Making Schools More Positive, Effective, and Equitable through PBIS: The Role of School Administrators Texas Behavior Support Conference Kent McIntosh.

Making Schools More Positive, Effective, and Equitable through PBIS: The Role of School Administrators Texas Behavior Support Conference Kent McIntosh University of Oregon

Download the handouts from: http://www.tbsconference.net/handouts.html Content comes from:  Kent  Sharing schools and districts  PBIS Maryland  National TA Center on PBIS Following Along…

http://www.pbis.org

Agenda for this Morning 1. Describe the reason for approaching student behavior from a systems level 2. Show the essential elements of School-wide PBIS 3. Share some school outcomes 4. Discuss how to use the PBIS framework to enhance equity in school discipline 5. Explain the role of the administrator in implementation

Rules, rules, rules… Think of a “rule” you have seen lately Share your experience (briefly) with your neighbor  What was it?  What was your reaction?

What do we want students to learn by the time they leave school? Academic skills… Social competencies…  No chewing gum?  No hats?  No running in the hallways?  No fighting?  No PDAs?

The New Yorker

Our Solutions… PLAN A: PLAN B: Divine intervention Get rid of the bad apples

How do we react to problem behavior? “Joseph, I’m taking your book away because you obviously aren’t ready to learn. That’ll teach you a lesson.” “Hsin, you are going to learn some social responsibility by staying in timeout until the class is willing to have you back.” “You want my attention?! I’ll show you attention…let’s take a walk down to the office & have a little chat with the Principal.” “Karyn, you skipped 2 school days, so we’re going to suspend you for 2 more.”

The “Get Tough” approach: Assumption that “problem” student… Is inherently “bad” Will learn more appropriate behavior through increased use of aversives Will be better tomorrow… …after the suspension

“A punitive school discipline environment is a major factor contributing to antisocial behavior problems.” Mayer, 1995 “Exposure to exclusionary discipline has been shown not to improve school outcomes, but in fact to be associated with higher rates of school dropout.” Skiba, Peterson, and Williams, 1997 “Early exposure to school suspension may increase subsequent antisocial behavior.” Hemphill et al., 2006

How well do our discipline systems pull students in?

Science and our experiences have taught us that students…. Are NOT born with “bad behaviors” Do NOT learn when presented with increasing levels of punishment … Do learn better ways of behaving by being taught directly & receiving positive feedback

Our Solutions… PLAN A: PLAN B: PLAN C: Divine intervention Get rid of the bad apples A professional development day

One-Shot Professional Development: (aka the “ train & hope ” approach)

(Latham, 1988)

In keeping with the new state initiative, this fall we will be implementing an exciting new district initiative of SNI in place of LYI. All Pro-D days previously scheduled for LYI will be rescheduled as staff development for SNI. The $500 for release time and materials for LYI will be discontinued and provided instead for SNI. By the way, you will need to create local SNI teams that meet weekly. The former members of your LYI team would be perfect for this new team. Your new SNI binders will be coming next week. Have a great year!!! Memo To: School Administrators From: District Administrators

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

Our Solutions… PLAN A: PLAN B: PLAN C: PLAN D: Divine intervention Get rid of the bad apples A professional development day Take a systems-level approach to student (and adult) behavior

What would a positive, encouraging school climate look like? Students know what is expected of them and choose to do so because they:  Know what to do and have the skills to do it  See the natural benefits for acting responsibly  See how systems are set up for their success Adults and students have more time to:  Focus on relationships  Focus on classroom instruction There is an instructional approach to discipline  Instances of problem behavior are opportunities to learn and practice prosocial behavior

SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Four PBIS Elements OUTCOMES Social Competence & Academic Achievement

Four PBIS Elements SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior OUTCOMES Social Competence & Academic Achievement Not specific practice or curriculum…it’s a general approach to preventing problem behavior and encouraging prosocial behavior Not limited to any particular group of students…it’s for all students Not new…based on a long history of effective educational practices & strategies

Number of Schools Implementing SWPBIS since 2000 August, 2014 21,611

Restorative Practices Trauma Informed Approaches Anti-Bullying Initiatives Family Engagement Academic Achievement Reducing Racial Inequities School-based Mental Health

