state and district-level role in implementation, scaling and sustaining pbis session a-3...
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State and District-level Role in Implementation, Scaling and Sustaining PBIS
Session A-3Implementing PBIS to Promote Educational Equity
Rob Horner
University of Oregon
www.pbis.org
Classroom Systems
High School
Tier II, Tier III
Aligning PBIS with Mental Health
and Restorative Practices
Assumptions and Goals
• Assumption:o Varied experience implementing PBIS
• Goalso Congratulations
• Washington (20%)• 378 schools implementing PBIS
o Five Themes for Equitable Education
o Four “functions” of PBIS Coaching
o Importance of building district “capacity”
Why PBIS?• The fundamental purpose of PBIS is to make
schools more effective, efficient and equitable learning environments for all students.
Predictable
Consistent
Positive
Safe
PBIS works: Experimental Research
Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115
Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473.
Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148.
Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26.
Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics.
Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145.
Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14.
Ross, S. W., Endrulat, N. R., & Horner, R. H. (2012). Adult outcomes of school-wide positive behavior support. Journal of Positive Behavioral Interventions. 14(2) 118-128.Waasdorp, T., Bradshaw, C., & Leaf , P., (2012) The Impact of Schoolwide Positive Behavioral Interventions and Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial . Archive of Pediatric Adolescent Medicine. 2012;166(2):149-156 Bradshaw, Pas, Goldweber, Rosenberg, & Leaf, 2012Freeman, J., Simonsen, B., McCoach D.B., Sugai, G., Lombardi, A., & Horner, ( submitted) Implementation Effects of School-wide Positive Behavior Interventions and Supports on Academic, Attendance, and Behavior Outcomes in High Schools.
PBIS is Experimentally Related to:1. Reduction in problem behavior2. Increased academic performance3. Increased attendance4. Improved perception of safety5. Reduction in bullying behaviors
6. Improved organizational efficiency7. Reduction in staff turnover8. Increased perception of teacher efficacy
9. Improved Social Emotional competence
Schools using PBIS in U.S.
August, 2015 21,278
00 01 02 03 04 05 06 07 08 09 10' 11' 12' 13' 14' 15' 16' 17' 18'0
2500
5000
7500
10000
12500
15000
17500
20000
22500
25000
Number of Schools Implementation SWPBIS (Tier I) by State
August , 2015 16 States with more than
500 schools
Washington: ~ 378
Proportion of Schools Implementing SWPBIS by State
August, 2015 13 States with at least
40% of all schools using PBIS
Washington: ~ 378/1900
Washington: Major ODR per 100 Students by Grade Level
Maj
or O
DR
per
100
Stu
dent
s
N = 209 N = 41 N = 18
Washington has examples of
effective PBIS in Elementary,
Middle and High Schools
Elementary
PlaygroundClassroom
Middle
High
Implementing with Fidelity and Impact
• A defining feature of PBIS is our commitment to implementing with fidelity…and measuring fidelity
Measures of Fidelity
--------------------SETTICBoQSASPoI
ISSETBAT
MATTTFI
Tier I Fidelity by School by StateTFI, BoQ, SET, TIC
Alabama
Alaska
Arizona
Arkansa
s
California
Colorado
Connecticu
t
Delaware
Distric
t of C
olumbia
Florida
GeorgiaGuam
HawaiiIdaho
Illinois
IndianaIowa
Kansas
Kentucky
Louisi
anaMaine
Maryland
