District Leadership Teams Positive Behavioral Interventions and Supports (PBIS) Rebecca Mendiola, Ed.D. Director, Safe and Healthy Schools

Goals Define the purpose of PBIS Summarize features of Schools that are successful at implementing and sustaining PBIS with functional outcomes for students. Define features of Districts that establish the capacity to implement PBIS at scales of social significance. Provide an overview and complete a District Assessment (District Self Assessment or District Capacity Assessment)

Assumptions All districts have schools implementing PBIS Some district leadership teams have extensive PBIS experience, others have limited experience. Recent research by McIntosh et al., indicates that the quality of the district leadership team is among the more important variables affecting the quality and sustainability of PBIS implementation. Challenge associated with aligning multiple initiatives

Districts are the key to Implementation Student is the unit of analysis School is the unit of intervention District is the unit of implementation State is the unit of coordination

Why PBIS? The fundamental purpose of PBIS is to make schools more effective and equitable learning environments. Predictable Consistent Positive Safe

Main Messages PBIS works. Effective (academic, behavior) Equitable (all students succeed) Efficient (time, cost)

Main Message: Build Capacity Schools – Implement with high fidelity at all three tiers – Expect more from your districts and states District/ Region – Build Training, Coaching, Evaluation and Technical Expertise needed – Build capacity to sustain PBIS – Adapt to geography and size States – Provide functional leadership – Implement with a full “slice” of the educational system – Align initiatives – Provide the data systems, training, coaching and evaluation needed

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

Web Resources & Tools – SW-PBIS Implementation Blueprint and Self- Assessment

What is School-wide Positive Behavior Intervention and Support (PBIS)? School-wide PBIS is: – A multi-tiered 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

Experimental Research on SWPBIS 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), 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), 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, 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, 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, Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 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) 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): Bradshaw, Pas, Goldweber, Rosenberg, & Leaf, 2012 Freeman, 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. SWPBIS Experimentally Related to: 1.Reduction in problem behavior 2.Increased academic performance 3.Increased attendance 4.Improved perception of safety 5.Reduction in bullying behaviors 6.Improved organizational efficiency 7.Reduction in staff turnover 8.Increased perception of teacher efficacy 9.Improved Social Emotional competence SWPBIS Experimentally Related to: 1.Reduction in problem behavior 2.Increased academic performance 3.Increased attendance 4.Improved perception of safety 5.Reduction in bullying behaviors 6.Improved organizational efficiency 7.Reduction in staff turnover 8.Increased perception of teacher efficacy 9.Improved Social Emotional competence

SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Integrated Elements

Effective Social & Academic School Culture Common Vision/Values Common Language Common Experience Membership

Ask Students Do you know the expectations? What does it look like here? Has anyone acknowledged you for doing things right in the past two weeks?

Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT 27 Main Ideas: 1.Invest in prevention first 2.Multiple tiers of support intensity 3.Early/rapid access to support

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

Evidence Based Practice: SWPBIS What are your teams doing now? Year 1: Primary Prevention School-wide/Classroom Systems – SW-PBS Team – School Rules – Define & Teach: Expectations Routines – Acknowledgment System – Discipline Systems & Decision Making – Handbook Year 2: Secondary Prevention Specialized Group Systems – TIPs – CICO – Targeted Group Interventions Year 3: Tertiary Prevention Individual Student System – Practical FBA/BSP – Intensive Individualized Interventions – Wrap Around Supports Tier 2 Tier 1 Tier 3

What are your school site teams doing now? Discuss what trainings your teams are doing this school year. Are your teams where they should be? What are some strengths and challenges?

Lessons Learned Implementation Leadership Team Local Demonstrations Build Policy Foundation Build Technical Capacity

Main Messages Sustained and High Fidelity Implementation of SWPBIS requires active District Support. Especially for Tiers II and III Student = unit of impact Schools = unit of analysis District = unit of implementation

Leadership Team Active Coordination Funding Visibility Political Support TrainingCoachingEvaluation Local School/District Teams/Demonstrations Behavioral Expertise Policy Sugai et al.,

Purpose/ Role Lead implementation and adaptation of a multi-tiered behavior support framework that improves the social, academic and behavioral outcomes for students. Provide clarity of purpose throughout the district – Ensure alignment of programs/initiatives that will be incorporated. – Formal policies (LAUSD, Michigan, Chicago) Develop and manage implementation plan Provide staff development, training, coaching and support to implement multi- tiered behavior support framework Collect fidelity and impact data, and use the data both for on-going problem solving and regular evaluation summaries.

Districts District Implementation Team – Right People (5-10) – Adequate authority (schedule, funds, personnel, policy) – Meeting schedule (monthly) – Adequate coordination support – Measures of impact Coherent District Policy – Social behavior is a priority in district improvement plan (e.g. LCAP) – District commitment to selecting practices that are evidence- based – District process for aligning multiple initiatives.

Los Angeles Unified School District Discipline Policy Every student has the right to be educated in a safe, respectful and welcoming environment…. This will be achieved through the adoption and implementation of a consistent school-wide positive behavior support discipline plan for every school in LAUSD. All school level plans will include: teaching school rules and social emotional skills; reinforcing appropriate student behavior; using effective classroom management and positive behavior support strategies by providing early intervention for misconduct and appropriate use of consequences.