School-wide PBIS Goals 1. Build systems that make it easier to teach 2. Create environments that encourage (rather than discourage) prosocial behavior 3. Teach all students what is expected 4. Provide a continuum of behavior support to students who need more support to be successful

CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT

Universal Interventions: School-/Classroom- Wide Systems for All Students, Staff, & Settings Targeted Interventions: Specialized Group Systems for Students with At-Risk Behavior Intensive Individual Interventions: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT

Investigating your Systems of Support CSI Maps

Activity (see handout): CSI Maps C = Core (Universal) S = Strategic (Targeted) I = Intensive (Intensive) Write down the support provided at each tier (strategies, programs) Write down how your school identifies what level of support students need

CSI Maps: Interpretation 1. Identify GAPS in: 1. Support 2. Assessment 2. Consider priorities for filling gaps

What does PBIS look like?

Universal Interventions: School-/Classroom- Wide Systems for All Students, Staff, & Settings Targeted Interventions: Specialized Group Systems for Students with At-Risk Behavior Intensive Individual Interventions: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT

School-wide & Class-wide Systems 1. Define school-wide expectations (i.e., social competencies) 2. Teach and practice expectations 3. Monitor and acknowledge prosocial behavior 4. Provide instructional consequences for problem behavior 5. Collect information and use it for decision-making

School Rules NO Outside Food NO Weapons NO Backpacks NO Drugs NO Bullying

Critical Features of Effective School-wide Expectations Small number  2 to 5 Broad  Cover all expected behaviors Memorable Positively stated

Bernard Elementary Chilliwack School District Positive Behavior Support System

Define Expectations by Setting Transform broad school-wide expectations into specific, observable actions Clear examples of what is and what is not expected Take care in defining culturally responsive expectations

Identify Consistent Expectations “On time to class”

NorKam Secondary, Kamloops BC

Creating a School-wide Expectations Matrix 1. Write school-wide expectations on left side 2. List settings/contexts across top 3. Provide at least two positively stated, observable student actions in each box (use “dead person rule”)  The best example of following that expectation  The positive alternative to the most common error (i.e., problem behavior)

Curriculum Matrix Location 1Location 2Location 3Location 4Location 5Location 6 Expectation 1 Expectation 2 Expectation 3 Expectation 4 Expectation 5

Prom Setting Examples

Plan to Teach Expectations Create a schedule and lesson plans for:  Start of the year  Booster sessions Teach the expectations in the actual settings Teach the:  Words  Rationale  Actions  Discrimination

LESSON PLAN

Teaching Schedule Example: Cultus Lake Community School

Teach social and emotional skills just like academic skills Use positive & negative examples  Goal is for students to identify the line between acceptable and not acceptable

Teach social and emotional skills just like academic skills Use positive & negative examples  Goal is for students to identify the line between acceptable and not acceptable Regular practice is needed to build skills Provide performance feedback Monitor progress in skills  If students have trouble, reteach and provide practice

Skill Name Getting Help (How to ask for assistance for difficult tasks) Teaching Examples 1. When you ’ re working on a math problem that you can ’ t figure out, raise your hand and wait until the teacher can help you. NEGATIVE: raise hand and wave it around or call out 2. You and a friend are working together on a science experiment but you are missing a piece of lab equipment, ask the teacher for the missing equipment. NEGATIVE: skip steps that use this equipment 3. You are reading a passage and don ’ t know the meaning of a word, ask your neighbour. NEGATIVE: ask your neighbour for the word and then keep talking Student Activity 1. Ask 2-3 students to give an example of a situation in which they needed help to complete a task, activity, or direction. 2. Ask students to indicate or show how they could get help. 3. Encourage and support appropriate discussion/responses. Minimize attention for inappropriate responses. After the Lesson (During the Day) 1. Just before giving students difficult or new task, direction, or activity, ask them to tell you how they could get help if they have difficulty (precorrection). 2. When you see students having difficulty with a task (e.g., off task, complaining), ask them to indicate that they need help (reminder). 3. Whenever a student gets help the correct way, provide specific praise to the student. Sample Lesson Plan

On-going Acknowledgement of Appropriate Behavior Every faculty and staff member acknowledges appropriate behavior 5 to 1 ratio of positive to negative contacts System that makes acknowledgement easy and simple for students and staff Different strategies for acknowledging appropriate behavior (small frequent incentives more effective)

How well does discussing “rewards” go over?

