1. Leadership in Implementing School-wide PBIS February 27
Rob Horner
University of Oregon
OSEP TA-Center on PBIS

2. Goals Goals Define current status of SWPBIS implementation
Define lessons learned about effective leadership in implementation of SWPBIS.
Define role of the Implementation Blueprint
Detail how the collection and use of data affects implementation of SWPBIS
Provide opportunity for questions.

3. Effective Implementation
Themes Affecting Education: Multi-tiered Systems, Evidence-based Practices, Implementation Science
Evidence-based Practices
Performance Assessment (Fidelity)
Coaching
Training
Selection
Systems Intervention
Facilitative Administration
Decision Support Data System
Competency
Organization
Effective Implementation
Adaptive
Technical
Leadership Drivers
Multi-tiered Systems of Support
Implementation Science

4. 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

5. What is School-wide Positive Behavior Intervention and Support?
School-wide PBIS is:
A 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

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

7. 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):

8. Summary of Research School-wide PBIS is an evidence-based practice
Implementation is related to improved academic and social behavior.
Tier I SWPBIS can be implemented with fidelity by any school in the U.S. without new resources or dramatic reorganization.
Successful Schools:
Define a clear commitment to school-wide social culture
Add data systems (fidelity and Student Outcomes)
Provide the leadership to allow effective team-based decision-making.
Tier II and Tier III supports will require more adaptation

10. Invest in prevention first Multiple tiers of support intensity
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
Tertiary Prevention:
Specialized
Individualized
Systems for Students with High-Risk Behavior
~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

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

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

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

14. Proportion of Schools Implementing SWPBIS by State
February, 2013
12 states over 40% of all schools implementing SWPBIS
Arizona

15. Using the PBIS Implementation Blueprint
Exploration
Annual Assessment
Action Planning

16. 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.,

18. For Items not Implemented:
GOAL: District and/or state level capacity to establish, sustain, and scale-up of accurate implementation of a continuum (multi-tiered) of SWPBS across multiple schools.
Month
Activity/Action (Person/s)
Leadership/ Coordination
Coaching/ Facilitation
Training
Evaluation
Behavioral Expertise
Funding
Visibility
Political Support
Policy
Jul
A u g
S ep
O ct
N ov
D ec
Ja n
Fe b
M ar
A pr
M ay
Ju n
Ju l
Action Planning:
For Items not Implemented:
1. Select next action/activity (and for each action define who will perform, and when action will be accomplished). 2. The active actions become items for weekly/monthly meetings

19. Stages of Implementation
Implementation Takes Time: 2 – 4 Years
Exploration
Installation
Initial Implementation
Full Implementation
Stages of Implementation

20. Stages of Implementation
Steve Goodman
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.
Full Implementation
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!
Work to do it right!
Implementation is not an event
A mission-oriented process involving multiple decisions, actions, and corrections
Work to do it better!

21. Scaling up School-wide Positive Behavioral Interventions and Supports: The Experiences of Seven States with Documented Success Rob Horner, Don Kincaid, George Sugai, Tim Lewis, Lucille Eber, Susan Barrett, Celeste Rossetto Dickey, Mary Richter, Erin Sullivan, Cyndi Boezio, Nancy Johnson
Exploration
Installation
Initial Imp
Full Imp
Innovation
Sustainability
Leadership Team
Funding
Visibility
Political Support
Policy
Training
Coaching
Expertise
Evaluation
Demos

22. Exploration and Adoption Installation Initial Implementation
Full Implementation
Innovation and sustainability
Leadership Team (coordination)
Do you have a state leadership team?
If you do, how was your first leadership team developed?
Who were members?
Who supported/lead the team through the exploration process?
Was any sort of self-assessment completed (e.g. the PBIS Implementation Blueprint Assessment)?
What was the role of State agency personnel in the exploration phase?
What were critical issues that confronted the team as it began to install systems changes?
What were specific activities the team did to ensure success of the initial implementation efforts?
Did the team change personnel or functioning as the # of schools/districts increased?
What has the Leadership team done to insure sustainability?
In what areas is the State “innovating” and contributing to the research and practice of PBIS (e.g. linking PBIS with literacy or math)?
Do you have a state leadership team?
If you do, how was your first leadership team developed?
Who were members?
Who supported/lead the team through the exploration process?
Was any sort of self-assessment completed (e.g. the PBIS Implementation Blueprint Assessment)?
What was the role of State agency personnel in the exploration phase?

