PBIS Implementation: Current Trends & Future Considerations George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut Nov 8 2011 www.pbis.org www.scalingup.org www.cber.org

PURPOSE Describe & link considerations from 15+ years of PBIS implementation to future directions “Overview of national trends in PBIS implementation as basis for action planning & future implementation in MN. Emphasis on PBIS framework, data-based decision making & outcomes, & implementation fidelity. Future considerations also are presented as basis for supporting & maximizing participation in conference sessions”

www.pbis.org

9 Considerations

1. Invest in prevention for ALL

VIOLENCE PREVENTION Positive predictable school-wide climate High rates academic & social success Formal social skills instruction Positive active supervision & reinforcement Positive adult role models Multi-component, multi-year school-family-community effort Surgeon General’s Report on Youth Violence (2001) Coordinated Social Emotional & Learning (Greenberg et al., 2003) Center for Study & Prevention of Violence (2006) White House Conference on School Violence (2006) VIOLENCE PREVENTION

Prevention Logic for All Redesign of teaching environments…not students Decrease development of new problem behaviors Prevent worsening & reduce intensity of existing problem behaviors Eliminate triggers & maintainers of problem behaviors Add triggers & maintainers of prosocial behavior Teach, monitor, & acknowledge prosocial behavior Biglan, 1995; Mayer, 1995; Walker et al., 1996

2. Teach behavior like academic skills, explicitly & deliberately

Teaching Academics & Behaviors 57 DEFINE Simply MODEL PRACTICE In Setting ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously

2. NATURAL CONTEXT 1. SOCIAL SKILL 3. BEHAVIOR EXAMPLES Expectations Teaching Matrix SETTING All Settings Hallways Playgrounds Cafeteria Library/ Computer Lab Assembly Bus Respect Ourselves Be on task. Give your best effort. Be prepared. Walk. Have a plan. Eat all your food. Select healthy foods. Study, read, compute. Sit in one spot. Watch for your stop. Respect Others Be kind. Hands/feet to self. Help/share with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Whisper. Return books. Listen/watch. Use appropriate applause. Use a quiet voice. Stay in your seat. Respect Property Recycle. Clean up after self. Pick up litter. Maintain physical space. Use equipment properly. Put litter in garbage can. Replace trays & utensils. Clean up eating area. Push in chairs. Treat books carefully. Pick up. Treat chairs appropriately. Wipe your feet. Sit appropriately. 2. NATURAL CONTEXT 1. SOCIAL SKILL Expectations 3. BEHAVIOR EXAMPLES

NC Positive Behavior Support Initiative Bob Algozzine NC Positive Behavior Support Initiative Schools w/ Low ODRs & High Academic Outcomes Proportion of Students Meeting State Academic Standard Office Discipline Referrals per 100 Students PBIS in North Carolina

Academic-Behavior Connection Algozzine, B., Wang, C., & Violette, A. S. (2011). Reexamining the relationship between academic achievement and social behavior. Journal of Positive Behavioral Interventions, 13, 3-16. Burke, M. D., Hagan-Burke, S., & Sugai, G. (2003). The efficacy of function-based interventions for students with learning disabilities who exhibit escape-maintained problem behavior: Preliminary results from a single case study. Learning Disabilities Quarterly, 26, 15-25. McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006). Demonstration of combined efforts in school-wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades. Journal of Positive Behavioral Interventions, 8, 146-154. McIntosh, K., Horner, R. H., Chard, D. J., Dickey, C. R., and Braun, D. H. (2008). Reading skills and function of problem behavior in typical school settings. Journal of Special Education, 42, 131-147. Nelson, J. R., Johnson, A., & Marchand-Martella, N. (1996). Effects of direct instruction, cooperative learning, and independent learning practices on the classroom behavior of students with behavioral disorders: A comparative analysis. Journal of Emotional and Behavioral Disorders, 4, 53-62. Wang, C., & Algozzine, B. (2011). Rethinking the relationship between reading and behavior in early elementary school. Journal of Educational Research, 104, 100-109. “Viewed as outcomes, achievement and behavior are related; viewed as causes of each other, achievement and behavior are unrelated. In this context, teaching behavior as relentlessly as we teach reading or other academic content is the ultimate act of prevention, promise, and power underlying PBS and other preventive interventions in America’s schools.” Algozzine, Wang, & Violette (2011), p. 16.

3. Emphasize PBIS as framework, not curriculum

SWPBS (aka PBIS/RtI) is for enhancing adoption & implementation of Continuum of evidence-based interventions to achieve Academically & behaviorally important outcomes for All students Framework

Supporting Social Competence & Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES 15 Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

GENERAL IMPLEMENTATION PROCESS: “Getting Started” Team GENERAL IMPLEMENTATION PROCESS: “Getting Started” Agreements Data-based Action Plan Evaluation Implementation

SWPBS Implementation Blueprint www.pbis.org

RtI IMPLEMENTATION W/ FIDELITY CONTINUUM OF EVIDENCE-BASED CONTINUOUS INTERVENTIONS CONTENT EXPERTISE & FLUENCY TEAM-BASED IMPLEMENTATION CONTINUOUS PROGRESS MONITORING UNIVERSAL SCREENING DATA-BASED DECISION MAKING & PROBLEM SOLVING RtI

4. Invest in multi-tiered systems logic

23 ALL SOME FEW Tertiary Prevention: Specialized CONTINUUM OF Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT FEW ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% SOME Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings 23 ALL ~80% of Students

Continuum of Support for ALL 23 Continuum of Support for ALL Universal Targeted Intensive Few Some NOTICE GREEN GOES IS FOR “ALL” All Dec 7, 2007

Continuum of Support for ALL “Theora” Universal Targeted Intensive Math Science Spanish Reading NOTICE GREEN GOES IS FOR “ALL” Soc skills Soc Studies Basketball Label behavior…not people Dec 7, 2007

Continuum of Support for ALL: “Molcom” Universal Targeted Intensive Anger man. Prob Sol. Ind. play Adult rel. Self-assess NOTICE GREEN GOES IS FOR “ALL” Baker, 2005 JPBI Attend. Coop play Peer interac Label behavior…not people Dec 7, 2007

Responsiveness to Intervention Academic Systems Behavioral Systems Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures 1-5% 1-5% Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 5-10% 5-10% Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive 80-90% Universal Interventions All settings, all students Preventive, proactive 80-90% Circa 1996

23 RTI Behavior Continuum Academic Continuum Integrated Continuum NOTICE GREEN GOES IS FOR “ALL” Mar 10 2010

ESTABLISHING CONTINUUM of SWPBS TERTIARY PREVENTION TERTIARY PREVENTION Function-based support Wraparound Person-centered planning ~5% ~15% SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club SECONDARY PREVENTION PRIMARY PREVENTION Teach SW expectations Proactive SW discipline Positive reinforcement Effective instruction Parent engagement PRIMARY PREVENTION ~80% of Students

5. Invest in capacity for implementation fidelity

Maximum Student Benefits “Making a turn” IMPLEMENTATION Effective Not Effective PRACTICE Maximum Student Benefits Fixsen & Blase, 2009

Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch. Start w/ What Works Focus on Fidelity Research to Practice is dependent on good research. Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.

Supporting Social Competence & Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES 15 Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

Implementation Fidelity Maximum Student Outcomes Basic “Logic” SYSTEMS DATA PRACTICES Implementation Fidelity Maximum Student Outcomes Training + Coaching Evaluation

Where are you in implementation process Where are you in implementation process? Adapted from Fixsen & Blase, 2005 We think we know what we need, so we ordered 3 month free trial (evidence-based) EXPLORATION & ADOPTION Let’s make sure we’re ready to implement (capacity infrastructure) INSTALLATION Let’s give it a try & evaluate (demonstration) INITIAL IMPLEMENTATION That worked, let’s do it for real (investment) FULL IMPLEMENTATION Let’s make it our way of doing business (institutionalized use) SUSTAINABILITY & CONTINUOUS REGENERATION

6. Support & engage leadership

School leadership & contributing factors on student learning. Student/ Family Background School Conditions School Leadership Teachers Classroom Conditions Louis, Leithwood, Wahlstrom, & Anderson (2010).