Are “rewards” dangerous? “Our research team has conducted a series of reviews and analysis of the literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.”  Cameron, 2002 See also: Cameron & Pierce, 1994, 2002 Cameron, Banko & Pierce, 2001

Pitfalls of acknowledgement systems and how to avoid them 1. They become expected  Should be random  Should be deserved 2. The interaction is left out  The interaction is what works, not a ticket 3. They are provided in the same way to all  Should be used to link attempts to success  Should be developmentally appropriate

All students, regardless of age, need some level of teacher attention. Good behavior, expected behavior, is GUARANTEED to obtain teacher attention. Bad behavior, serious problem behavior, is GUARANTEED to obtain teacher attention. Let’s do an exercise with this … (Colvin, 2010)

Tangible ticket systems are one approach So how do we increase the frequency of conversations about positive behavior?

Discourage Problem Behaviors Do not ignore problem behavior Provide clear guidelines for what is handled in class vs. sent to the office Use mild, instructional consequences Remember the PURPOSES of negative consequences  Provide more practice  Prevent escalation of problem behaviors  Prevent/minimize reward for problem behaviors

Office vs. classroom managed activity  Provides clarity and consistency  Allows for needs assessment Activity: T-Chart

T-Chart Staff Managed Behaviors Office Managed Behaviors

Teach the right way  Modeling, asking, progressive time delay  Jumping in to solve problem may not teach  Keep it brief Use positive practice  Mildly aversive  Actual practice in the skill How do we make our responses more instructional?

Use Data for Decision-making

Use Data for Decision-making Sifton Elementary School Office Discipline Referrals

Sifton Playground Challenge

Sifton Elementary School Office Discipline Referrals

Targeted Interventions: Common Features Increased structure and feedback Social/social-emotional skills instruction Regular & frequent opportunities for success (and recognition) Academic assistance Examples: Homework Club, Rule School, Contracting, Social Skills Groups, Grief/Friendship Groups, Mentoring…

Check-In/Check-Out (CICO) (aka the Behavior Education Program) A program to add:  Mentoring by an adult in the school who looks out for the student  Structured process of feedback and recognition to a school day  Instruction in needed skills  School-home communication  Built-in monitoring of student progress

CICO Card

Intensive Individual Interventions Individualized, function-based behavior support Identify what basic need students are trying to meet with problem behavior  Teach adaptive, prosocial skills to meet those needs  Change environments to make problem behavior less likely  Stop inadvertently making problem behavior worse

Does PBIS make a difference?

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. 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. Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics. 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 Reduced problem behavior Reduced bullying and social exclusion Improved emotional regulation Improved academic achievement Improved school safety Improved organizational health Improved teacher effectiveness Improved equity in school discipline

BC Elementary School Example: Office Discipline Referrals

What does a reduction of 266 discipline referrals mean? Kay Bingham Elementary Savings in School Staff time (ODR = 15 min) 3,990 minutes 67 hours 8 8-hour days Savings in Student Instructional time (ODR = 30 min) 7,980 minutes 133 hours 17 6-hour school days Get the cost-benefit calculator at: www.pbismaryland.org!

BC Elementary School Example: Out of School Suspensions

Student Satisfaction Survey: Grade 4

FSA Results 2008-09: Grade 4

What about discipline disproportionality?

Disproportionality in School Discipline (Losen et al., 2015) http://civilrightsproject.ucla.edu/resources/projects/center-for-civil-rights-remedies/school-to- prison-folder/federal-reports/are-we-closing-the-school-discipline-gap

Unconscious, automatic Based on stereotypes We all have it (even those affected by it) Generally not an indication of our beliefs and values More likely to influence:  Snap decisions  Decisions that are ambiguous What is implicit bias?

