1. Rob Horner University of Oregon www.pbis.org
Building the Capacity of Schools, Districts and States to Implement School-wide PBIS
Rob Horner
University of Oregon

2. Goals Define current status of PBIS implementation in the U.S.
Summarize features of Schools that are successful at implementing and sustaining PBIS with functional outcomes for students.
Define features of Districts that establish the capacity to implement PBIS at scales of social significance.
Define features of States that establish capacity to implement PBIS at scales of social significance

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

4. SWPBIS: Building Effective Schools

5. Main Messages Effective (academic, behavior)
PBIS works.
Effective (academic, behavior)
Equitable (all students succeed) Efficient (time, cost)

6. Main Message: Build Capcity
Schools
Implement with high fidelity at all three tiers
Expect more from your districts and states
District/ Region
Build Training, Coaching, Evaluation and Technical Expertise needed
Build capacity to sustain PBIS
Adapt to geography and size
States
Provide functional leadership
Implement with a full “slice” of the educational system
Align initiatives
Provide the data systems, training, coaching and evaluation needed

7. 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

8. 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

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

10. Culturally Knowledgeable
School-wide PBIS
Culturally Equitable Academic &
Social Competence
OUTCOMES
Culturally Relevant
Support for
Student
Behavior
Culturally Valid
Decision
Making
PRACTICES
DATA
SWPBS: Four Elements
SWPBS builds from a focus on student Outcomes: academic achievement, social competence, and safety.
SWPBS “Practices” are the behaviors of adults that affect how students perform. These are the daily, classroom, and on-going discipline practices of the school
SWPBS “Systems” are the organizational decisions and structures that support effective STAFF Behavior. A major strength of SWPBS is the emphasis on practices delivered WITH the systems needed to support the practices.
The use of data for decision-making is the single most important system within SWPBS. This element is used both to ensure the SWPBS practices are tailored to the local context/culture, and to benefit the continuous regeneration needed for sustained implementation.
SYSTEMS
Culturally Knowledgeable
Staff Behavior

11. Outcomes Practices Systems Data Standardized Assessments
School-wide behavior expectations
Class-wide Behavior expectations and routines
Academic Success
Social Emotional Competence
Practices
School-wide Instruction on Expectations
Class-wide Instruction on Routines
Active Supervision
Effective Recognition
Corrective Consequences
Function-based Support
Systems
Team-based
Supportive Leadership
Selection, Training, Coaching
Multi-tiered Support
Policies and funding
Data
Universal Screening
Progress Monitoring
Implementation Fidelity
Standardized Assessments

12. Experimental Research on SWPBIS
SWPBIS Experimentally Related to:
Reduction in problem behavior
Increased academic performance
Increased attendance
Improved perception of safety
Reduction in bullying behaviors
Improved organizational efficiency
Reduction in staff turnover
Increased perception of teacher efficacy
Improved Social Emotional competence
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

13. Number of Schools Implementing SWPBIS since 2000
January, 2014
19,960

14. 14 States with more than 500 schools
Number of Schools Implementation SWPBIS (Tier I) by State
January 2014
14 States with more than 500 schools

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

16. Building Capacity: Schools
Focus on “core features” that deliver valued outcomes.
PBIS is a framework for organizing practices that deliver core features. The core features should be documented to produce valued outcomes.
Framework
Practice
Core
Feature
Valued
Outcomes
PBIS
Selection and teaching of school-wide Expectations
School-wide Expectations
Improved Social and Academic Competence for Students

17. Schools Define and distinguish between Practices Core features
Valued outcomes

18. Procedures  Core Features
Effective Procedure
Effective Procedure
Effective Procedure
Effective Procedure
Technology
Technology
Cultural/ Contextual Fit
Core Features
Science
Values
Valued Outcomes

19. Implications Certify, and Promote “core features”
Do not certify people
Do not certify manuals or programs
Measure “Core Features”… use for decision-making
Measure fidelity by assessing if “core feature” is in place
Provide examples of multiple practices (ways) to achieve core features
Focus on “contextual fit” variables that guide selection of effective practices.

20. Building Capacity: Schools
Anticipate implementation error patterns

21. Invest in prevention first Multiple tiers of support intensity
Tertiary Prevention:
Specialized
Individualized
Systems for Students with High-Risk Behavior
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
~5%
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behavior
~15%
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
Main Ideas:
Invest in prevention first
Multiple tiers of support intensity
Early/rapid access to support
~80% of Students 27

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

23. Building Capacity: Schools
Measure “fidelity of implementation”
As a DV to assess implementation practices
As an IV to improve level of adoption.
Fidelity measures should focus on the “core features” of any practice.