23. Descriptive Summary: Oregon
Exploration / Installation / Initial Imp /Full Imp & Innovate

24. Descriptive Summary: Missouri
Exploration / Installation /Initial Imp / Full Imp & Innovate

25. Descriptive Summary: North Carolina
Exploration / Installation / Initial & Full Imp / Innovate

26. Descriptive Summary: Colorado
Exploration / Installation / Initial & Full Imp / Innovate

27. Descriptive Summary: Florida
Exploration/ Installation/ Initial Imp / Full Imp / Innovate

28. Descriptive Summary: Maryland
Exploration / Installation / Initial Imp / Full Imp / Innovate

29. Descriptive Summary: Illinois
Exploration / Installation / Initial Imp /Full Imp & Innovate

30. Lessons Learned Multiple approaches to achieving scaled implementation
Colorado: Started with Leadership Team
Illinois: Started with Leadership Advocates and built team only after implementation expanded.
Missouri: Strong initial demonstrations led to strong state support
All states began with small “demonstrations” that documented the feasibility and impact of SWPBIS.
Only when states reached demonstrations did scaling occur. Four core features needed for scaling:
Administrative Leadership / Support/ Funding
Technical capacity (Local training, coaching, evaluation and behavioral expertise)
Local Demonstrations of feasibility and impact ( )
Evaluation data system (to support continuous improvement)
Essential role of Data: Fidelity data AND Outcome data

31. Lessons Learned
Scaling is NOT linear
Sustained scaling requires continuous regeneration
Threats to Scaling:
Competing initiatives
The seductive lure of the “new idea”
Leadership turnover
Legislative mandates
Fiscal constraint
Regular Dissemination of Fidelity and Impact data is the best “protective factor” for threats to scaling

32. Lessons Learned Scaling requires planned efficiency
The unit cost of implementation must decrease as the number of adoptions increases.
Shift from external trainers to within state/district trainers
Use local demonstrations as exemplars
Increased coaching capacity can decrease investment in training
Improved “selection” of personnel decreases turnover and development costs
Use existing professional development and evaluation resources differently
Basic Message: The implementation practices that are needed to establish initial exemplars may be different from the practices used to establish large scale adoption.
Jennifer Coffey, 2008

33. Effective PBIS Leadership
Define a five year vision:
Number of districts/ schools
Extend that vision to incorporate at least 80% of all schools in the state
Clarify role of Leadership Team
Active leadership and guidance. Not just “informational” or “consultative”
Meet regularly, carry tasks between meetings, use data
Need formal “coordinator” role… to ensure that things get done
Establish Workgroups
Policy/ Funding
Training
Evaluation
Coordination/Communication

34. Summary Leadership is essential for successful implementation of PBIS.
Vision, Local Capacity, Assess, Adapt.

35. McIntosh, Predy, Upreti, Hurne, Turri & Mathews 2012
Effective Leadership
Clarity of vision
Building Capacity
Select
Train
Coach
Performance Feedback
Self-assessment
Teams
Authority
Time
Data for effective decision-making
Implementation Fidelity
Student outcomes
Avoiding competing and conflicting initiatives
Fixsen, Blase et al., 2010
McIntosh, Predy, Upreti, Hurne, Turri & Mathews 2012

36. Working Smarter Summary
If we do “X” (PBIS) what two things will we stop doing?
Does “X” (PBIS) align with our most important goals for students?
Does “X” (PBIS) have high probability of delivering the expected outcomes (research?)
Do we have the capacity to implement “X” (PBIS) with high fidelity and sustainability?
Does “X” (PBIS) fit with what we already do well?

37. Lesson #7: Invest in Intensive Supports (Tier II, III)
Establish the organizational capacity to support students with more severe problem behavior.
The three areas of “knowledge” needed by a team.
Bennazi et al., (2006)
Knowledge about student
Knowledge about context
Knowledge about behavioral theory
The importance of understanding “function” of behavior.
Sheldon Loman and Kathleen Strickland-Cohen (2013)
Typical school personnel can assess and manage “Basic” individual behavior challenges.

38. School-wide PBS
Establishing additional supports for students with more intense needs

39. Behavior Support Elements
*Response class
*Routine analysis
*Hypothesis statement
*Supporting data
*Alternative behaviors
*Competing behavior analysis
*Indicated, evidence-based interventions
*Contextual fit
*Strengths, preferences, & lifestyle outcomes
Problem Behavior
Functional Assessment
*Implementation support
*Data plan
Team-based
Behavior competence
Intervention & Support Plan
*Continuous improvement
*Sustainability plan
Fidelity of Implementation
Impact on Behavior & Lifestyle

40. Lesson #8: Collect and use Data for Active Decision-Making
Give each team concrete measures that they can use to determine if they are successful.
Measure use of practices:
Are we doing what we want to be doing?
Team Checklist
Benchmark of Quality
EBS Survey
SET
Measure impact on valued outcomes
Office discipline referrals
Attendance
Suspension/Expulsion rates
Student academic achievement
Student Individual Intensive Supports