Common Vision Team Work Time Related to school climate, behavioral support & discipline… What is your district vision? – How well defined? – How well known? – Is this vision apparent in your district policy?

District Leadership Team Evaluation Capacity – Data systems that inform decision-making and provide policy feedback ** Fidelity and Impact Recruitment, Hiring, Evaluation – “Preference will be given to individuals with knowledge and experience in implementation of multi-tiered academic and behavior supports.”

Districts Annual Faculty/Staff Orientation – Defines PBIS as a priority – Defines what to expect in a school using PBIS. – min of annual orientation Professional Development (Training) – PD is always tied to core improvement goals – PD typically involves distributed training (multiple events) – PD is always linked to on-site coaching. – PD is always linked to a fidelity measure Coaching – Prompting, Fluency Building, Performance Feedback, Adaptation HOW Drivers

Districts Annual Faculty and Staff Evaluations – Staff evaluations include assessment of whether multi- tiered systems of support are implemented (e.g. OTISS) Development of Targeted Expertise – Schools have access to individuals with the skills to perform, train, coach and support Tier II and Tier III supports. – This expertise may be within the district, or from a regional support entity. Development of Exemplar Sites

Leadership Team Active Coordination Funding Visibility Political Support TrainingCoachingEvaluation Local School/District Teams/Demonstrations Behavioral Expertise Policy

District Assessments Implementation Blue Print Self-assessment tool and process have been designed to serve as an action planning guide for – (a) appraising the status of drivers or elements related to supporting the implementation of PBIS systems and – (b) developing and evaluating PBIS implementation action plans at the state, regional, county, and district levels. District Capacity Assessment – Measures a district’s capacity for effective and sustained implementation of innovations (Evidenced Based Practices – PBIS) – “Capacity” Systems, practices, processes, and policies for intended outcomes for students.

Implementation Blueprint Self-Assessment Leadership Team completes PBIS Implementation Blueprint Self-Assessment at least annually and whenever sustained and high fidelity implementation are concerns. Leadership Team completes a 3-5 year action plan that delineates actions linked to each feature of the Implementation Blueprint, district or school behavioral data, and implementation fidelity data (e.g., Tiered Fidelity Inventory), and reviews and modifies this plan annually based on progress assessment.

DISTRICT CAPACITY ASSESSMENT

What is the DCA? Action Assessment – Measures a district’s capacity for effective and sustained implementation of innovations (Evidenced Based Practices – PBIS) – “Capacity” Systems, practices, processes, and policies for intended outcomes for students.

Purpose of the DCA Assists to implement effective innovations that benefit students. Action Planning – Structured information and data

DCA - PBIS Core Features 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

DCA – PBIS FIDELITY MEASURES

Fidelity Measurements - SWPBIS Implementation SASTICSET Participants Entire Staff completes online at PBISApps.org ● credentialed ● classified ● after school staff, etc. PBIS Team completes online at PBISApps.org 1. In-person interviews with: ● Principal ● Staff (representative) ● Students 2. Observations of School Campus 3. Products (Handbook, etc.) Approx. Time Needed 30 minutes to complete assessment 15 minutes to complete assessment1.5-2 hours to complete evaluation Time FrameMarch/April- Submit by 5/1 1. September/October (at 2nd meeting)- Submit by 10/31 2. January/February- Submit by 2/28 3. April/May- submit by 5/1 October/November- Submit by 11/30 (for first two years) February through April- Submit by 5/1 Frequency1x/year3x/year (for the first two years) 1x/year 2x/year -first two years of implementation Data EntryIndividual Staff members submit his/her survey online at PBISApps.org PBIS Team submits one survey online at PBISApps.org PBIS Coach enters collected data online at PBISApps.org

Available from OSEP TA- Center No Cost Assessors Training PowerPoint and Assessors Training Video at

DCA - Roles DCA Roles DCA Administrator A trained individual responsible for leading the discussion and adhering to the DCA Administration Protocol. This individual is preferably external to the district team. Facilitator An individual who has a relationship with the respondents and experience in the district and who supports the Administrator by helping to contextualize items for respondents or provide examples of work in which the district has engaged. Note Taker Records ideas shared for action planning and any adaptive issues that are raised during administration. Respondents Respondents are knowledgeable raters including District Implementation Team (DIT) members and other staff intentionally selected for their implementation knowledge, experience with the innovation being used, and leadership in the district. Observer Observers are invited with permission of the district team to learn about the DCA process or the activities in the district.

DCA – Administration Process Administrator – Reads Qs aloud Facilitator – Provides clarifying info – Calls for a vote “Ready – Set – Vote” Note Taker – Records score, discussion, parking lot Respondents – Simultaneously and Publicly Vote – 2 fingers “fully in place” – 1 finger “partially in place” – 0 fingers “not in place” – Palm open facing down “not voting”

DCA – Administration Process cont. Agreement – Yes – move on to next questions – No – discuss further Consensus – Majority Votes – Win? – If not, question will be flagged to discuss further at a later time (

DCA – Administration Process System Alignment Action Planning – Find lower scores Next Steps

Complete District Assessment Team Time Choose a Facilitator and Notetaker 1 st Year Training and Implementation – Complete Implementation Blueprint 2 nd Year Training and Implementation or School Climate Transformation Grant Districts – Complete District Capacity Assessment

Questions? Next Steps

Rebecca Mendiola, Ed.D. or