26. 2014 Tiered Fidelity Inventory October 2014 School-wide PBIS
OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports
2014
Algozzine, B., Barrett, S., Eber, L., George, H., Horner, R., Lewis, T., Putnam, B., Swain-Bradway, J., McIntosh, K., & Sugai, G (2014). School-wide PBIS Tiered Fidelity Inventory. OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports.

27. PBIS Tiered Fidelity Inventory
Assesses PBIS implementation at all three tiers.

28. Building Capacity: Schools
Focus on “efficiency” of practices
Time
Money
Expertise of personnel
Match with existing organizations/ systems.
1. Efficiency for adoption
2. Efficiency for sustained performance
NOTE:
Differences in Efficiency across Multiple Tiers of Support

29. Time Cost of a Discipline Referral (Avg
Time Cost of a Discipline Referral (Avg. 45 minutes per incident for student 30 min for Admin 15 min for Teacher)
1000 Referrals/yr
2000 Referrals/yr
Administrator Time
500 Hours
1000 Hours
Teacher Time
250 Hours
Student Time
750 Hours
1500 Hours
Totals
3000 Hours

30. Pre PBIS Year Year Year 3

31. 121, 6-hour school days 29, 8-hour days
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

32. Building Capacity: Schools
WHAT
Interventions
Use Implementation Science
Implementation Drivers
Stages of Implementation
Improvement Cycles
WHEN
Stages
WHO
Teams
HOW
Drivers
HOW
Cycles

33. Implementation Drivers An Active Implementation Framework
Performance Assessment (fidelity)
Coaching
Training
Selection
Integrated & Compensatory
Systems
Intervention
Facilitative
Administration
Decision Support
Data System
Adaptive
Technical
Competency Drivers
Organization Drivers
Leadership Drivers
Consistent Uses of Innovations
Reliable Benefits
Integrated & Compensatory

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

35. Stages of Implementation
Focus
Stage
Description
Exploration/
Adoption
Decision regarding commitment to adopting the program/practices and supporting successful implementation.
Installation
Set 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.
Elaboration
Expand the program/practices to other locations, individuals, times- adjust from learning in initial implementation.
Continuous Improvement/ Regeneration
Make it easier, more efficient. Embed within current practices.
Should we do it
Getting it right
Implementation is not an event
A mission-oriented process involving multiple decisions, actions, and corrections
Making it better
Steve Goodman

36. Improvement Cycles
© 2012 Karen A. Blase and Dean L. Fixsen

37. Main Messages
Sustained and High Fidelity Implementation of SWPBIS requires active District Support.
Especially for Tiers II and III
Student = unit of impact
Schools = unit of analysis
District = unit of implementation

38. Local School/District Teams/Demonstrations
Visibility
Political
Support
Funding
Policy
Leadership Team
Active Coordination
Training
Coaching
Behavioral
Expertise
Evaluation
Local School/District Teams/Demonstrations
Sugai et al.,

39. Implications for Schools
Build commitment from Administration, Faculty, Students and Families that attention to social culture is important
Implement SCHOOL-WIDE, multi-tiered systems.
Build on what you already do well
Never stop doing what already works
Always implement the smallest change that produces the largest effect.
Never adopt something new without defining what you will STOP doing to create the resources needed for new adoption.
Measure fidelity of implementation as well as impact
Measure fidelity frequently, and use the information to guide improvement.
Report outcomes to families, faculty, community and administration.

40. Implications for Schools
Expect more support from your district (or regional unit)
Initial personnel orientation
Data systems
Fidelity
Universal Screen and Progress Monitor
Standardized Assessments
Support for Tier II, and Tier III implementation
Role of school psychologist, counselor, social worker
Tier II
Tier III
Increased structure
Assessment: FBA, Mental Health, Academic, Physical
Increased frequency of recognition/ feedback
Comprehensive support plan
Self-assessment
Fidelity measures
Link home and school
Outcome measures

41. Building Capacity: Districts/ Regions

42. Building Capacity: Districts/ Regions
Three different conditions:
Stand alone district
Urban district
Clusters of rural / small districts
Common Goals:
Different Organizational Challenges

43. Building Capacity: Districts/ Regions
Initial Implementation
Build commitment (focus on valued outcomes)
Establish leadership team
Invest in Exemplars… but build capacity as you do this
Invest in building district capacity to
Implement with fidelity
Implement with depth
Implement with breadth (scale)
Implement with sustainability
Full Implementation
Use of evaluation data
Iterative commitment events.