Massach
usetts
Michigan
Minnesota
Mississ
ippi
Missouri
Montana
Nebraska
Nevada
New Hampshire
New Jerse
y
New Mexic
o
New York
North Carolin
a
North Dako
taOhio
Oklahoma
Oregon
Pennsylva
nia
Rhode Island
South Carolina
South Dakota
TennesseeTexa
sUtah
Vermont
Virginia
Wash
ington
Wisc
onsin
Wyo
ming0
200
400
600
800
1000
1200
1400
1600
1800
Schools Implementing SWPBIS by State in 2014-15 (Tier 1)
MetTier1FidelityCtiterion ReportingTier1Fidelity ImplementingPBIS
10,705 schools measured Tier I
fidelity
Count of Schools Using PBIS
Count of Schools Measuring Fidelity
Count of Schools Achieving Fidelity 7080 schools achieved
“at or above fidelity” for Tier I PBIS
Tier II FidelityTFI, ISSET, MATT, BAT
Alabama
Alaska
Arizona
Arkansa
s
California
Colorado
Connecticu
t
Delaware
Distric
t of C
olumbia
Florida
GeorgiaGuam
HawaiiIdaho
Illinois
IndianaIowa
Kansas
Kentucky
Louisi
anaMaine
Maryland
Massach
usetts
Michigan
Minnesota
Mississ
ippi
Missouri
Montana
Nebraska
Nevada
New Hampshire
New Jerse
y
New Mexic
o
New York
North Carolin
a
North Dako
taOhio
Oklahoma
Oregon
Pennsylva
nia
Rhode Island
South Carolina
South Dakota
TennesseeTexa
sUtah
Vermont
Virginia
Wash
ington
Wisc
onsin
Wyo
ming0
200
400
600
800
1000
1200
1400
1600
1800
Schools Implementing SWPBIS by State in 2014-15 (Tier 2)
MetTier2FidelityCtiterion ReportingTier2Fidelity ImplementingPBIS
1,670 schools Tier II Fidelity
------------------------------California, Illinois, Mass, Michigan, Missouri, Texas
Tier III FidelityTFI, ISSET, MATT, BAT
Alabama
Alaska
Arizona
Arkansa
s
California
Colorado
Connecticu
t
Delaware
Distric
t of C
olumbia
Florida
GeorgiaGuam
HawaiiIdaho
Illinois
IndianaIowa
Kansas
Kentucky
Louisi
anaMaine
Maryland
Massach
usetts
Michigan
Minnesota
Mississ
ippi
Missouri
Montana
Nebraska
Nevada
New Hampshire
New Jerse
y
New Mexic
o
New York
North Carolin
a
North Dako
taOhio
Oklahoma
Oregon
Pennsylva
nia
Rhode Island
South Carolina
South Dakota
TennesseeTexa
sUtah
Vermont
Virginia
Wash
ington
Wisc
onsin
Wyo
ming0
200
400
600
800
1000
1200
1400
1600
1800
Schools Implementing SWPBIS by State in 2014-15 (Tier 3)
MetTier3FidelityCtiterion ReportingTier3Fidelity ImplementingPBIS
1,670 schools measured
Tier III Fidelity
Measuring Fidelity Keeps us Focused on the Core Features of Effective Schools
Tier I PBIS Core FeaturesConsequen
ces for Problem Behavior
School-wide
Expectations
System to Acknowled
geBehavior
Leadership Team
Classroom Systems
Data and Decision System
Bully Prevention
Family Engageme
nt
Culturally
Responsive Tier I
PBIS
Equity
PBIS Improves Equity in Education• Education needs to be effective for more than the privileged
Challenges
• Demonstrate the impact of PBIS to reduce discipline disproportionality across:
RaceGender,LGBTQ
Disability SES Juvenile
JusticeThe primary purpose of PBIS is to make schools more effective, efficient and
equitable learning environments for ALL students.
http://www.pbis.org/school/equity-pbis
Effective Instructio
n
School-wide PBIS
Data-based
Problem Solving
Explicit Bias
Prevention
Implicit Bias
Prevention
Link Academic and Behavior Supports
• Progress Monitoringo 11. Collection of data o 12. Use of data for decision-making
• Fidelity Monitoringo 13. Collection of fidelity datao 14. Use of fidelity data for decision-
making.
• Effective and Efficient Tier Io 1. Evidence-based curriculumo 2. Unambiguous instructiono 3. Adequate intensityo 4. System for positive feedbacko 5. System for timely error correction.
