1. Sustaining PBIS: How to Keep a Good Thing Going Strong
Kent McIntosh
University of Oregon
2014 NC PBIS Recognition Celebration
Handouts:

2. Thanks and Acknowledgments
State and District Partners
Stephanie Austin
Cayce McCamish
Angel Goodwine Batts
Teri Putnam
Alyson Honeycutt
Heather Reynolds
Beth Kolb
Laura Winter
Staff in…
Davidson County
Cabarrus County
Rockingham County
Carteret County
Wayne County
Cleveland County
How many considering PBIS?
Implementing in year 1
3 or more
5 or more
8 or more
10 or more
Handouts:

3. Handouts: http://kentmcintosh.wordpress.com
Session Goals
Describe the factors promoting sustainability of PBIS in schools
Provide strategies for sustaining PBIS …as soon as tomorrow
Describe what we mean by sustainability
Handouts:

4. Definition Sustainability
Durable implementation of a practice at a level of fidelity that continues to produce valued outcomes (McIntosh et al., 2009)
Named one of the top ten jargoniest words by advertising age magazine

5. What are the odds that a given school initiative will sustain?

6. (Latham, 1988) Over 25 years old We educators are optimistic –
People making a lot of money on this
PBIS, common core
(Latham, 1988)

7. Four Principles for Sustaining PBIS
Promote PRIORITY
Ensure EFFECTIVENESS
Increase EFFICIENCY
Use data for CONTINUOUS REGENERATION

8. What is PRIORITY? Importance in comparison to other practices
Incorporation into core system components
Connection to other initiatives
Not in a vacuum
Part of my job – it’s how we do things around here
Linked to important initiatives

9. Promoting PRIORITY Maximize visibility Get into written policy
Present data to people with resources
Describe effects of abandoning support for the practice
Get into written policy
Braid project with other initiatives
Show how practice can lead to outcomes of new initiatives
How the human brain works – motivated by pain, uncomfortable situations, but we also forget it over time
How many of you are in a school implementing pbis for 5+ years – keep hand up if you taught there before implementation

10. What is braiding? (Bohanon, Goodman, & McIntosh, 2009)
WILL DISCUSS STEPS IN BREAKOUT
You are so good at this..
Seemingly disparate initiatives together – based on common outcomes
Start with visioning, then see what new comes – you can leave out stuff that doesn’t fit, ignore new things
Once vision and goals developed, look for how to integrate systems
(Bohanon, Goodman, & McIntosh, 2009)

11. Anti-Bullying Initiatives MTSS
Social &
Emotional
Learning
Restorative
Practices
Academic
RTI
Anti-Bullying Initiatives
MTSS
Reducing Racial
Inequities
PBIS is an approach for decision-making
Way to meet all of these requirements
Show you opportunities to integrate these initiatives
School-based
Mental Health
Positive Behavioral Interventions and Supports

12. Steps in Braiding Initiatives
Identify shared, valued outcomes
What are our overall goals?

13. School Climate and Academic Achievement
Carmen Gietz
Kent McIntosh
Gietz, C. & McIntosh, K. (2014). Relations between student perceptions of their school environment and academic achievement. Canadian Journal of School Psychology, 29,

14. BC Student Satisfaction Survey (1042 schools in BC, over 250,000 students)
Do you know how your school expects students to behave?
At school, are you bullied, teased, or picked on?
Do you feel safe at school?
Do you feel welcome at your school?

15. Significant Predictors of Reading Achievement: Grade 4
Do you know how your school expects students to behave?
At school, are you bullied, teased, or picked on?
Do you feel safe at school?
Do you feel welcome at your school?

16. Significant Predictors of Reading Achievement: Grade 7
Do you know how your school expects students to behave?
At school, are you bullied, teased, or picked on?
Do you feel safe at school?
Do you feel welcome at your school?

17. Can PBIS lead to better academic achievement?
Kelm, J. L., McIntosh, K., & Cooley, S. (2014). Effects of implementing school-wide positive behavior support on social and academic outcomes. Canadian Journal of School Psychology, 29,

18. BC Elementary School Example: Office Discipline Referrals
Inner city school
250 students

19. BC Elementary School Example: Out of School Suspensions

20. Student Satisfaction Survey: Grade 4
Twice the district average to below the district average
Now, do you think this would make a difference on academics?

21. FSA Results : Grade 4
Wasn’t due to a change in students – change in the environment!

22. So…how is PBIS like MTSS?
Multi-tiered Systems of Support (Sugai & Horner, 2009)
Use of evidence-based practices
Focus on prevention for all
Continuum of support for those who need it
Use of teams
Systems for data-based decision making
So…PBIS is an MTSS – for behavior!

23. PBIS as a foundation to address discipline disproportionality
Proactive, instructional approach may prevent problem behavior and exposure to biased responses to problem behavior
Increasing positive student-teacher interactions may enhance relationships to prevent challenges
More objective referral and discipline procedures may reduce subjectivity and influence of cultural bias
Professional development may provide teachers with more instructional responses
Hidden curriculum – by not assuming that all students KNOW how to be students, we can do better.
(Greflund et al., 2014)

24. PBIS and Discipline Disproportionality (Vincent, Swain-Bradway, Tobin & May, 2011)
72 in blue
81 in red
School w/ 10+ African American and 10+ White students in
, the median B/W ODR risk ratio was The 25th percentile was 1.38.
1.25 EEOC disparate impact

25. A 5-point Intervention to Enhance Equity in School Discipline

26. 5-point Intervention to Enhance Equity in School Discipline
Use effective instruction to reduce the achievement gap
Implement PBIS to build a foundation of prevention
Collect, use, and report disaggregated student discipline data
Develop policies with accountability for disciplinary equity
Teach neutralizing routines for vulnerable decision points

