1. Cooperative Educational Services March 18, 2015 Christine Peck, Psy.D, BCBA-D & Tracey Lamothe PBIS 2014-2015 Coaches Network Session 2

3. Agenda for today Food for thought – PBIS Assessments as a communication and sustainability tool Sharing ideas with the whole group – maintaining support, communicating outcomes, and making connections to school improvement and culture Table Talks Debrief & suggest topics for next session 6/2/15

4. Sustainability Durable implementation of a practice at a level of fidelity that continues to produced valued outcomes

5. Sustainability 4 elements that contribute to sustainability Promote PRIORITY Ensure EFFECTIVENESS Increase EFFICIENCY Use data for CONTINUOUS REGENERATION & as a communication tool

6. Share the data… Implementation data Student outcome data Sustainability data (SUBSIST – at last coaches session)

7. About Fidelity… What is fidelity of implementation? The extent to which the critical features of PBIS are implemented as intended Why assess it at least annually? Helps team target next steps and/or areas for improvement Helps improve outcomes for students by nurturing the systems created during training How do we efficiently and effectively assess fidelity?

8. PBIS Assessments @ pbisapps.org

10. PBIS Applications Training Team

11. “Evaluation is the process of collecting and using information for decision making. “A hallmark of School-wide Positive Behavior Support (SWPBS) is a commitment to formal evaluation.”

12. Fidelity To what extent was SWPBS implemented as designed? To what extent was SWPBS implemented with fidelity? “Are we doing what we said we would do?”

15. What specific areas in PBIS are we strong in, and in which areas do we need more training? Are we improving on our implementation of PBIS? How do our staff members actually rate our PBIS implementation? How is our implementation of Tiers II and III? Example District B Evaluation Questions Implementing PBIS for three years, has been using the TIC/SET and has been consistently over 80%

16. MeasureYear OneYear TwoYear Three FallWinterSpringFallWinterSpringFallWinterSpring BoQXXX SAS XXX Safety Survey XXX ATTXXXXXXXXX

17. In what specific PBIS areas are we strong, and in which areas do we need more training? In what academic areas are we strong, and in which areas do we need more improvement? How can we tailor our training/evaluation to meet the needs of various schools? How can we schedule our evaluations so that we are not overwhelming our schools? Example District D Evaluation Questions The district wants to bring RtI Behavior and Academics together and create one evaluation plan.

18. Assessment Instrument Fall (August/Sept/Oct) Winter (Dec/Jan) Spring (April/May) Purpose Team Implementation Checklist (TIC) XXX Fidelity of Implementation Self-Assessment Survey X Fidelity of implementation School Safety Survey X Outcomes related to Protective and Risk Factors SET X Fidelity of Implementation AIMsWeb XXX Screening Progress Monitor SAT10 X Summative Evaluation DIBELS XXX Screening Progress monitoring Nieves Flores, 2012

19. Questions to Consider: Which surveys are your schools/districts currently using? Do they answer your evaluation questions: Are we implementing SWPBIS with fidelity? Is there more information that we need? Pbisapps.org > PBIS Assessment > Find Out More about Surveys Do your surveys assess the Tiers you are implementing? Do you need a research tool?

20. Are you “topping out” of the surveys you are currently taking? Do you need to customize your evaluation plan for the schools, or will one evaluation plan fit for all schools? Do you want to assess all tiers of PBIS implementation? Is your Evaluation Plan manageable for schools?

21. Leadership Team SWPBIS District Leadership Team Self-Assessment Capacity Development Number of trainers/coaches available to support teams/districts Behavioral expertise available to support Tier II and Tier III implementation Evaluation capacity School Teams Tier I Implementation (TIC, BoQ, SET, SAS) Collectively and/or by training cohort Tier II / Tier III Implementation (MATT, BAT, ISSET) Collectively and/or by training cohort

22. Behavioral Outcomes Office Discipline Referrals Suspension/Expulsion Attendance Drop Out/Graduation Disproportionality in ODR and suspension/expulsion Academic outcomes Curriculum Based Measures Oral Reading Fluency, Dibels, AimsWeb Standardized Measures State and National Math, reading, writing assessments

23. Advances to date Plans for next three years Areas in need of adaptation Narrowing of evaluation questions and concerns

24. App Support & Resources All surveys available at pbisapps.org Most taken on-line and all reports are on your school ‘dashboard.’ Currently free of charge Schools need a PBIS Assessments Coordinator to open/manage surveys Tracey or Christine serve the C.E.S. region

25. Share the big ideas… Presentations Communication tools Connections to other school initiatives

26. School examples Glenna Freeman, Team Coach, Davenport Ridge in Stamford [Year 3] District presentation Connections to district and school improvement plan Supporting staff implementation Tashua Elementary School, Trumbull [Year 2] Staff and student PowerPoint presentations Staffstudent Wilcoxon Elementary, Stratford [Year 2] family brochure (handout)

27. Help Each Other… Table Talks

28. Count off by 4s (or more depending on size of the group) Sit together by number and choose a facilitator and a recorder Using the categories on the prompt sheet, discuss ways you use, or would like to use, data, materials and communication tools to help create or maintain support for your PBIS implementation efforts Be prepared to share out with the larger group at 10:40.

29. 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 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

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

31. 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

32. Help Us Help You… Our next Coaches Network session is June 2, 2015. Please complete the 3-2-1 feedback sheet and let us know how this format worked for you and what topics you would like to discuss next time (or in training if applicable) We will share the great stuff we gather from attending the Northeast PBIS Conference in May