The District Role in Implementing and Sustaining PBIS Rob Horner University of Oregon OSEP Center on PBIS www.pbis.org

Main Idea Build district capacity to support effective practices. Classroom Supports for Students School-wide Systems (curriculum, staff development, coaching, data) District Capacity (Data Systems, Policies, Hiring, Orientation, Eval)

School-wide Positive Behavioral Interventions and Supports (PBIS) Build a continuum of supports that begins with the whole school and extends to intensive, wraparound support for individual students and their families.

What is School-wide Positive Behavior Interventions and Supports? Horner, Sugai & Anderson (2010), Examining the Evidence Base for School-wide PBIS. Focus on Exceptional Children, 42 (8), 1-14 Randomized control trials indicate that SWPBIS is linked to: Reduction in ODRs, Improved academic achievement, Perceived improvement in school safety Perceived improvement in teacher efficacy School-wide PBIS is: A systems framework for establishing the social culture and behavioral supports needed for a school to be an effective learning environment for all students. Evidence-based features of SW-PBIS 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

Schools Adopting SWPBIS by Year School-wide PBIS

Schools use SWPBIS (Feb, 2011) 11 states with over 500 schools 3 states with over 1000 schools Illinois Florida Texas Oregon

Percentage of Schools using SWPBIS by State 3 states > 60% 6 states > 40% 10 states > 30% Illinois Maryland Oregon

Schools Adopting School-wide PBIS in Oregon

Findings SWPBIS is possible (at all grade levels) SWPBIS is associated with: 20-60% reduction in problem behavior (ODRs) Increases in academic performance Perception of school as a safe environment Improved self-assessment of faculty effectiveness

Mean Percentage of Students Statewide with Majors 2009-10

Out of School Suspension per 100 Students Enrolled Middle Schools High Schools

National Medians .22 .50 .68 .42

What is What can be What is needed What is possible Elementary School with 150 Students 4/21/2017 Compare with National Median 150 / 100 = 1.50 1.50 X .22 = .33 What is What can be What is needed What is possible We want to review the trend, peaks in problems, and compare our average with the national summary data median per day per 100 students. (red line = median, purple line= 75th percentile, bluish line 25th percentile) Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. 2008

Average Major Discipline Referrals per 100 Students by Cohort

Percent of Students meeting DIBELS Spring Benchmark for Cohorts 1 - 4 (Combined Grades) Spring ’09: 62,608 students assessed in cohorts 1 - 4 5,943 students assessed 8,330 students assessed 32,257 students assessed 16,078 students assessed

Percent of Students at DIBELS Intensive Level across year by Cohort

Impact on Teacher Effectiveness

Role of District: Quality, Equity, Efficiency Build capacity to implement effective practices Focus on student outcomes Focus on fidelity with which effective practices are used. Avoid doing too many different things at one time Stages of implementation Alignment of district practices

Lessons Learned Measure FIDELITY as well as impact Are we doing what we said we would do? Is what we are doing benefiting students?

Implement what works and what fits Are the strategies/practices in the district focused on core student outcomes Academic excellence Behavioral competence Attendance/ graduation Health and safety Are the strategies/ practices in the district a good fit with the students/ families/ faculty/ staff of the district. Does this build on what we already do well? Do we actually know how to do this? Are we comfortable doing this practice?

Stages of Implementation Implementation occurs in stages: Exploration Installation Initial Implementation Full Implementation Innovation Sustainability 2 – 4 Years Implementation is a repeating process Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

Successful Student Outcomes Program/Initiative/Framework Performance Assessment (Fidelity) Coaching Systems Intervention Training Facilitative Administration Competency Drivers Organization Drivers There are two categories of Implementation Drivers: Competency and Organization. When these core components are in place they provide the support to a successful implementation that will be sustained. Competency Drivers are mechanisms that help to develop, improve, and sustain one’s ability to implement an intervention to benefit students. Competency Drivers include: Selection, Training, Coaching, and Performance Assessment Organization Drivers are mechanisms to create and sustain hospitable organizational and systems environments for effective educational services. Organization Drivers include: Decision Support Data System, Facilitative Administration, and Systems Intervention PD is not a panacea to address every problem PD must be housed in a systems to support this effective practices resulting in successful sustainable student outcomes. Core Implementation Drivers Selection Decision Support Data System Leadership Adaptive Technical © Fixsen & Blase, 2008