Attractiveness  Real estate agents rated as more attractive sell homes for significantly higher prices (Salter, Mixon, & King, 2012) Height  One inch of height is worth $789 per year in salary (Judge & Cable, 2004) Implicit Bias at Work

Implicit Bias in Refereeing (Carlson, 2014)

“the challenge is not a small number of twisted white supremacists but something infinitely more subtle and complex: People who believe in equality but who act in ways that perpetuate bias and inequality.” -Nicholas Kristof, The New York Times Implicit Bias and Race

“African Americans are 2.07 times more likely to be searched during a vehicular stop but are 26% less likely to have contraband found on them during a search.” Dept. of Justice Report: Ferguson Police Department

Black students are more likely to be cited for subjective problem behaviors (e.g., defiance, disrespect) than White students. White students are more likely to be cited for objective problem behaviors (e.g., smoking, truancy) than Black students. Similar Patterns of Implicit Bias in Education (Skiba et al., 2002; 2011)

Poverty plays a role, but racial disproportionality remains, even when controlling for poverty  American Psychological Association, 2008  Skiba et al., 2005  Wallace et al., 2008 Addressing Common Questions “Isn't it all really about poverty?”

No evidence of different base rates of behavior for any subgroups  Bradshaw et al., 2010  Losen & Skiba, 2010  Skiba et al., 2014 Addressing Common Questions “Aren’t Black boys just more violent?”

No! Our research indicates that disproportionality comes from unconscious bias – that we’re not even aware of.  Banaji & Greenwald, 2013  Greenwald & Pettigrew, 2014  van den Bergh et al., 2010 Addressing Common Questions “Are you saying that all teachers are racist?”

How do we address racial disproportionality in schools without it backfiring on us?

A 5-point Intervention Approach to Enhance Equity in School Discipline http://www.pbis.org/school/equity-pbis

1. Use engaging academic instruction to reduce the support gap (achievement gap) 2. Implement a behavior framework that is preventive, multi-tiered, and culturally responsive 3. Collect, use, and report disaggregated student discipline data 4. Develop policies with accountability for disciplinary equity 5. Teach neutralizing routines for vulnerable decision points 5-point Intervention Approach http://www.pbis.org/school/equity-pbis

Explicit instruction High rates of opportunities to respond Quality performance feedback Progress monitoring and data-based decision making What do we mean by engaging academic instruction? (Hattie, 2009)

Effects of Engaging Instruction on the Support Gap Tigard-Tualatin School District (Chaparro, Helton, & Sadler, in press)

1. Proactive, instructional approach may prevent problem behavior and exposure to biased responses to problem behavior 2. Increasing positive student-teacher interactions may enhance relationships to prevent challenges 3. More objective referral and discipline procedures may reduce subjectivity and influence of cultural bias 4. Professional development may provide teachers with more instructional responses 2. Why start with a foundation of PBIS? (Greflund et al., 2014)

Effects of PBIS on Discipline Disproportionality (Vincent, Swain-Bradway, Tobin & May, 2011)

Examined change in Black-White Relative Risk Index for suspensions in 46 schools Two key predictors of decreased disproportionality:  Regular use of data for decision making  Implementation of classroom PBIS systems Which PBIS Features are Most Related to Equity? (Tobin & Vincent, 2011)

Expected behaviors defined clearly Problem behaviors defined clearly Expected behaviors taught Expected behaviors acknowledged regularly Consistent consequences CW procedures consistent with SW systems Options exist for instruction Instruction/materials match student ability High rates of academic success Access to assistance and coaching Transitions are efficient and orderly Which features predicted decreased disproportionality?

Ensure equitable access to praise and acknowledgment systems Develop and revise school-wide systems with active involvement of families, students, and the community Use regular student and family surveys to assess acceptability and fit Culturally Responsive PBIS Implementation

Disproportionality Data Guide 3. Using disaggregated data to assess and address equity http://www.pbis.org/school/equity-pbis

4. Implement policies with accountability for equity How could policy work fit in to enhancing equity?  Could highlight a common priority  Could reduce effects of explicit bias  Could enable implementation of other aspects of equity interventions  Could reduce use of discriminatory practices

The teachers, administrators and staff of the Los Angeles Unified School District (LAUSD) believe in the equal worth and dignity of all students and are committed to educate all students to their maximum potential. Policy Example: Equitable Mission Statements

The Board directs the Superintendent to develop and update a detailed action plan to address equity, with multiple metrics to assess progress in reducing inequities in school discipline. The action plan shall identify district leads and clear procedures for school staff. The Superintendent will share the plan and report on progress towards these goals to the Board at least twice per year. Lack of progress toward these goals may be considered grounds for dismissal. Policy Example: Processes with Accountability

