Sustaining Implementation of School-wide PBIS

1. Sustaining Implementation of School-wide PBIS Rob Horner University of Oregon www.pbis.org

2. Goals • Celebrate: PBS now being used in many parts of society. • Focus: On school-wide positive behavior support. • Sustain: Define what will keep current gains active and improving.

3. Values Science Practices that affect quality of life Practices that work PBS Vision Practices that are doable, durable and available

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

5. What is School-wide Positive Behavior Support? • School-wide PBS is: • A systems approach 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-PBS • 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

6. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students 27

7. School-Wide Positive Behavior Support Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~15% ~80% of Students

8. Math Remember that the multiple tiers of support refer to our SUPPORT not Students. Avoid creating a new disability labeling system. Behavior Health Reading

9. School-wide PBIS now Implemented in 10,892 Schools Throughout U.S.

10. Illinois Colorado Maryland North Carolina

11. Sustaining SWPBIS • Jennifer (Doolittle) Coffey • Invest first in Team/ Teaching/ Data • Sustain through Admin Support/ On-going Reward • Importance of “Continuous Regeneration” • Using data for on-going problem solving.

12. Effectiveness Priority Valued Outcomes Effective Practices Data- Based Prob. Solving Continuous Regeneration Capacity Building Continuous Measurement Implementation Process Efficiency McIntosh et al., 2009 School Context

13. Visibility Political Support Funding Policy Leadership Team Active Coordination Training Coaching Behavioral Expertise Evaluation Local School/District Teams/Demonstrations

14. 2 – 4 Years Implementation Stages • Exploration • Installation • Initial Implementation • Full Implementation • Innovation • Sustainability Implementation occurs in stages: Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

15. Context • Science guided by our values and vision • Programs and practices guided by our science Wraparound Literacy Early Intervention Positive Behavior Support Family Support Math Response to Intervention

16. Alignment for Durable Systems change Response to Intervention/Prevention Primary Prevention Universal Screening Multi-tiered Support Early Intervention Progress Monitoring Systems to support practices Early Intervention Literacy Wraparound ALIGNMENT Math Family Support Behavior Support Student Outcomes © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008

17. PBIS, RTI and Sustainability • Continuum of Support Practices • Emphasis on “Foundation Supports” and investment in prevention. • Emphasis on the organizational systems needed to implement practices with fidelity and durability. • Collection and use of data for decision-making

18. Sustaining SWPBIS Effective Curriculum Unambiguous Instruction Adequate intensity Reward System Error Correction System • 1. Effective and Efficient Foundation Practices Establishing a Universal System of Support

19. Sustaining SWPBIS Collect information on all students at least twice a year Use data for decision-making 2 or more ODRs SSBD is used in Illinois • 2. Universal Screening

20. Jennifer Frank, Kent McIntosh, Seth May Cumulative Mean ODRs Per Month for 325+ Elementary Schools 08-09 Cumulative Mean ODRs

21. Sustaining SWPBIS Targeted interventions for students “at risk” Intensive, Individualized interventions for students with more significant needs Early Intervention • 3. Continuum of Evidence-based Practices

22. Moving Forward • Organizing for higher tiers of behavior support. • Check-in/ Check-out • Functional Behavioral Assessment • Intensive Positive Behavior Support • Wraparound • Teams with a purpose

23. Teams in a School Universal SupportsTeam: Academic and Behavior Progress Monitoring Team Individualized Student Assistance Team Plans School-Wide & Class-wide supports Implements CICO: Monitors effectiveness and fidelity Conducts FBA, develops and implements BIP, Wraparound, Person-Centered Plans Tier I Tier II Tier III Cindy Anderson & Nadia Sampson Sept. 1, 2009

24. Your School List name of teams in 1st row, List functions or activities of team in 2ndrow Use bottom cluster of boxes for student interventions (programs). Teams Functions Specific Strategies Use arrows to indicate “student movement” (if youth don’t respond to X intervention, where do they go next?)

25. Illinois Team Organization for 3-Tiered PBIS System of Support UniversalTeam Secondary Systems Team Problem Solving Team Tertiary Systems Team Uses Process data; determines overall intervention effectiveness Uses Process data; determines overall intervention effectiveness Plans SW & Class-wide supports Standing team; uses FBA/BIP process for one youth at a time CICO Universal Support Brief FBA/BIP SAIG Complex FBA/BIP WRAP Group w. individual feature Brief FBA/BIP Sept. 1, 2009

26. One Team Everything Discipline Handbook

27. Organizing for an effective problem solving conversation A key to collective problem solving is to provide a visual context that allows everyone to follow and contribute Problem Use Data Out of Time Solution

28. Team Initiated Problem Solving (TIPS) Model Review Status and Identify Problems Develop and Refine Hypotheses Evaluate and Revise Action Plan Collect and Use Data Discuss and Select Solutions Develop and Implement Action Plan Problem Solving Meeting Foundations

29. Sustaining SWPBIS Collection of data on a monthly, weekly, daily rate Use of data for decision-making • 4. Progress Monitoring

30. Individual Student Support

31. Linking RTI and PBIS Assessing the extent to which we are implementing what we claim to implement Use of the data for decision-making • 5. Fidelity Monitoring Team Implementation Checklist

32. District Level Commitment to Sustainability • Coherent District Policy • Clear statement of values, expectations, outcomes • “Social Behavior of Students” identified in school improvement plan. • Access to Evaluation and Assessment Tools • Ability to conduct universal screening and progress monitoring assessments • Ability to assess implementation fidelity

33. District Level Commitment to Sustainability • Recruitment and hiring • Expectations defined in job announcements • Annual Orientation of new Faculty/ Admin/ Staff • District-wide and school-wide expectations • Classroom management expectations • Collection and use of data • Commitment to individual student supports “…preference given to individuals with experience and knowledge related to implementation of school-wide approaches to literacy and behavior support.”

34. District Level Commitment to Sustainability • Professional Development Planning • Focused strategies for staff development in core skills • Annual Faculty/Staff Evaluations • Expectations assessed as part of annual evaluations • Recruitment of individuals with training, coaching, and implementation skills • Advanced skills in literacy supports • Advanced skills in behavior supports