28. Steps in Braiding Initiatives
Identify shared, valued outcomes
What are our overall goals?
Defend against activities that don’t help us meet those goals
No free lunches
Find common structures (and language) that can be integrated
Teams, data, professional development
New flavor of the month, or community group that wants to provide a free training –
Teachers are overworked, and even good ideas aren’t always good
Once you have that, the rest comes…

29. Make PBIS Efforts Public!
Newsletters
To parents
Monthly/quarterly reports
To school staff
Formal presentations
To school board
To district administrators
To PTA
To community agencies and businesses
Local news

30. Newsletters
Perryville elem here?

31. What is EFFECTIVENESS?
Extent to which the practice results in desired outcomes
Effects must be attributed to the practice
Read
The more likely it is to work, the more likely it is to sustain
PHASES OF THE MOON

32. Positive Referrals vs. ODRs: FG Leary Fine Arts School, Chilliwack, BC

33. Ensuring EFFECTIVENESS
Focus on FIDELITY OF IMPLEMENTATION
Assess it regularly
Use it to enhance what you already do
Share data showing how fidelity is related to effects

34. Measures to assess FIDELITY
Team Implementation Checklist (TIC)
PBIS Self-Assessment Survey (SAS)
School-wide Evaluation Tool (SET)
School-wide Benchmarks of Quality (BoQ)
Benchmark of Advanced Tiers (BAT)
Monitoring Advanced Tiers Tool (MATT)
PBIS Tiered Fidelity Inventory (TFI)
Available at:

35. What is EFFICIENCY?
Relationship between continued effort and continued effectiveness
Weighed against other potential practices
Cost-benefit
Including half-strength PBIS

36. Increasing EFFICIENCY
Get it down on paper
Lesson plans
Schedules
Agendas
Focus on efficient team meetings
Take the initial enthusiasm and write it down
But be careful not to cut too many corners – stop regular meeting?

37. Make PBIS Easier to do Handbook Teaming System
Description of PBIS core ideas
Expectations and teaching matrix (rules for settings)
Teaching plans and teaching schedule
Acknowledgement and correction systems
Teaming System
Regular meeting schedule, process, and rotation
Regular schedule for annual planning/training
Annual calendar of activities
Efficient training systems
Common across schools
Power of the handbook – subs, volunteers, new admin uneasy about PBIS

38. What is CONTINUOUS REGENERATION?
Collection of data to monitor fidelity, outcomes and context
Adaptation over time while keeping critical features intact
Ongoing investment in building local capacity
Examples of continuous regeneration
Marriage - Things change, Little changes in course
Madonna

39. Using data for CONTINUOUS REGENERATION
Adjust practices for a changing environment
Priority
Effectiveness
Efficiency
Connect with a community of practice

40. Create Communities of Practice
Share fairs, networking sessions, district mini-conferences, web-based sharing
Opportunities for school teams to:
Celebrate successes
Learn from peers
Steal ideas
Continue momentum
Invite important stakeholders
How many of you do these
INVITE!!! – will come to a party (guest of honor)

41. Legal Downloads http://www.pbisillinois.org http://bcpbs.wordpress.com

42. Using Data for Decision Making Sifton Elementary, Vancouver, WA

43. Sifton Playground Challenge
Evergreen SD

44. Using Data for Decision Making Sifton Elementary, Vancouver, WA

45. Cautions for Continuous Regeneration
When you keep it fresh…
…avoid lethal mutations
Consider the critical features of what makes PBIS effective
Reward systems – recognition of their success
Not a scrap of paper without recognition
Not insincere praise
Not the same for everyone!
Not a 1/100 change of winning an eraser
ADD STORY OF HOARDING!!!

46. Something for Tomorrow

47. “Positive Parent Postcards”
Teachers are given a stamped, pre-addressed postcard for each student in their classrooms at the start of the year
GOAL: send a quick, positive note home for each student in the school

48. “The Blank Matrix Activity”
Provide students with a school-wide matrix (with blank expectation by setting cells)
Have students write (or draw) expectations for each area
Use results to:
Revise matrix to include more “student-friendly” examples
Identify areas or expectations that need reteaching

49. Create a Plan to Sustain from the Start
“Train and Hope”
Not an effective approach to implement a practice
“Implement and Hope”
Not an effective way to sustain a practice
3 big ideas to plan for sustainability…

50. 1. Start with the Ending
Let the outcomes drive the selection of practices
Identify the valued outcomes for everyone
No one has ever been bullied or nagged into long-term sustainability
Measure and use data in decision making
Fertile ground?

51. 2. Death, Taxes, and… …Turnover
If the fidelity drops, the effects stop
Plan for your champions to move on/up
Who is the most essential person right now?
Focus on POSITIONS, not PERSONS
Districts: Create positions tied to the practice
Titles, Job Descriptions, FTE
Schools: Cycle people on and off the PBIS team
New staff on
Veterans off
They will always leave you!
A high level of attrition is NOT unique – it’s the norm!
who is your champion? Build a plan like they are leaving next year (and throw out your current plan)

52. 3. If you keep doing what you’re doing, you MAY NOT keep getting what you’re getting
Environments change –
Adjust to changes
New ideas keep the practice novel
Spread the practice
To new settings
To new systems
Saying – may not be true
Keep it fresh!

53. Contact Information
Kent McIntosh
Special Education Program
1235 University of Oregon
Eugene, OR 97403
Cannon Beach, Oregon
© GoPictures, 2010
Handouts: