Friday Plenary Sessions 12:20 PM - 1:00 PM Bigger than Us: PBIS is Impacting National Discussions Renee Bradley, Assistant to Director of Research to Practice, Office of Special Education & Rehabilitation, US Department of Education

Goals Recognition Next Five Years What to take away from the Forum if you are “Getting Started” What to take away from the Forum if you are “Getting Better” What to take away from the Forum if you are “Getting Sustainable”

Recognition Dr. Renee Bradley Guide, mentor, critic for 15 years. Advocate for PBIS, every day Deputy Director of the Research to Practice Division for the U.S. Department of Education’s Office of Special Education Programs.

Main Messages The purpose of PBIS is to make schools more effective learning environments for all students.

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 SWPBIS Experimentally Related to: 1.Reduction in problem behavior 2.Increased academic performance 3.Improved 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 Catherine Bradshaw Scott Ross PBIS is about building the social skills and self-regulation needed for effective peer AND adult relationships

Main Messages PBIS is a foundation for the next generation of education. Effective (academic, behavior) Efficient (time, cost)

SWPBIS: Building Effective Educational Settings

Level of Focus Students/ Families = Unit if Impact Schools = Unit of Analysis Districts= Unit of Implementation State/Federal=Unit of Policy Relevance

Values + Theory + Science Values guide selection of outcomes Theory of Change guides selection of practices Implementation Science guides stages of adoption and adaptation

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

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% Main Ideas: 1.Invest in prevention first 2.Multiple tiers of support intensity 3.Early/rapid access to support

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 SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT

Examples of Behavior Supports Continuum of Supports Universal Prevention Identify expectations Teach Monitor Acknowledge Correct Targeted Intervention Check-in, Checkout Social skills training Mentoring Organizational skills Self-monitoring Intensive Intervention Individualized, functional assessment based behavior support plan

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

“Lucille Eber Effect” (LEE) Mean Rate of Outcome Measurement P <.001, effect size = 6.71

PBIS: The Next Five Years Extending and Sustaining SWPBIS Demonstrating the role for SWPBIS in major national areas of concern: Equity Discipline disproportionality Effective education of students with more severe needs School climate, bully prevention, restraint/seclusion Elaboration Mental Health Juvenile Justice SISEP, SWIFT Extended Impact High Schools High Needs Schools Tier II, Tier III

The Next Five Years Expand the Effectiveness of PBIS Framework Culturally Responsive Simplify Evaluation PBIS Implementation Inventory Sustainability Tier II, Tier III High School More accessible professional development

PBIS Implementation Inventory Algozzine, B., Barrett, S., Eber, L., George, H., Horner, R., Lewis, T., Putnam, B., Swain-Bradway, J., McIntosh, K., & Sugai, G (2013). School-wide PBIS Implementation Inventory. OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Designed to assess implementation of PBIS at any one, two OR all three tiers Tier I = 14 items Tier II = 12 items Tier III = 17 Items Improved Focus on 1.Culture 2.Classroom 3.Family TIC PBIS BoQ Implementation SSAS Inventory SET PoI

PBIS Imp Inventory Summary

The Next Five Years Expand Collaboration School Mental Health Juvenile Justice Inclusive Systems (SWIFT) Scalable Systems (SISEP)

The Next Five Years Expanding the Impact of SWPBIS High School/ Drop out

What to take away if you are: Getting Started SWPBIS is an evidence-based framework for making schools more effective learning environments. Every school in the U.S. can implement Tier I PBIS with the resources they currently have this year.

PBIS is a Framework Based on Core Features Traditional Approach Manuals Certified Trainers/ Books/ Workshops Emphasis on external experts PBIS Approach Core features of effective environments Multiple strategies to achieve those core features Evidence-based Fit your context Continuous access to fidelity measures to assess if core features are in place, AND access to outcome measures to assess if there are benefits for students. Emphasis on building local capacity for sustained implementation Select, Train, Coach, Performance Feedback

Avoid “PBIS Lite”

PBIS is about Implementation The ideas behind PBIS are easy… it is the implementation that is hard.

PBIS is about Implementation Measure Fidelity Measure frequently Use measures for action planning Stages of Implementation Exploration Installation Initial Implementation Full Implementation Build Local Capacity Trainers Coaches Evaluation Leadership

Improvement Cycles SISEP 2012

Number of Schools Implementing SWPBIS since 2000 September, ,408

Number of Schools Implementation SWPBIS (Tier I) by State September, 2013 Illinois 14 States with more than 500 schools Florida North Carolina Wisconsin

Total number of schools using SWPBIS Total number of schools measuring fidelity Schools at Tier I fidelity Number of PBIS schools (Green) Implementing, (Red) measuring fidelity and (Blue) at Tier I fidelity by state >75% Connecticut Iowa Kentucky Michigan Minnesota Missouri Oregon South Carolina Vermont Florida Illinois North Carolina Wisconsin

What to take away if you are: Getting Better Tier II and Tier III Making PBIS “fit” for all schools Mental Health Academic Gains Establishing Local Training and Coaching Capacity Juvenile Justice

Literacy Risk Tier I Risk Tier II Risk Tier III Risk

What to take away if you are: Getting Sustainable Measuring district capacity as well as school capacity Building systems for braiding initiatives (combining funding, combining strategies)… using the multi-tiered system model as a foundation for all efforts. Predictors of sustainability Collection and use of data Strong administrative support Implementation with fidelity/ Classroom Systems Big Message: SWPBIS is Efficient, Effective and Affordable only if it sustains.

On your way Home Take stock… celebrate what you have done Be clear about your next step What will it take to build effective exemplars? How will you build local training, coaching and evaluation capacity while developing exemplars? How will you collect the fidelity and impact data needed to demonstrate that SWPBIS is “doable” and benefits students? Build whole school cultural of competence at the beginning. Build district capacity as well was school performance

Academic/ Behavior Expertise

Thank you Your active participation in sessions Your planning time together (between sessions, in evening, breakfast planning) Reach out to effective state teams Minnesota Wisconsin Michigan Illinois Be here next year… Be better next year.