to:(a) Reduction in ODRs, (b) Improved academic achievement, (c) Perceived improvement in school

safety(d)Perceived improvement in teacher

efficacy

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

Schools use SWPBIS (Feb, 2011)Al

abam

aAl

aska

Arizo

naAr

kans

as

Calif

orni

a Co

lora

do*

Conn

ectic

ut

Dela

war

eFl

orid

a*Ge

orgi

aHa

wai

iId

aho

Illin

ois

Indi

ana

Iow

a*Ka

nsas

*Ke

ntuc

kyLo

uisia

na*

Mai

neM

aryl

and*

Mas

sach

usett

sM

ichig

anM

inne

sota

Miss

issip

piM

issou

ri*M

onta

na*

Nebr

aska

Neva

daNe

w H

amps

hire

New

Jers

ey*

New

Mex

icoNe

w Y

ork

Nort

h Ca

rolin

a*No

rth

Dako

ta*

Ohi

oO

klah

oma

Ore

gon*

Penn

sylv

ania

Rhod

e Isl

and

Sout

h Ca

rolin

a*So

uth

Dako

taTe

nnes

see

Texa

s Ut

ah*

Verm

ont

Virg

inia

W

ashi

ngto

n St

ate

Was

hing

ton

DCW

est V

irgin

iaW

iscon

sinW

yom

ing

0

200

400

600

800

1000

1200

1400

1600

11 states with over 500 schools

3 states with over 1000 schools

Illinois

Florida Texas

Oregon

Percentage of Schools using SWPBIS by State

Alabam

aAlas

ka

Arizona

Arkansas

Californ

ia

Colorado*

Connecticu

t

Delaware

Florid

a*

Georgi

a

Hawaii

Idaho

Illinois

IndianaIowa*

Kansas

*

Kentu

cky

Louisi

ana*Main

e

Marylan

d*

Massac

husetts

Michiga

n

Minnesota

Mississ

ippi

Missouri*

Montana*

Nebras

ka

Nevad

a

New Ham

pshire

New Je

rsey*

New M

exico

New Yo

rk

North Caro

lina*

North Dak

ota*Ohio

Oklahoma

Oregon*

Pennsyl

vania

Rhode Isla

nd

South

Carolin

a*

South

Dakota

Tenness

ee

Texa

s

Utah*

Vermont

Virginia

Wash

ington St

ate

Wash

ington DC

West

Virginia

Wisc

onsin

Wyo

ming0

10

20

30

40

50

60

70

80

Illinois

Maryland

3 states > 60%

6 states > 40%

10 states > 30%

Oregon

Schools Adopting School-wide PBIS in Oregon

1995-96

1996-97

1997-98

1998-99

1999-00

2000-01

2001-02

2002-03

2003-04

2004-05

2005-06

2006-07

2007-08

2008-09

2009-10

2010-11

0

100

200

300

400

500

600

700

Elementary K-6 Middle 6-9 High 9-12 K (8-12)

Findings

SWPBIS is possible (at all grade levels)

SWPBIS is associated with:20-60% reduction in problem behavior (ODRs)Increases in academic performancePerception of school as a safe environmentImproved self-assessment of faculty effectiveness

50%

60%

70%

80%

90%

100%

Fully Implementing (n=272) Partially Implementing (n=25)

87% 81.78%

9%12%

4% 7%

% o

f Stu

dent

s w

ith O

DR

s

Triangle Data by Fidelity Results Only

Mean Percentage of Students Statewidewith Majors 2009-10

Middle Schools

High Schools

Out of School Suspension per 100 Students Enrolled

National Medians .22 .50 .68 .42

Elementary School with 150 Students

Compare with National Median

150 / 100 = 1.50 1.50 X .22 = .33

13Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

What isWhat can be

What is neededWhat is possible

Average Major Discipline Referrals per 100 Students by Cohort

Cohort 1 (n=15) Cohort 2 (n=19) Cohort 3 (n=34) Cohort 40

20

40

60

80

100

120

140

160

180

2004-2005 2005-2006 2006-2007 2007-2008

Cohort 1 Cohort 2 Cohort 3 Cohort 40%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2003-04 2004-05 2005-06 2006-07 2007-08 2008-09

Percent of Students meeting DIBELS Spring Benchmarkfor Cohorts 1 - 4 (Combined Grades)

5,943 studentsassessed

5,943 studentsassessed

8,330 studentsassessed

8,330 studentsassessed

16,078 studentsassessed

16,078 studentsassessed

32,257 studentsassessed

32,257 studentsassessed

Spring ’09: 62,608 students assessed in cohorts 1 - 4

Spring ’09: 62,608 students assessed in cohorts 1 - 4

Percent of Students at DIBELS Intensive Level across year by Cohort

Cohort 1 Cohort 2 Cohort 3 Cohort 40%

5%

10%

15%

20%

25%

30%

2003-04 2004-05 2005-06 2006-07 2007-08 2008-09

Pe

rce

nt

of

Stu

de

nts

at

DIB

EL

S I

nte

nsi

ve I

nte

rve

n-

tion

Le

vel

Impact on Teacher Effectiveness

Role of District: Quality, Equity, Efficiency

Build capacity to implement effective practicesFocus on student outcomesFocus on fidelity with which effective practices are used.

Avoid doing too many different things at one time

Stages of implementationAlignment of district practices

Implement what works and what fitsAre the strategies/practices in the district focused on core student outcomes

Academic excellenceBehavioral competenceAttendance/ graduationHealth and safety

Are the strategies/ practices in the district a good fit with the students/ families/ faculty/ staff of the district.