Enacting policies that nobody knows about Enacting policies that don’t change practice Policies without accountability for implementation What does not work in policy

Include a Specific Commitment to Equity  Create mission statements that include equity  Enact hiring preferences for equitable discipline Install Effective Practices  Require clear, objective school discipline procedures  Support implementation of proactive, positive approaches to discipline  Replace exclusionary practices w/ instructional ones Create Accountability for Efforts  Create teams and procedures to enhance equity  Share disproportionality data regularly  Build equity outcomes into evaluations Equity Policy Recommendations

The school principal’s endorsement of exclusionary discipline and zero tolerance policies. What is the strongest predictor of disproportionality in school discipline? (Skiba, Trachok, Chung, & Baker, 2012)

Racial Bias Disproportionate Discipline 5. How can we reduce implicit bias in our decision making?

Racial Bias Disproportionate Discipline Situation A Multidimensional View of Bias Vulnerable Decision Points Subjective BehaviorHunger Vague Discipline SystemFatigue ClassroomsUnfamiliar with Student

A specific decision that is more vulnerable to effects of implicit bias Two parts:  Elements of the situation  The person’s decision state (internal state) What is a Vulnerable Decision Point (VDP)?

Levels of specificity: 1. All ODR/suspension decisions (general self-instruction routine) 2. Identify VDPs through national data 3. Use school or district data Situations: Options for Identifying VDPs

http://www.pbis.org/school/equity-pbis

National SWIS Data (2011-12) 3,026,367 ODRs 6,269 schools 47 states, plus DC

Office Referrals by Problem Behavior

Office Referrals by Location

Office Referrals by Time of Day

Subjective problem behavior  Defiance, Disrespect, Disruption  Major vs. minor Non-classroom areas  Hallways Classrooms Afternoons VDPs from national ODR data ambiguity LACK OF contact fatigue DEMANDS? Relevance?

When you see problem behavior, stop and ask yourself: 1. Is this a VDP?  Situation  Decision state 2. If so, use an agreed-upon alternative response Two-step Neutralizing Routine for Staff:

Neutralizing Routines for Reducing Effects of Implicit Bias Setting eventAntecedentBehaviorConsequence Lack of positive interactions with student Fatigue Loud complaints about work (subjective behavior) Send student to office (ODR) Student leaves class (Escape social interaction) Alternative Response “See me after class.” Self-assessment “Is this a vulnerable decision point?”

1. If-then statement 2. Brief 3. Clear steps 4. Interrupts the chain of events 5. Doable What makes for a good neutralizing routine?

If this is a VDP…,  “See me after class/at the next break”  am I acting in line with my values?  take two deep breaths  recognize my upset feelings and let them go  picture this student as a future doctor/lawyer  model taking think time  delay decision until I can think clearly  ask the student to reflect on their feelings/behavior  know that’s Rock Brain talking to me  “I love you, but that behavior is not ok” Neutralizing Routine Examples

Can also be used as precorrection 1. Am I about to enter a VDP? 2. What are my values? 3. When I see problem behavior, I’ll use the alternative response Two-step Neutralizing Routine for Staff:

When you have to handle problem behavior, stop and tell yourself: 1. Don’t just do something, stand there!  Be sure you are ready to act in line with values  Get information from student and staff  Assess student-teacher relationship 2. Whenever possible, use an agreed-upon instructional response  Teaches missing skills  Connects student to school and staff Two-step Neutralizing Routine for Administrators: (Susan Barrett)

1. Tell me what happened. 2. What you were thinking at the time? 3. What do you think about it now? 4. Who did this affect? 5. What do you need to do about it? 6. How can we make sure this doesn't happen again? 7. What I can do to help you? The Restorative Chat (Alton School District, Alton, IL)

School Example Urban K-8 School

Black/White ODR Risk Ratio = 2.67 Risk Indices

Problem Behavior: All Students

Problem Behavior: Black Students Only

Drill Down: Phys. Aggression on Playground Black/White ODR Risk Ratio = 4.5

ODRs and observations indicated differences in perceived basketball rules Team clarified rules for staff and students  Aka “code-switching” Additional teaching, practice, and acknowledgement Monitor with ODRs and Black-White RRs The School PBIS Team’s Intervention