Lessons Learned Avoid “Initiative Overload” by aligning efforts for improvement All initiatives tied to core outcomes All initiatives are “evidence-based” All initiatives have proven implementation effectiveness and efficiency (e.g. at least 50 schools in Oregon) All initiatives define the “systems” needed for sustainability All initiatives have efficient measures of fidelity

Using RtI to Minimize Initiative Overload Wraparound Early Intervention Literacy Equity Positive Behavior Support Family Support Math Response to Intervention

Alignment for Systems change Primary Prevention Universal Screening Multi-tiered Support Early Intervention Progress Monitoring Systems to support practices Response to Intervention/Prevention Early Intervention Literacy Wraparound ALIGNMENT Math Family Support Behavior Support Student Outcomes © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 (c) Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 27

Lesson Learned 14 Core School Functions 8 District Actions

Building District-wide Capacity Effective and Efficient Foundation Practices Establishing a Universal System of Support 1. Effective Curriculum 2. Unambiguous Instruction 3. Adequate intensity 4. Reward System 5. Error Correction System

Building District-wide Capacity 2. Universal Screening 6. Collect information on all students at least twice a year 7. Use data for decision-making 2 or more ODRs SSBD is used in Illinois

Jennifer Frank, Kent McIntosh, Seth May Cumulative Mean ODRs Per Month for 325+ Elementary Schools 08-09 Cumulative Mean ODRs

Building District-wide Capacity 3. Continuum of Evidence-based Practices 8. Targeted interventions for students “at risk” 9. Intensive, Individualized interventions for students with more significant needs 10. Early Intervention

Building District-wide Capacity Progress Monitoring 11. Collection of data on a monthly, weekly, daily rate 12. Use of data for decision-making

Building District-wide Capacity 13. Assessing the extent to which we are implementing what we claim to implement 14. Use of the data for decision-making 5. Fidelity Monitoring Team Checklist

Problem Solving Meeting Foundations 4/21/2017 Identify Problems Team Initiated Problem Solving (TIPS) Model Develop Hypothesis Evaluate and Revise Action Plan Collect and Use Data The TIPS model The larger outer circle is the system of Meeting Foundations that supports the use of the problem solving model Meeting Foundations were taught earlier in the training The inner circles provide the strategies for using data to identify and solve problems Discuss and Select Solutions Develop and Implement Action Plan 1,7,11 Problem Solving Meeting Foundations Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. 2008

Implications for Systems Change District policy Clear statement of values, expectations, outcomes Ability to conduct universal screening and progress monitoring assessments District provides efficient options for universal screening and progress monitoring measures Recruitment and hiring Expectations defined in job announcements Annual faculty orientation

Implications for Systems Change Professional development Focused strategies for staff development in core skills Always train teams not individuals Match training with access to coaching support Coaching Capacity Training linked to on-site assistance to implement

and Use new Skills in the Classroom) Competent Implementation    OUTCOMES (% of Participants who Demonstrate Knowledge, Demonstrate new Skills in a Training Setting, and Use new Skills in the Classroom) TRAINING COMPONENTS Knowledge Skill Demonstration Use in the Classroom Theory and Discussion 10% 5% 0% ..+Demonstration in Training 30% 20% …+ Practice & Feedback in Training 60% …+ Coaching in Classroom 95% The 2002 meta-analysis of training and coaching data by Joyce and Showers makes a compelling case for the need for skillful coaching. Only when training was accompanied by coaching in the service setting – in this case a classroom, was there substantial implementation in the practice setting. These findings move supervision from systems that monitor units of service, react to crises and advise around case specifics to active coaching systems that monitor adherence to evidence-based practices, are purposeful in developing practitioner skills and offer support in trying out new approaches during that “awkward stage” just after training.   Joyce and Showers, 2002 (c) Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 39

Implications for Systems Change Annual evaluations Expectations assessed as part of annual evaluations Recruitment of individuals with training, coaching, and implementation skills Advanced skills in literacy supports Advanced skills in behavior supports

Summary Fiscal constraints create opportunities Efficient Improvement through integration and collaboration Implement practices that are evidence-based Implement practices with the systems needed for sustainability and impact. Emphasize measuring for improvement, not just “accountability” or “compliance” Are we doing what we said we would do? Are practices benefiting students?