• Universal Screeningo 6. Collect US 2-4 times per yearo 7. Use data for early intervention
• Evidence-based Tier II, Tier IIIo 8. Targeted supports ( Tier II)o 9. Intensive support (Tier III)o 10. Timely intervention support
Amanda
Sarah
2007-08 2008-09 2009-10 2010-11 2011-12 2012-130%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
43% 47%36%
28% 24%11%
81% 84%88%
94% 91% 94%
38% 37%
52%
66% 67%
83%
White
Latino
Perc
ent M
eetin
g or
Exc
eedi
ng S
tand
ards
Effects of Effective Instruction on the Achievement Gap
Tigard-Tualatin School District (Chaparro, Helton, & Sadler, in press)
Disproportionality in School Discipline (Losen & Skiba, 2010)
Effects of SWPBIS onDiscipline Disproportionality
(Vincent, Swain-Bradway, Tobin & May, 2011)
200506 200607 2007080%
5%
10%
15%
20%
25%
SWPBISNo SWPBIS
PBIS is PART of the solution but not the whole solution
Using Data for Decision-Making
• Having the right information in the right form at the right time.
• Team decision-making protocolo Identify “problems” with precisiono Build solutions with technical and contextual relevanceo Implement solutions with continuous monitoring of fidelity
and impact
Playground
Elementary
Middle
High
A major role for the “District” is
providing schools with:
The data systems needed for effective decision-making
Training in Data-based Decision-making
Establishing the Systems for Educational Equity
• Explicit Bias o Attitudes and beliefs we have about a
person or group on a conscious level
• Implicit BiasoAttitudes or stereotypes that affect our
understanding, actions, and decisions in an unconscious manner
SYSTEMS
PRACTICESDAT
A
Culturally KnowledgeableStaff Behavior
Culturally Relevant Support for
Student Behavior
OUTCOMES
Culturally Equitable Academic &Social Competence
Culturally ValidDecisionMaking
School-wide PBIS
Implementing PBIS
• Student is the unit of impact
• School is the unit of intervention
• District is the unit of implementation
• State is the unit of coordination
Building Capacity for Sustained Implementation
• Use PBIS Implementation Blueprinto Leadership Teamo Demonstrationso Establishing capacity for sustainable implementation
• Use Implementation Scienceo Selecting effective practiceso Building teamso Honoring stages of implementationo Building the “drivers” that are needed for high fidelity and sustainabilityo Using the decision-cycles needed for scaling and improvement
Leadership Team
FundingVisibility Political
Support
Training Coaching Evaluation
Local School Demonstrations
Active Coordination
TechnicalExpertise
Policy
Implementation Science Frameworks
WHO
Teams
WHEN
Stages
HOW
Drivers
HOW
Cycles
WHAT
Interventions
© Fixsen & Blase, 2008
Performance Assessment (Fidelity)
Coaching
Training
Selection
Systems Intervention
Facilitative Administration
Decision Support Data System
ImplementationDrivers
Com
pete
ncy
Dri
vers
Com
pete
ncy
Dri
vers
Organization D
rivers
Organization D
rivers
LeadershipLeadership
Adaptive Technical
Successful Student Outcomes
Program/Initiative/Framework (e.g. RtI)
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.
Full Implementation
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.
Work to do it right!
Work to do it
better!
Should we do it!
Steve Goodman
Scaling up School-wide Positive Behavioral Interventions and Supports:The Experiences of Seven States with Documented SuccessRob Horner, Don Kincaid, George Sugai, Tim Lewis, Lucille Eber, Susan Barrett, Celeste Rossetto Dickey, Mary Richter, Erin Sullivan, Cyndi Boezio, Nancy Johnson, (2014 ), JPBI
Exploration Installation Initial Imp Full Imp
Leadership Team
Funding
Visibility
Political Support
Policy
Training
Coaching
Expertise
Evaluation
Demos
Interviews and Data Reviews with
the PBIS implementers from
Seven States that had at least
500 schools using PBIS.
