1. Moving PBIS Forward with Quality, Equity and Efficiency 2013 Utah MTSS Conference Rob Horner, University of Oregon www.pbis.orgwww.pbis.org www.uoecs.orgwww.uoecs.org

2. Goals Context for conference Themes that unite us Current and future directions for PBIS  Quality  Equity  Efficiency

3. Data use: What to collect, how to use it Focus of Utah MTSS Sessions

4. As You Attend Sessions What are the specific procedures? How do the procedures benefit students? What is the science supporting recommendations in the session? What are the systems for achieving implementation and sustainability?

5. Challenge: A New Message Re-designing future education Effective practices (Quality) Equitable practices (Equity) Efficient practices (Efficiency) KEY MESSAGE: As Resources are ADDED back to Education we must be prepared to use those resources differently, better, more efficiently than we have in the past

6. What Quality Equity Efficiency How Evidence-based practices Multi-tiered Systems of Support Organizational Systems that support effective practices

7. Themes Affecting Education: Multi-tiered Systems, Evidence-based Practices, Organizational Systems Performance Assessment (Fidelity) Coaching Training Selection Systems Intervention Facilitative Administration Decision Support Data System Competency Organization Effective Implementation Multi-tiered Systems of Support Evidence-based Practices Organizational Systems Quality Equity Efficiency

8. Evidence-based Practices Evidence-based Practice versus Evidence-based Intervention Collection and use of data (fidelity data and impact data) --------------------------------------------------------------------------------- 1. Clearly define procedures 2. Identify “for whom” the intervention is expected to benefit, and “by whom” the intervention is expected to be delivered 3. Clearly defined outcomes If we use this procedure, what can we expect 4. Empirical support Peer-reviewed research documenting that use of practice is associated with valued outcome

9. 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 Procedures and Systems

10. Implementation Science Start with effective practices Define key “Implementation Drivers” that combine to achieve: Selection, Training, Coaching, Performance Feedback, Data-based decision cycles, administrative coherence. Define Stages of Implementation and Criteria for Each Stage Exploration, Installation, Initial Imp, Full Implementation Define the Cascading Process of Implementation Impact Exemplar schools, district, region, state Student/family/ faculty

11. © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 Federal SPENDING on K-12 Education under the Elementary and Secondary Education Act and NAEP READING Scores (Age 9)

12. Activity: Consider a Practice your school uses (academic, behavior, etc) Write the name/label of the practice Define the core features (if you were to walk into a school, can you determine if the practice is in place?) For whom is the practice intended? Who should use the practice? What are the outcomes expected? Is there peer-reviewed research supporting the effectiveness of the practice? How convincing? Do you regularly measure  Fidelity (are we doing the practice as intended?)  Impact (is the practice benefiting students?) Consider doing this with your faculty…or sharing your answers with your faculty. How might you use these questions to select a new practice? Literacy Math Behavior (bullying?)

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

14. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence, Academic Achievement and Safety Supporting Decision Making School-wide PBIS

15. 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

16. What is “School-wide Positive Behavior Interventions and Support?” School-wide PBIS is:  A 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 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

17. Establishing a Social Culture Common Vision/Values Common Language Common Experience MEMBERSHIP

18. Elements of Effective School Climate Clear expectations Caring relationships Meaningful participation Perceived school safety School connectedness Low violence perpetration Low violence victimization Low harassment and bullying Low substance use at school Adam Voight | Gregory Austin | Thomas Hanson A Climate for Academic Success: How School Climate Distinguishes Schools That Are Beating the Achievement Odds (2013)

19. Goal & Results The goal of this study is to determine what makes successful schools different from other schools. Rather than define success in absolute terms—such as the percentage of students who are proficient on a standardized test—this study’s definition is based on whether or not a school is performing better than predicted given the characteristics of the students it serves. Using data from over 1,700 California public middle and high schools, 40 schools were identified that consistently performed better than predicted on standardized tests of math and English language arts achievement. These schools were labeled “beating-the-odds” (BTO) schools “The results of this study show that ‘Beating The Odds’ schools had substantially more positive levels of school climate than other schools”.

20. School Climate Index: Total Score

21. 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), 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 Bradshaw, Pas, Goldweber, Rosenberg, & Leaf, 2012 Bradshaw, C., Waasdorp, T., & Leaf P. (in press) Examining the variation in the impact of School-wide Positive Behavioral Interventions and Supports. Pediatrics SWPBIS Experimentally Related to: 1.Reduction in problem behavior 2.Increased academic performance 3.Increased 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 SWPBIS Experimentally Related to: 1.Reduction in problem behavior 2.Increased academic performance 3.Increased 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

23. Number of Schools Implementing SWPBIS since 2000 19,054

24. Count of School Implementing SWPBIS by State February, 2013 13 States > 500 Schools Illinois Utah

25. Proportion of Schools Implementing SWPBIS by State February, 2013 10 states with over 40% of all schools implementing SWPBIS

26. Count of School Implementing SWPBIS by State February, 2013 13 States > 500 Schools Utah Illinois

27. Schools Implementing SWPBIS by State Green = Total Schools Implementing SWPBIS Red = The Number of Schools Reporting Fidelity Data on www.pbisassessmentwww.pbisassessment Blue = The number of schools reporting Fidelity Data at criterion (Tier I). Schools using SWPBIS Schools using SWPBIS and reporting Fidelity Data

