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Leadership in Implementing School-wide PBIS February 27

Leadership in Implementing School-wide PBIS February 27. Rob Horner University of Oregon OSEP TA-Center on PBIS www.pbis.org. Goals. Goals Define current status of SWPBIS implementation Define lessons learned about effective leadership in implementation of SWPBIS.

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Leadership in Implementing School-wide PBIS February 27

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  1. Leadership in Implementing School-wide PBISFebruary 27 Rob Horner University of Oregon OSEP TA-Center on PBIS www.pbis.org

  2. Goals • Goals • Define current status of SWPBIS implementation • Define lessons learned about effective leadership in implementation of SWPBIS. • Define role of the Implementation Blueprint • Detail how the collection and use of data affects implementation of SWPBIS • Provide opportunity for questions.

  3. Performance Assessment (Fidelity) Systems Intervention Coaching Facilitative Administration Training Organization Competency Decision Support Data System Selection Themes Affecting Education:Multi-tiered Systems, Evidence-based Practices, Implementation Science Evidence-based Practices Effective Implementation Leadership Drivers Multi-tiered Systems of Support Adaptive Technical Implementation Science

  4. School-wide Positive Behavioral Interventions and Supports (SWPBIS) • The social culture of a school matters. • A continuum of supports that begins with the whole school and extends to intensive, wraparound support for individual students and their families. • Effective practices with the systems needed for high fidelity and sustainability • Multiple tiers of intensity

  5. What is School-wide Positive Behavior Intervention and Support? • School-wide PBIS is: • A framework for establishing the social culture and behavioral supports needed for a school to achieve behavioral and academic outcomes for all students. • Evidence-based features of SWPBIS • 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. Why SWPBIS? Predictable Positive Consistent Safe The fundamental purpose of SWPBIS is to make schools more effective learning environments.

  7. Experimental Research on SWPBIS SWPBIS Experimentally Related to: Reduction in problem behavior Increased academic performance Increased attendance Improved perception of safety Reduction in bullying behaviors Improved organizational efficiency Reduction in staff turnover Increased perception of teacher efficacy Improved Social Emotional competence 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

  8. Summary of Research • School-wide PBIS is an evidence-based practice • Implementation is related to improved academic and social behavior. • Tier I SWPBIS can be implemented with fidelity by any school in the U.S. without new resources or dramatic reorganization. • Successful Schools: • Define a clear commitment to school-wide social culture • Add data systems (fidelity and Student Outcomes) • Provide the leadership to allow effective team-based decision-making. • Tier II and Tier III supports will require more adaptation

  9. 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 ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Main Ideas: Invest in prevention first Multiple tiers of support intensity Early/rapid access to support ~80% of Students 27

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

  11. Number of Schools Implementing SWPBIS since 2000 19,054

  12. Count of School Implementing SWPBIS by State February, 2013 14 States > 500 Schools Illinois Arizona

  13. Proportion of Schools Implementing SWPBIS by State February, 2013 12 states over 40% of all schools implementing SWPBIS Arizona

  14. Using the PBIS Implementation Blueprint • Exploration • Annual Assessment • Action Planning

  15. Visibility Political Support Funding Policy Leadership Team Active Coordination Training Coaching Behavioral Expertise Evaluation Local School/District Teams/Demonstrations Sugai et al., www.pbis.org

  16. Action Planning: For Items not Implemented: 1. Select next action/activity (and for each action define who will perform, and when action will be accomplished). 2. The active actions become items for weekly/monthly meetings

  17. Stages of Implementation Implementation Takes Time: 2 – 4 Years Exploration Installation Initial Implementation Full Implementation

  18. Steve Goodman Stages of Implementation Should we do it! Work to do it right! Work to do it better!

  19. 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

  20. Descriptive Summary: Oregon Exploration / Installation / Initial Imp /Full Imp & Innovate

  21. Descriptive Summary: Missouri Exploration / Installation /InitialImp / Full Imp & Innovate

  22. Descriptive Summary: North Carolina Exploration / Installation / Initial & Full Imp / Innovate

  23. Descriptive Summary: Colorado Exploration / Installation / Initial & Full Imp / Innovate

  24. Descriptive Summary: Florida Exploration/ Installation/ Initial Imp / Full Imp / Innovate

  25. Descriptive Summary: Maryland Exploration / Installation / Initial Imp / Full Imp / Innovate

  26. Descriptive Summary: Illinois Exploration / Installation / Initial Imp /Full Imp & Innovate

  27. Lessons Learned • Multiple approaches to achieving scaled 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

  28. Lessons Learned • Scaling is NOT linear • Sustained scaling requires continuous regeneration • Threats to Scaling: • Competing initiatives • The seductive lure of the “new idea” • Leadership turnover • Legislative mandates • Fiscal constraint Regular Dissemination of Fidelity and Impact data is the best “protective factor” for threats to scaling

  29. Lessons Learned • Scaling requires planned efficiency • The unit cost of implementation must decrease as the number of adoptions increases. • Shift from external trainers to within state/district trainers • Use local demonstrations as exemplars • Increased coaching capacity can decrease investment in training • Improved “selection” of personnel decreases turnover and development costs • Use existing professional development and evaluation resources differently • Basic Message: The implementation practices that are needed to establish initial exemplars may be different from the practices used to establish large scale adoption. • Jennifer Coffey, 2008

  30. Effective PBIS Leadership • Define a five year vision: • Number of districts/ schools • Extend that vision to incorporate at least 80% of all schools in the state • Clarify role of Leadership Team • Active leadership and guidance. Not just “informational” or “consultative” • Meet regularly, carry tasks between meetings, use data • Need formal “coordinator” role… to ensure that things get done • Establish Workgroups • Policy/ Funding • Training • Evaluation • Coordination/Communication

  31. Summary • Leadership is essential for successful implementation of PBIS. • Vision, Local Capacity, Assess, Adapt.

  32. Lesson #7: Invest in Intensive Supports (Tier II, III) • Establish the organizational capacity to support students with more severe problem behavior. • The three areas of “knowledge” needed by a team. • Bennazi et al., (2006) • Knowledge about student • Knowledge about context • Knowledge about behavioral theory • The importance of understanding “function” of behavior. • Sheldon Loman and Kathleen Strickland-Cohen (2013) • Typical school personnel can assess and manage “Basic” individual behavior challenges.

  33. School-wide PBS • Establishing additional supports for students with more intense needs

  34. Behavior Support Elements *Response class *Routine analysis *Hypothesis statement *Supporting data *Alternative behaviors *Competing behavior analysis *Indicated, evidence-based interventions *Contextual fit *Strengths, preferences, & lifestyle outcomes Problem Behavior Functional Assessment *Implementation support *Data plan • Team-based • Behavior competence Intervention & Support Plan *Continuous improvement *Sustainability plan Fidelity of Implementation Impact on Behavior & Lifestyle

  35. Lesson #8: Collect and use Data for Active Decision-Making • Give each team concrete measures that they can use to determine if they are successful. • Measure use of practices: www.pbisassessment.org • Are we doing what we want to be doing? • Team Checklist • Benchmark of Quality • EBS Survey • SET • Measure impact on valued outcomes • Office discipline referrals • Attendance • Suspension/Expulsion rates • Student academic achievement • Student Individual Intensive Supports

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