44. Building Capacity: District/ Region
Real implementation means providing the technical assistance to establish durable systems.
Selection of Personnel
Training
Coaching
Performance Feedback
Data systems for effective decision-making
Problem solving by teams and administration
Effective engagement of families and community
“Preference is given for individuals with demonstrated knowledge and skill in implementation of school-wide academic and behavior supports”
Position Description
Faculty Evaluation
Annual Orientation

45. Building Capacity: District/ Region
Data systems
Fidelity of implementation
Universal Screening
Progress Monitoring
Standardized student outcomes
Stages of Implementation
Exploration
Installation
Initial implementation
Full implementation
Measure District Capacity
District Capacity Assessment www. Scalingup.org

46. Building Capacity: States
Lead with clarity
Establish a leadership team with the goal of improving the capacity for implementation
Implement to change the full system
Focus on a slice of the full system as your implementation target
Guide adoption of practices
Define core features expected in schools
Align initiatives to avoid competition and conflict
Braid initiatives at the point of common budget
Provide that data systems needed for capacity development
Fidelity, and Impact at the school level
Implementation capacity at the district level
Invest in functional capacity for implementation
Training, Coaching, Evaluation, Technical Expertise

47. Building Capacity: States
State Implementation Stages
Exploration
Initial Implementation (Exemplars).
Scaling paper ( schools)
Evaluation data
Reinvestment
State capacity
Policy change
State
District/ Region
Schools

48. Building Capacity: States
1. Selection of effective practices
2. Establish expectations
Schools should create a coherent social culture that promotes learning.
Students should graduate with academic AND social skills
3. Establish iterative improvement system
Report on social culture of school
4. Build the training, coaching and evaluation capacity at the state level.
5. Align initiatives and expectations to promote efficiency and outcomes.

49. Oregon Promising Practices
Criteria for Selection an Educational Practice:
Practice addresses a major educational goal
Procedures are operationally defined
Practice include a professional development protocol
Practice include a measure of fidelity and procedures for improvement
Practice has been validated as effective in a peer-reviewed publication
Practice has been demonstrated as feasible and effective in at least 50 schools in Oregon
Practice is documented to as, or more efficient than current alternatives.
Standard Operating Procedure: Promising Practices
Promoting Educational Effectiveness in Oregon:
Standard Operating Procedure for Identifying and Implementing Educational Innovations
Practices may be (a) Standard, (b) Emerging, (c) Scaleworthy or (d) Not recommended

50. Cascade of Competence State Regions State Conferences Districts
State Dept Trainers
Schools
Local Content Specialists
Evaluation/
Strategic Planning
National Trainers
District/Regional Trainers
Local Coaching

51. Alignment: Align at the common budget point
Effective Procedure
Effective Procedure
Effective Procedure
Effective Procedure
Core Features
Core Features
Core Features
Valued Outcomes

52. Alignment School-wide Support Teacher Effectiveness
PBIS
School-wide Support
Restorative Practices
Define and teach positive behavior
Expectations
2. Recognition
3. Consequences
4. Data System
Consequences1. Questions
2. Restore
3. Teach
Appropriate Classroom Behavior

53. Building a Coherent Decision System
Building State capacity to gather information
Documenting outcomes for students
Documenting fidelity
Documenting capacity

54. School-level decision-making

56. Individual Decision-systems

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

58. PBIS Tiered Fidelity Inventory
Assesses PBIS implementation at all three tiers.

59. Assessing Capacity www.sisep.org State Capacity Assessment
District Capacity Assessment

60. An Example

66. Implementation Fidelity (SET) Elementary and Middle 2009-10

67. Implementation Fidelity (SET) By Factor for Elem and Middle 2009-10

70. Summary Implementation at scale is possible
Consider the cluster of core features needed for scaling
Admin support, Technical capacity, demonstrations
Small demonstrations may be necessary but insufficient
Build in system for adapting the program to fit the local context while retaining the core features.
Consider an implementation plan with established procedures for improving efficiency of implementation
Measure fidelity of implementation as a part of effective practice.
Sustained implementation requires continuous regeneration
Always emphasize, measure and report on valued outcomes

73. Reflection Schools District
1. Do we have a regular way to assess if we are using PBIS?
2. Do we have a regular way to assess if we are benefiting students
3. Do we have clear expectations for the District/Regions
District
1. Does our district have the “capacity” to select and implement effective practices…. Like PBIS.
2. Does our district have the capacity to sustain effective practices (data , training, coaching, evaluation)
State/ Commonwealth (build district capacity…
1. Do we have a way to help districts/ state offices select effective practices and align federal/state initiatives?
2. Do we have a way to Train/Coach/ Evaluate across the three types of districts/regions.
3. Do we have “Decision Systems” that promote implementation and improvement.