Implementing School-wide PBIS Pennsylvania PBIS Implementer’s Forum Rob Horner University of Oregon

Free powerpoint template: 2 Goals Using science and technical assistance to produce large-scale social change. Lessons learned from School-wide PBIS –Focus on Quality, Equity, Efficiency

Quality, Equity, Efficiency

Quality (PBS works) Evidence-based Practices Behavior Support Family Systems Social skills development Equity (PBS works for all) All Students Race/ Ethnicity Disability Gender Sexual Preference Efficiency (PBS saves time and money) Procedures and Systems Practical Acceptable Effective/ Better Economical

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? 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

School-wide PBIS: Outcomes Reduction in problem behavior Improved academic performance Improved perceived school safety Reduction in staff turnover Examining the Evidence Base for School-Wide Positive Behavior Support 2010 Focus on Exceptional Children, 49, (8) 1-14.

Schools adopting SWPBIS by year 14,325 Schools Adopting School-wide PBIS 14,325 Schools Adopting School-wide PBIS

Schools use SWPBIS (Feb, 2011) 11 states with over 500 schools 3 states with over 1000 schools 11 states with over 500 schools 3 states with over 1000 schools Illinois Pennsylvania TexasMaryland

Percentage of Schools using SWPBIS by State 1 state > 60% 5 states > 40% 7 states > 30% 1 state > 60% 5 states > 40% 7 states > 30% Illinois Pennsylvania Delaware

Using PBS to Achieve Quality, Equity and Efficiency QUALITY: Using what works; Linking Academic and Behavior Supports –Steve Goodman (valued outcomes) –Commitment to Fidelity Measures –Building functional logic/ theory/ practice EQUITY: Making schools work for all –Scott Ross –Russ Skiba –Vincent, Cartledge, May & Tobin –Bully prevention EFFICIENCY: Working Smarter: Building implementation science into large scale adoption. –Using teacher and student time better. –Dean Fixsen/ Oregon Dept of Education

Pre PBIS Year 1 Year 2 Year 3

What does a reduction of 850 office referrals and 25 suspensions mean? Kennedy Middle School Savings in Administrative time ODR = 15 min Suspension = 45 min 13,875 minutes 231 hours 29, 8-hour days Savings in Student Instructional time ODR = 45 min Suspension = 216 min 43,650 minutes 728 hours hour school days

Oregon Department of Education Proposed Policy on Scale-worthy Practices Dr. Dianna Carrizales-Englemann Not Effective Traditional Promising Scale Worthy

Oregon Department of Education Proposed Policy on Scale-worthy Practices –Practice addresses a core educational outcomes (e.g. reading, math, writing, graduation, social behavior) –Practice is operationally defined –Practice includes formal systems/ strategies for professional development. –Practice includes formal system for measuring both fidelity and impact on student outcomes. –Practice includes strategies for sustainability and continuous improvement –Practices has been proven feasible, socially acceptable and effective in at least 50 schools in Oregon. –Practice is documented as evidence-based Dr. Dianna Carrizales-Englemann

Implementation Stages Take the time to “do it right” Don’t launch a new plan without making sure it fits your context.

Stages of ImplementationFocusStageDescription Exploration/ Adoption Decision regarding commitment to adopting the program/practices and supporting successful implementation. InstallationSet 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. ElaborationExpand the program/practices to other locations, individuals, times- adjust from learning in initial implementation. Continuous Improvement/Re generation Make it easier, more efficient. Embed within current practices. Getting it right Making it better Should we do it

District Leadership Team Funding Visibility Political Support TrainingCoachingEvaluation Local Demonstrations of Implementation Success With Benefits for Students Active Coordination Behavioral Expertise Policy

Two Themes worth of Emphasis Establishing Training/Coaching Capacity Build from District Action Planning Free powerpoint template: 19

Core Implementation Components © Fixsen & Blase, 2008 Successful Student Outcomes Competency Drivers Organization Drivers Leadership Program/Initiative/Framework (e.g. RtI) How: What: Why: Professional Development/ Professional Learning Professional Development/ Professional Learning Capacity to provides direction/vision of process Staff capacity to support students/families with the selected practices Institutional capacity to support staff in implementing practices with fidelity

© Fixsen & Blase, 2008 Performance Assessment (Fidelity) Coaching Training Selection Systems Intervention Facilitative Administration Decision Support Data System Integrated & Compensatory Competency Drivers Organization Drivers Leadership AdaptiveTechnical Successful Student Outcomes Program/Initiative/Framework (e.g. RtI)

Training Outcomes Related to Training Components Training Outcomes Training Components Knowledge of Content Skill ImplementationClassroom Application Presentation/ Lecture Plus Demonstration Plus Practice Plus Coaching/ Admin Support Data Feedback 10% 5% 0% 30% 20% 0% 60% 60% 5% 95% 95% 95% Joyce & Showers, 2002

Exploration Adoption Installation Initial Implementation Elaboration Continuous Improvement District Exploration Adoption Installation Initial Implementation Elaboration Continuous Improvement Model Schools Universal Supports Exploration Adoption Installation Initial Implementation Elaboration Continuous Improvement Model Schools Targeted/Intensive Supports Exploration Adoption Installation Initial Implementation Elaboration Continuous Improvement Scale-Up Schools Targeted/Intensive Supports Continuous Improvement Exploration Adoption Installation Initial Implementation Elaboration Scale-Up Schools Universal Supports Embedded Stages within District Implementation of RtI Steve Goodman

Schools

Summary Students benefit both academically and behavioral when SWPBIS is implemented. Implementation requires attending not just to effective practices but to effective systems Using data for decision-making is essential Making SWPBIS work means attending to Quality, Equity and Efficiency