Descriptive Summary: 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
0
100
200
300
400
500
600
700
Exploration / Installation / Initial Imp /Full Imp & Innovate
Descriptive Summary: Missouri
97-98
98-99
99-00
00-01
01-02
02-03
03-04
04-05
05-06
06-07
07-08
08-09
09-10
10-11
0
100
200
300
400
500
600
700
Exploration / Installation /Initial Imp / Full Imp & Innovate
Descriptive Summary: North
Carolina
00-01 01-02 02-03 03-04 04-05 05-06 06-07 07-08 08-09 09-100
100
200
300
400
500
600
700
800
900
1000
Exploration / Installation / Initial & Full Imp / Innovate
Descriptive Summary: Colorado
02-03 03-04 04-05 05-06 06-07 07-08 08-09 09-10 10-110
100
200
300
400
500
600
700
800
Exploration / Installation / Initial & Full Imp / Innovate
Descriptive Summary: Florida
01-02 02-03 03-04 04-05 05-06 06-07 07-08 08-09 09-100
200
400
600
800
1000
1200
Exploration/ Installation/ Initial Imp / Full Imp / Innovate
Descriptive Summary: Maryland
1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 20100
100
200
300
400
500
600
700
800
900
Exploration / Installation / Initial Imp / Full Imp / Innovate
Descriptive Summary: Illinois
98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06 06-07 07-08 08-09 09-10 10-110
200
400
600
800
1000
1200
1400
1600
Exploration / Installation / Initial Imp /Full Imp & Innovate
Lessons Learned• Multiple approaches to achieving effective implementation
• Colorado: Started with Leadership Team• Illinois: Started with Leadership Advocates and built team only after implementation
expanded.• Missouri: Strong initial demonstrations led to strong state support
• All states began with small “demonstrations” that documented the feasibility and impact of SWPBIS.
• Only when states reached 100-200 demonstrations did scaling occur. Four core features needed for scaling:
• Administrative Leadership / Support/ Funding• Technical capacity (Local training, coaching, evaluation and behavioral expertise)• Local Demonstrations of feasibility and impact (100-200)• Evaluation data system (to support continuous improvement)
• Essential role of Data: Fidelity data AND Outcome data
Districts• District Implementation Team
o Right People (5-10)o Adequate authority (schedule, funds, personnel, policy)o Meeting schedule (monthly)o Adequate coordination supporto Measures of impact
• Coherent District Policyo Social behavior is a priority in district improvement plan (e.g. LCAP)o District commitment to selecting practices that are evidence-basedo District process for aligning multiple initiatives.
HOW
Drivers
Districts:Organizational Systems
• Evaluation Capacityo Data systems that inform decision-making
and provide policy feedback
** Fidelity and Impact
• Recruitment, Hiringo “Preference will be given to individuals with knowledge and
experience in implementation of multi-tiered academic and behavior supports.”
HOW
Drivers
Districts
• Annual Faculty/Staff Orientationo Defines PBIS as a priorityo Defines what to expect in a school using PBIS.o 30-60 min of annual orientation
• Professional Development (Training)o PD is always tied to core improvement goalso PD typically involves distributed training (multiple events)o PD is always linked to on-site coaching.o PD is always linked to fidelity measure
• Coaching
HOW
Drivers
Districts• Annual staff evaluations
o Demonstrated effectiveness implementing multi-tiered academic and behavior supports.
• Development of personnel with Tier II and Tier III expertiseo Identification and assessmento Data-based decision-makingo Team leadership in support plan developmento Training and coaching expertise for team implementationo Collaboration at student, classroom, building and district levels
HOW
Cycles
Summary• PBIS is a major component of effective education
• Districts are the unit of implementation for PBIS
• Delivering equitable and scalable PBIS will require greater attention to:o Building district capacity (train, coach, eval, expertise)o Evaluation of fidelity as well as impacto Linking PBIS with mental health and justice outcomeso Building the capacity to align, embed, adapt while retaining core features.
Relationships Establish Schools that are
Effective, Efficient and Equitable