Does this build on what we already do well?Do we actually know how to do this?Are we comfortable doing this practice?

Stages of Implementation

ExplorationInstallationInitial ImplementationFull ImplementationInnovationSustainability

Implementation occurs in stages:

Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

2 – 4 Years

Implementation is a repeating process

© Fixsen & Blase, 2008

Performance Assessment (Fidelity)

Coaching

Training

Selection

Systems Intervention

Facilitative Administration

Decision Support Data System

Core Implementation DriversCo

mpe

tenc

y Driv

ers

Com

pete

ncy D

river

s Organization Drivers

Organization Drivers

LeadershipLeadership

Adaptive Technical

Successful Student Outcomes

Program/Initiative/Framework

Lessons Learned

Avoid “Initiative Overload” by aligning efforts for improvement

All initiatives tied to core outcomesAll initiatives are “evidence-based”All initiatives have proven implementation effectiveness and efficiency (e.g. at least 50 schools in Oregon)All initiatives define the “systems” needed for sustainabilityAll initiatives have efficient measures of fidelity

Using RtI to Minimize Initiative Overload

Early Intervention Literacy

Math

Wraparound

Positive Behavior Support

Family SupportResponse to Intervention

Equity

© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008

Alignment for Systems change

Literacy

Wraparound

Math

Family Support

Behavior Support

ALIG

NM

ENT

Early Intervention

Resp

onse

to In

terv

entio

n/Pr

even

tion

Student Outcomes

Primary Prevention

Universal Screening

Multi-tiered Support

Early Intervention

Progress Monitoring

Systems to support practices

Lesson Learned14 Core School Functions8 District Actions

Building District-wide Capacity

Effective and Efficient Foundation Practices

Establishing a Universal System of Support

1. Effective Curriculum

2. Unambiguous Instruction

3. Adequate intensity

4. Reward System

5. Error Correction System

Building District-wide Capacity

2. Universal Screening 6. Collect information on all students at least twice a year

7. Use data for decision-making2 or more ODRs

SSBD is used in Illinois

Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun0

2

4

6

8

10

12

0-12-56+

Cum

ulati

ve M

ean

OD

Rs

Cumulative Mean ODRs Per Month for 325+ Elementary Schools 08-09

Jennifer Frank, Kent McIntosh, Seth May

Building District-wide Capacity

3. Continuum of Evidence-based Practices

8. Targeted interventions for students “at risk”

9. Intensive, Individualized interventions for students with more significant needs

10. Early Intervention

Building District-wide Capacity

Progress Monitoring 11. Collection of data on a monthly, weekly, daily rate

12. Use of data for decision-making

•Building District-wide Capacity

5. Fidelity Monitoring

13. Assessing the extent to which we are implementing what we claim to implement

14. Use of the data for decision-making

Iowa Checklist 01-05, PK-6 % Fully & Partially Implemented

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

05-A

ug-0

3

05-N

ov-0

3

23-F

eb-0

4

22-J

an-0

4

01-F

eb-0

5

02-J

un-0

5

12-A

ug-0

4

24-N

ov-0

4

01-M

ar-0

5

12-S

ep-0

2

31-O

ct-0

2

28-F

eb-0

3

21-A

pr-0

3

01-S

ep-0

3

05-N

ov-0

3

05-A

ug-0

3

11-S

ep-0

3

07-N

ov-0

3

06-F

eb-0

4

01-S

ep-0

3

01-N

ov-0

3

01-M

ar-0

4

03-A

ug-0

4

08-N

ov-0

4

08-M

ar-0

5

03-J

un-0

5

1 1 1 2 2 2 3 3 3 4 4 4 4 4 4 5 5 5 5 6 6 6 7 7 7 7

Start Up Full Implementation Start Up Part Implementation

Team Checklist

Collect and Use

Data

Develop Hypothesis

Discuss andSelect

Solutions

Develop andImplementAction Plan

Evaluate andRevise

Action Plan

Problem Solving Meeting Foundations

Team Initiated Problem Solving (TIPS) Model

Identify Problems

Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

36

1,7,11

Implications for Systems Change

District policyClear statement of values, expectations, outcomes

Ability to conduct universal screening and progress monitoring assessments

District provides efficient options for universal screening and progress monitoring measures

Recruitment and hiringExpectations defined in job announcements

Annual faculty orientation

Implications for Systems Change

Professional developmentFocused strategies for staff development in core skillsAlways train teams not individualsMatch training with access to coaching support

Coaching CapacityTraining linked to on-site assistance to implement

 OUTCOMES

(% of Participants who Demonstrate Knowledge, Demonstrate new Skills in a Training Setting,

and Use new Skills in the Classroom)

TRAININGCOMPONENTS

Knowledge SkillDemonstration

Use in the Classroom

Theory and Discussion

10%

5% 0%

..+Demonstration in Training

30%20%

0%

…+ Practice & Feedback in Training

60% 60% 5%

…+ Coaching in Classroom

95% 95% 95%

Joyce and Showers, 2002

Competent Implementation

Implications for Systems Change

Annual evaluationsExpectations assessed as part of annual evaluations

Recruitment of individuals with training, coaching, and implementation skills

Advanced skills in literacy supportsAdvanced skills in behavior supports

SummaryFiscal constraints create opportunitiesEfficient Improvement through integration and collaborationImplement practices that are evidence-basedImplement practices with the systems needed for sustainability and impact.Emphasize measuring for improvement, not just “accountability” or “compliance”

Are we doing what we said we would do?Are practices benefiting students?