Buckingham & Coffman 2002, Gallup To receive positive ratings on previous, managers must do 4 things well: When selecting someone, they select for talent…not simply experience, intelligence, or determination. When setting expectations, they define right outcomes…not the right steps. When motivating someone, they focus on strengths…not on weaknesses. When developing someone, they help him find right fit…not simply the next rung on ladder. (p. 67) Buckingham & Coffman 2002, Gallup

Sugai, Horner, & Lewis, in press Effective leaders engage in actions or behaviors & establish working conditions that: Emphasize setting clear goals Develop strength qualities of teachers Organize operation of school for success Consider implementation phases, drivers, & processes associated w/ utilization of effective teaching practice Promote strengths, talents, & capacities of their workers to achieve specific expectations & outcomes Monitor & measure effects of their actions, decisions, & policies w/relevant data Sugai, Horner, & Lewis, in press

7. Work smarter by doing a few effective things very well

Initiative, Project, Committee Working Smarter Initiative, Project, Committee Purpose Outcome Target Group Staff Involved SIP/SID/etc Attendance Committee Character Education Safety Committee School Spirit Committee Discipline Committee DARE Committee EBS Work Group

Are outcomes measurable? Sample Teaming Matrix Initiative, Committee Purpose Outcome Target Group Staff Involved SIP/SID Attendance Committee Increase attendance Increase % of students attending daily All students Eric, Ellen, Marlee Goal #2 Character Education Improve character Marlee, J.S., Ellen Goal #3 Safety Committee Improve safety Predictable response to threat/crisis Dangerous students Has not met School Spirit Committee Enhance school spirit Improve morale Discipline Committee Improve behavior Decrease office referrals Bullies, antisocial students, repeat offenders Ellen, Eric, Marlee, Otis DARE Committee Prevent drug use High/at-risk drug users Don EBS Work Group Implement 3-tier model Decrease office referrals, increase attendance, enhance academic engagement, improve grades Eric, Ellen, Marlee, Otis, Emma Are outcomes measurable?

Biggest, durable effect 17 SWPBS Practices School-wide Classroom Smallest # Evidence-based Biggest, durable effect Family Non-classroom Student & Family

EVIDENCE- BASED INTERVENTION PRACTICES SCHOOL-WIDE 1. Leadership team Behavior purpose statement Set of positive expectations & behaviors Procedures for teaching SW & classroom-wide expected behavior Continuum of procedures for encouraging expected behavior Continuum of procedures for discouraging rule violations Procedures for on-going data-based monitoring & evaluation EVIDENCE- BASED INTERVENTION PRACTICES CLASSROOM All school-wide Maximum structure & predictability in routines & environment Positively stated expectations posted, taught, reviewed, prompted, & supervised. Maximum engagement through high rates of opportunities to respond, delivery of evidence- based instructional curriculum & practices Continuum of strategies to acknowledge displays of appropriate behavior. Continuum of strategies for responding to inappropriate behavior. INDIVIDUAL STUDENT Behavioral competence at school & district levels Function-based behavior support planning Team- & data-based decision making Comprehensive person-centered planning & wraparound processes Targeted social skills & self-management instruction Individualized instructional & curricular accommodations NONCLASSROOM Positive expectations & routines taught & encouraged Active supervision by all staff (Scan, move, interact) Precorrections & reminders Positive reinforcement FAMILY ENGAGEMENT Continuum of positive behavior support for all families Frequent, regular positive contacts, communications, & acknowledgements Formal & active participation & involvement as equal partner Access to system of integrated school & community resources

18 School-wide Leadership team Behavior purpose statement Set of positive expectations & behaviors Procedures for teaching SW & classroom-wide expected behavior Continuum of procedures for encouraging expected behavior Continuum of procedures for discouraging rule violations Procedures for on-going data-based monitoring & evaluation

RCT & Group Design PBIS Studies 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. 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. Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (in press). The impact of school-wide positive behavioral interventions and supports (SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial. Reduced major disciplinary infractions Improvements in academic achievement Enhanced perception of organizational health & safety Improved school climate Reductions in teacher reported bullying behavior & peer rejection

