State and District-level Role in Implementation, Scaling and Sustaining PBIS Session A-3...

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

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



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



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

http://www.pbis.org/school/equity-pbis

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

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

State and District-level Role in Implementation, Scaling and Sustaining PBIS Session A-3...

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