Black-White Risk Ratios Overall  2013-14: 2.67  2014-15 (Sept to Dec): 2.0 Physical Aggression on Playground  2013-14: 4.5  2014-15 (Sept to Dec): can’t calculate (1 ODR) The School PBIS Team’s Intervention Outcomes

Where can I learn more about PBIS?

http://www.pbis.org http://pbismaryland.org http://www.pbismissouri.org http://bcpbs.wordpress.com http://www.cenmi.org/miblsi http://www.modelprogram.com/ http://www.PBISmn.org/ http://www.PBISvideos.org/ Resources

Featuring sessions specifically designed for our Mental Health, Juvenile Justice, and Family/Community Partners! This two-day forum for school, state, district and regional Leadership Teams and other professionals has been designed to increase the effectiveness of PBIS implementation. Integrated Multi- Tiered Framework for Educational Success Visit the Upcoming Events page at www.pbis.org for more information October 22-23, 2015 SAVE THE DATE Donald Stephens Convention Center - Rosemont, IL Donald E. Stephens Convention Center Rosemont, Illinois Sessions are organized by strands that support initial through advanced implementation in elementary, middle, and high schools as well as juvenile justice facilities: PBIS Foundations Classroom Applications Tier 2 Systems & Practices Tier 3 Systems & Practices Aligning Systems Juvenile Justice Mental Health Integration Equity Applied Evaluation Special Topics OSEP Technical Assistance Center on PBIS 2015 Leadership Forum

How do we get started with PBIS?

Readiness for PBIS Staff Support  3-4 year commitment  Proactive instructional approach Resources  Administrative leadership  Time (FTE) Monitoring  Data systems Office discipline referral systems Implementation surveys (e.g., www.pbisassessment.org)www.pbisassessment.org

Agreements Team Data-based Action Plan ImplementationEvaluation General PBIS Implementation Process

Team Implementation Checklist (TIC) Available and enterable at: www.pbisassessment.org

PBIS Assessment is a web-based computer program that allows you to enter, view generated reports, and compare data across years for PBS decision making And it’s free to use! What is PBIS Assessment?

22 items Completed by school team (with coach) Used monthly or every other month Purpose:  Self-assessment  Action-planning Team Implementation Checklist

What is the process? 1. The school team completes one checklist together 2. The team then reviews progress and creates an action plan for implementing features 3. The team completes the same form monthly or quarterly until all features are in place Team Implementation Checklist

Complete the TIC for your school Review your school’s progress 1. Celebrate your successes Identify 2 strengths (“achieved” or “in progress”) 2. Identify steps for action planning Identify 2 next steps (“in progress” or “not in place”) Use the included action plan Activity: Complete the TIC handout

How can I support PBIS implementation?

Perceived Importance of Contextual Features for Sustainability of PBIS McIntosh, K., Predy, L., Upreti, G., Hume, A. E. & Mathews, S. (2014). Perceptions of contextual features related to implementation and sustainability of School-wide Positive Behavior Support. Journal of Positive behavior Interventions, 16, 29-41.

1. What is the most important enabler of sustainability? 2. What is the most important barrier to sustainability? Research Questions

Enablers of Sustainability

1. Establish a team:  Empower a team facilitator  Attend team meetings regularly 2. Give team:  Regular time to meet  Access to the data they need 3. Attend trainings with team:  Running meetings and using data  Classroom PBIS 4. Voice support regularly:  Provide PBIS updates at each staff meeting Key Activities for Administrators for Supporting PBIS

Sustainable implementation of school practices requires a team approach Assessing implementation is critically important for full implementation and sustainability of any practice Use your data to assess and address disproportionality through the PBIS framework Main Messages

Contact Information Kent McIntosh Special Education Program University of Oregon kentm@uoregon.edu @_kentmc Handouts: http://kentmcintosh.wordpress.com Cannon Beach, Oregon © GoPictures, 2010

Making Schools More Positive, Effective, and Equitable through PBIS: The Role of School Administrators Texas Behavior Support Conference Kent McIntosh.

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