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. Define role of the Implementation Blueprint Detail how the collection and use of data affects implementation of SWPBIS Provide opportunity for questions.

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

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

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

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

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

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

Invest in prevention first Multiple tiers of support intensity 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

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

Number of Schools Implementing SWPBIS since 2000 19,054

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

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

Using the PBIS Implementation Blueprint Exploration Annual Assessment Action Planning

Local School/District Teams/Demonstrations 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

For Items not Implemented: GOAL: District and/or state level capacity to establish, sustain, and scale-up of accurate implementation of a continuum (multi-tiered) of SWPBS across multiple schools. Month Activity/Action (Person/s) Leadership/ Coordination Coaching/ Facilitation Training Evaluation Behavioral Expertise Funding Visibility Political Support Policy Jul   A u g S ep O ct N ov D ec Ja n Fe b M ar A pr M ay Ju n Ju l 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

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

Stages of Implementation Steve Goodman Focus 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. Should we do it! Work to do it right! Implementation is not an event A mission-oriented process involving multiple decisions, actions, and corrections Work to do it better!

Scaling up School-wide Positive Behavioral Interventions and Supports: The Experiences of Seven States with Documented Success Rob Horner, Don Kincaid, George Sugai, Tim Lewis, Lucille Eber, Susan Barrett, Celeste Rossetto Dickey, Mary Richter, Erin Sullivan, Cyndi Boezio, Nancy Johnson Exploration Installation Initial Imp Full Imp Innovation Sustainability Leadership Team Funding Visibility Political Support Policy Training Coaching Expertise Evaluation Demos

Exploration and Adoption Installation Initial Implementation Full Implementation Innovation and sustainability Leadership Team (coordination) Do you have a state leadership team? If you do, how was your first leadership team developed? Who were members? Who supported/lead the team through the exploration process? Was any sort of self-assessment completed (e.g. the PBIS Implementation Blueprint Assessment)? What was the role of State agency personnel in the exploration phase? What were critical issues that confronted the team as it began to install systems changes? What were specific activities the team did to ensure success of the initial implementation efforts? Did the team change personnel or functioning as the # of schools/districts increased? What has the Leadership team done to insure sustainability? In what areas is the State “innovating” and contributing to the research and practice of PBIS (e.g. linking PBIS with literacy or math)? Do you have a state leadership team? If you do, how was your first leadership team developed? Who were members? Who supported/lead the team through the exploration process? Was any sort of self-assessment completed (e.g. the PBIS Implementation Blueprint Assessment)? What was the role of State agency personnel in the exploration phase?

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

Descriptive Summary: Missouri Exploration / Installation /Initial Imp / Full Imp & Innovate

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

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

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

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

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

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

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

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

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

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

McIntosh, Predy, Upreti, Hurne, Turri & Mathews 2012 Effective Leadership Clarity of vision Building Capacity Select Train Coach Performance Feedback Self-assessment Teams Authority Time Data for effective decision-making Implementation Fidelity Student outcomes Avoiding competing and conflicting initiatives Fixsen, Blase et al., 2010 McIntosh, Predy, Upreti, Hurne, Turri & Mathews 2012

Working Smarter Summary If we do “X” (PBIS) what two things will we stop doing? Does “X” (PBIS) align with our most important goals for students? Does “X” (PBIS) have high probability of delivering the expected outcomes (research?) Do we have the capacity to implement “X” (PBIS) with high fidelity and sustainability? Does “X” (PBIS) fit with what we already do well?

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.

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

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

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