28. Schools Implementing SWPBIS by State Green = Total Schools Implementing SWPBIS Red = The Number of Schools Reporting Fidelity Data on www.pbisassessmentwww.pbisassessment Blue = The number of schools reporting Fidelity Data at criterion (Tier I). Schools using SWPBIS Schools using SWPBIS and reporting Fidelity Data Schools using SWPBIS At Fidelity Criterion

29. ~80% of Students ~15% ~5% ESTABLISHING CONTINUUM of SWPBS SECONDARY PREVENTION Check in/ Check out Targeted social skills instruction Anger Management Social skills club First Step to Success TERTIARY PREVENTION Function-based support Wraparound Person-centered planning Check and Connect PRIMARY PREVENTION Teach SW expectations Consistent Consequences Positive reinforcement Classroom Systems Parent engagement Bully Prevention SECONDARY PREVENTION TERTIARY PREVENTION PRIMARY PREVENTION

30. 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% SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT Main Ideas: 1.Invest in prevention first 2.Multiple tiers of support intensity 3.Early/rapid access to support

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

32. ~80% of Students SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT

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

34. Activity: Consider your implementation of SWPBIS NO: 1 2 3 4 5 YES Team Training in SWPBIS procedures – Tier I1 2 3 4 5 – Tier II1 2 3 4 5 – Tier III1 2 3 4 5 Coaching to get it right? 1 2 3 4 5 At least annual assessment of fidelity 1 2 3 4 5 TIC, SET, BoQ…. (see www.pbisassessment.org)www.pbisassessment.org Student outcome measures used for decision making – ODRs per day (mining by behavior, location, time, person, function) 1 2 3 4 5 – CICO points (or equivalent) 1 2 3 4 5 – Individual student information system 1 2 3 4 5 – Team decision-making 1 2 3 4 5 Regular reporting to district decision-makers 1 2 3 4 5 What ONE improvement would benefit SWPBIS implementation and student behavioral outcomes in your school

35. Quality, Equity, Efficiency

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

37. Office Discipline Referrals per 100 students per school day Illinois 2011-12 ODR per 100 per day N = 92 schools N = 486 schools Eber et al., 2013 40%

38. Mean Students Suspended per year Illinois 2011-12 Mean count of students suspended N = 81 schools N = 347 schools Eber et al., 2013 60%

39. Mean Days of Student Suspension per year Illinois 2011-12 Mean school suspension days N = 80 schools N = 416 schools Eber et al., 2013

40. 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 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

41. Literacy Risk Tier I Risk Tier II Risk Tier III Risk

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

43. Equity Delivering effective education to all students Race, ethnicity, socio-economic class, rural (small school), language, cultural preferences. Tier I: Using practices that are effective Establishing locally referenced social norms Predictability, Consistency, Positive, Safe Tier II and Tier III Adapt to needs of specific students Differentiated instruction with progress monitoring.

44. Preliminary Evidence: When PBIS is linked to reduction in ODRs does reduction occur for students from all ethnic groups? From: Vincent, Cartledge, May & Tobin, 2009 Main Messages: 1.Reduction in ODRs occurred for all ethnic groups 2.Racial disproportionality remained, just at a lower level of intensity.

45. Efficiency Time, Effort, Money ------------------------------------------------------------------------------ Prevention is cost-effective Efficient scaling of SWPBIS requires adjusting HOW implementation is done.

46. Pre PBIS Year 1 Year 2 Year 3

47. 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 121 6-hour school days

48. Being Practical Implement SWPBIS locally One Example: Tier II and Tier III behavior support Identify students in need of more support Conduct assessment (behavioral, academic, social, mental health) Develop an individualized plan Technically sound Contextually appropriate Implement How to do this efficiently? Kathleen Strickland-Cohen

49. Major Challenges at Full Implementation Building Depth Full Implementation of Tier I does not always include full implementation of Tier II and Tier III procedures Building Breadth Documentation with one “exemplar” does not ensure implementation across the full set of classrooms, schools, districts Sustainability Achieving full implementation may be a transient accomplishment without on-going focus on improvement.

50. Building Depth Build on Local Capacity Invest in building the personnel with the “deep” knowledge as you implement Tier I. Use these more skilled people to establish depth. NOTE: Most Tier I practices may be implemented with minimal challenges to the current system. Most Tier II, Tier III practices require modifications to the current system Consider Behavior Support: Check-in / Check-out Reallocation of personnel Modification in collaboration with families Use of data for decision-making Function-based Support Change in role for District Behavior Specialist Change in role for student/family Change in use and collection of data

51. Building Breadth Modify Implementation Process as you Scale Up The strategies for establishing initial exemplars are seldom the strategies that can be used to scale up. Shift from infrequent centralized training to distributed, frequent training Shift from training using external experts, to training using local talent. Scaling up requires improved efficiency in implementation. Scaling up requires increased structure (more people doing the training and support requires increased coordination) Hold coaching and training forums Define expectations: Certify the OUTCOMES of training… do NOT certify trainers.

53. Summary PBIS is expanding to an increasingly wide range of settings/ disciplines. We need to remain clear about the themes that unite us PBIS is more relevant today than ever because of the promise we bring:  Quality, Equity, Efficiency Leave the Conference energized  Impressed by the knowledge of your peers  Informed about practices and procedures that work  Clear about how you will bring the promise of PBIS to your students and families