1. The Role of District Leadership Teams in PBIS Implementation Rob Horner Rebecca Mendiola University of OregonPBIS Coordinator www.pbis.orgwww.pbis.orgSanta Clara County Office of Education

2. Assumptions All districts have schools implementing PBIS Some district leadership teams have extensive PBIS experience, others have limited experience. Recent research by McIntosh et al., indicates that the quality of the district leadership team is among the more important variables affecting the quality and sustainability of PBIS implementation. Challenge associated with aligning multiple initiatives

3. Districts are the key to Implementation Student is the unit of analysis School is the unit of intervention District is the unit of implementation State is the unit of coordination

4. Goals Define the purpose of PBIS Define the role and functions of district leadership teams Build action plans to enhance district leadership Propose one measure of district implementation capacity.

5. Why PBIS? The fundamental purpose of PBIS is to make schools more effective and equitable learning environments. Predictable Consistent Positive Safe

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

8. 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 Freeman, J., Simonsen, B., McCoach D.B., Sugai, G., Lombardi, A., & Horner, ( submitted) Implementation Effects of School-wide Positive Behavior Interventions and Supports on Academic, Attendance, and Behavior Outcomes in High Schools. 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

9. What is School-wide Positive Behavior Intervention and Support (PBIS)? School-wide PBIS is: A multi-tiered framework for establishing the social culture and behavioral supports needed for a school to achieve behavioral and academic outcomes 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

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

11. Ask Students Do you know the expectations? What does it look like here? Has anyone acknowledged you for doing things right in the past two weeks?

13. 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

14. 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 27 Main Ideas: 1.Invest in prevention first 2.Multiple tiers of support intensity 3.Early/rapid access to support

15. Using PBIS to Achieve Quality, Equity and Efficiency QUALITY: Using what works; Linking Academic and Behavior Supports North Carolina (valued outcomes) Michigan (behavior and literacy supports) Commitment to Fidelity Measures Building functional logic/ theory/ practice (Sanford) 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

16. Schools using PBIS February, 2015 20,384 20% of all Schools in US

17. Number of Schools Implementation SWPBIS (Tier I) by State February, 2015 14 States with more than 500 schools

18. Proportion of Schools Implementing SWPBIS by State February, 2015 13 States with at least 40% of all schools using PBIS

19. Lessons Learned Implementation Leadership Team Local Demonstrations Build Policy Foundation Build Technical Capacity

20. Leadership Team Active Coordination Funding Visibility Political Support TrainingCoachingEvaluation Local School/District Teams/Demonstrations Behavioral Expertise Policy

21. Districts District Implementation Team Right People (5-10) Adequate authority (schedule, funds, personnel, policy) Meeting schedule (monthly) Adequate coordination support Measures of impact Coherent District Policy Social behavior is a priority in district improvement plan (e.g. LCAP) District commitment to selecting practices that are evidence-based District process for aligning multiple initiatives.

22. District Leadership Team Evaluation Capacity Data systems that inform decision-making and provide policy feedback ** Fidelity and Impact Recruitment, Hiring, Evaluation “Preference will be given to individuals with knowledge and experience in implementation of multi-tiered academic and behavior supports.”

23. Districts Annual Faculty/Staff Orientation Defines PBIS as a priority Defines what to expect in a school using PBIS. 30-60 min of annual orientation Professional Development (Training) PD is always tied to core improvement goals PD typically involves distributed training (multiple events) PD is always linked to on-site coaching. PD is always linked to a fidelity measure Coaching Prompting, Fluency Building, Performance Feedback, Adaptation HOW Drivers

24. Districts Annual Faculty and Staff Evaluations Staff evaluations include assessment of whether multi-tiered systems of support are implemented (e.g. OTISS) Development of Targeted Expertise Schools have access to individuals with the skills to perform, train, coach and support Tier II and Tier III supports. This expertise may be within the district, or from a regional support entity. Development of Exemplar Sites

25. Leadership Team Active Coordination Funding Visibility Political Support TrainingCoachingEvaluation Local School/District Teams/Demonstrations Behavioral Expertise Policy

26. Summary PBIS is a framework for improving the effectiveness, efficiency and equity of schools PBIS is evidence-based PBIS implementation requires an active and effective district leadership team Data-based Decision-making is a central part of PBIS Fidelity of PBIS (Tiered Fidelity Inventory) Impact on Students (Tier I, Tier II, Tier III) Capacity of District (DCA)

28. PBIS Science Values Vision Practices that work Practices that affect quality of life Practices that are practical, durable and available