8. Guide decisions with data

Data Decision Making Educationally relevant outcomes Implementation fidelity Clearly defined & relevant indicators System for easy input & output Data rules for decision making Team-based mechanism for action planning Data Decision Making

✔ ✔ Data Assessment & Evaluation Tools External Tier I implementation School-wide Evaluation Tool Self-assessment Team Implementation Checklist Team/coach self-assessment Benchmarks of Quality Coach/team assessment Tiers II/III Benchmarks of Advanced Tiers Tier II/III implementation External assessment Individual Student Support Evaluation Tool ✔ ✔

Gawande, A. (2009). The checklist manifesto. NY: MacMillan

Non-Classroom Management: Self-Assessment Name______________________________ Date_____________ Setting □ Hallway □ Entrance □ Cafeteria □ Playground □ Other_______________ Time Start_________ Time End _________ Tally each Positive Student Contacts Total # Ratio of Positives to Negatives: _____: 1 Tally each Negative Student Contacts

Did I have at least 4 positive for 1 negative student contacts? Yes No 2. Did I move throughout the area I was supervising? 3. Did I frequently scan the area I was supervising? 4. Did I positively interact with most of the students in the area? 5. Did I handle most minor rule violations quickly and quietly? 6. Did I follow school procedures for handling major rule violations? 7. Do I know our school-wide expectations (positively stated rules)? 8. Did I positively acknowledge at least 5 different students for displaying our school-wide expectations? Overall active supervision score: 7-8 “yes” = “Super Supervision” 5-6 “yes” = “So-So Supervision” <5 “yes” = “Improvement Needed” # Yes______

Classroom Management: Self-Assessment Teacher__________________________ Rater_______________________ Date___________ Instructional Activity Time Start_______ Time End________ Tally each Positive Student Contacts Total # Tally each Negative Student Contacts Ratio of Positives to Negatives: _____ to 1

Classroom Management Practice Rating 1. I have arranged my classroom to minimize crowding and distraction Yes No 2. I have maximized structure and predictability in my classroom (e.g., explicit classroom routines, specific directions, etc.). 3. I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules). 4. I provided more frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page). 5. I provided each student with multiple opportunities to respond and participate during instruction. Yes No 6. My instruction actively engaged students in observable ways (e.g., writing, verbalizing) 7. I actively supervised my classroom (e.g., moving, scanning) during instruction. 8. I ignored or provided quick, direct, explicit reprimands/redirections in response to inappropriate behavior. 9. I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., class point systems, praise, etc.). 10. In general, I have provided specific feedback in response to social and academic behavior errors and correct responses. Overall classroom management score: 10-8 “yes” = “Super” 7-5 “yes” = “So-So” <5 “yes” = “Improvement Needed” # Yes___

9. Consider context & culture

Culture is the extent to which a group of individuals engage in overt & verbal behavior reflecting shared behavioral learning histories, serving to differentiate the group from other groups, & predicting how individuals within the group act in specific setting conditions. That is, culture reflects a collection of common verbal & overt behaviors that are learned & maintained by a set of similar social & environmental contingencies (i.e., learning history). Emphasis is on applied settings with recognition that group membership is (a) flexible & dynamic, & (b) changed & shaped over time, across generations, & from one setting to another.

SWPBS & Cultural Responsive Practices Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011

15 Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011 Supporting Social Competence & Academic Achievement CULTURAL EQUITY Supporting Staff Behavior 15 OUTCOMES DATA SYSTEMS CULTURAL VALIDITY CULTURAL KNOWLEDGE Supporting Decision Making PRACTICES Supporting Student Behavior CULTURAL RELEVANCE

Highline School District, Washington May 2011

Arabic Expectations at Awsaj Academy Elementary 2011-2012 S. Thomas, Nov. 2011

Shishmaref School AK, Lyon Johnson, Aug 9, 2011

Norway, 2009

NW PBIS Implementation Forum Upcoming Events Association for PBS Atlanta, GA 15-26 Mar 2012 NW PBIS Implementation Forum Portland, OR 1-2 Mar 2012 NE PBIS Leadership Cromwell, CT 17-18 May 2012 PBIS Leadership Chicago, IL 18-19 Oct 2012