1. State and District-level Role in Implementation, Scaling and Sustaining PBIS Session A-3 Implementing PBIS to Promote Educational Equity Rob Horner University of Oregon www.pbis.org Classroom Systems High School Tier II, Tier III Aligning PBIS with Mental Health and Restorative Practices

2. Assumptions and Goals Assumption: o Varied experience implementing PBIS Goals o Congratulations Washington (20%) 378 schools implementing PBIS o Five Themes for Equitable Education o Four “functions” of PBIS Coaching o Importance of building district “capacity”

3. Why PBIS? The fundamental purpose of PBIS is to make schools more effective, efficient and equitable learning environments for all students. Predictable Consistent Positive Safe

4. PBIS works: Experimental Research 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 Freeman, J., Simonsen, B., McCoach D.B., Sugai, G., Lombardi, A., & Horner, ( submitted) Implementation Effects of School-wide Positive Behavior Interventions and Supports on Academic, Attendance, and Behavior Outcomes in High Schools. PBIS is 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

5. Schools using PBIS in U.S. August, 2015 21,278

6. Number of Schools Implementation SWPBIS (Tier I) by State August, 2015 16 States with more than 500 schools Washington: ~ 378

7. Proportion of Schools Implementing SWPBIS by State August, 2015 13 States with at least 40% of all schools using PBIS Washington: ~ 378/1900

8. Washington: Major ODR per 100 Students by Grade Level Major ODR per 100 Students N = 209 N = 41 N = 18 Washington has examples of effective PBIS in Elementary, Middle and High Schools

9. Elementary Playground Classroom

10. Middle

11. High

12. Implementing with Fidelity and Impact A defining feature of PBIS is our commitment to implementing with fidelity…and measuring fidelity Measures of Fidelity -------------------- SET TIC BoQ SAS PoI ISSET BAT MATT TFI

13. Tier I Fidelity by School by State TFI, BoQ, SET, TIC 10,705 schools measured Tier I fidelity Count of Schools Using PBIS Count of Schools Measuring Fidelity Count of Schools Achieving Fidelity 7080 schools achieved “at or above fidelity” for Tier I PBIS

14. Tier II Fidelity TFI, ISSET, MATT, BAT 1,670 schools Tier II Fidelity ------------------------------ California, Illinois, Mass, Michigan, Missouri, Texas

15. Tier III Fidelity TFI, ISSET, MATT, BAT 1,670 schools measured Tier III Fidelity

16. Measuring Fidelity Keeps us Focused on the Core Features of Effective Schools

17. Tier I PBIS Core Features Consequences for Problem Behavior School-wide Expectations System to Acknowledge Behavior Leadership Team Classroom Systems Data and Decision System Bully Prevention Family Engagement Culturally Responsive Tier I PBIS

18. Equity

19. PBIS Improves Equity in Education Education needs to be effective for more than the privileged

20. Challenges Demonstrate the impact of PBIS to reduce discipline disproportionality across: SES Juvenile Justice The primary purpose of PBIS is to make schools more effective, efficient and equitable learning environments for ALL students.

21. http://www.pbis.org/school/equity-pbis Effective Instruction School- wide PBIS Data- based Problem Solving Explicit Bias Prevention Implicit Bias Prevention

22. Link Academic and Behavior Supports Progress Monitoring o 11. Collection of data o 12. Use of data for decision-making Fidelity Monitoring o 13. Collection of fidelity data o 14. Use of fidelity data for decision- making. Effective and Efficient Tier I o 1. Evidence-based curriculum o 2. Unambiguous instruction o 3. Adequate intensity o 4. System for positive feedback o 5. System for timely error correction. Universal Screening o 6. Collect US 2-4 times per year o 7. Use data for early intervention Evidence-based Tier II, Tier III o 8. Targeted supports ( Tier II) o 9. Intensive support (Tier III) o 10. Timely intervention support Amanda Sarah

23. Effects of Effective Instruction on the Achievement Gap Tigard-Tualatin School District (Chaparro, Helton, & Sadler, in press)

24. Disproportionality in School Discipline (Losen & Skiba, 2010)

25. Effects of SWPBIS on Discipline Disproportionality (Vincent, Swain-Bradway, Tobin & May, 2011) PBIS is PART of the solution but not the whole solution

26. Using Data for Decision-Making Having the right information in the right form at the right time. Team decision-making protocol o Identify “problems” with precision o Build solutions with technical and contextual relevance o Implement solutions with continuous monitoring of fidelity and impact Playground

27. Elementary

28. Middle

29. High

30. A major role for the “District” is providing schools with: The data systems needed for effective decision-making Training in Data-based Decision-making

31. Establishing the Systems for Educational Equity Explicit Bias o Attitudes and beliefs we have about a person or group on a conscious level Implicit Bias o Attitudes or stereotypes that affect our understanding, actions, and decisions in an unconscious manner

32. SYSTEMS PRACTICES DATA Culturally Knowledgeable Staff Behavior Culturally Relevant Support for Student Behavior OUTCOMES Culturally Equitable Academic & Social Competence Culturally Valid Decision Making School-wide PBIS

33. Implementing PBIS Student is the unit of impact School is the unit of intervention District is the unit of implementation State is the unit of coordination

34. Compression Implementation Grassroots Demand Policy Incentive Expectation Large Scale, High Fidelity, Sustained Implementation Technical Assistance Capacity Large Scale, High Fidelity, Sustained Implementation Network of Trainers Fidelity Measure Coaching Network Outcome Measures Alignment Protocols Defined roles at all levels of system

35. Building Capacity for Sustained Implementation Use PBIS Implementation Blueprint o Leadership Team o Demonstrations o Establishing capacity for sustainable implementation Use Implementation Science o Selecting effective practices o Building teams o Honoring stages of implementation o Building the “drivers” that are needed for high fidelity and sustainability o Using the decision-cycles needed for scaling and improvement

36. Leadership Team Funding Visibility Political Support TrainingCoachingEvaluation Local School Demonstrations Active Coordination Technical Expertise Policy

37. Implementation Science Frameworks WHO Teams WHEN Stages HOW Drivers HOW Cycles WHAT Interventions

38. © Fixsen & Blase, 2008 Performance Assessment (Fidelity) Coaching Training Selection Systems Intervention Facilitative Administration Decision Support Data System Implementation Drivers Competency Drivers Organization Drivers Leadership AdaptiveTechnical Successful Student Outcomes Program/Initiative/Framework (e.g. RtI)

39. Stages of ImplementationFocusStageDescription Exploration/ Adoption Decision regarding commitment to adopting the program/practices and supporting successful implementation. InstallationSet 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. Work to do it right! Work to do it better! Should we do it! Steve Goodman

40. 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, (2014 ), JPBI ExplorationInstallationInitial ImpFull Imp Leadership Team Funding Visibility Political Support Policy Training Coaching Expertise Evaluation Demos Interviews and Data Reviews with the PBIS implementers from Seven States that had at least 500 schools using PBIS.

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

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

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

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

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

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

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

48. Lessons Learned Multiple approaches to achieving effective 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 100-200 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 (100-200) Evaluation data system (to support continuous improvement) Essential role of Data: Fidelity data AND Outcome data

49. Districts District Implementation Team o Right People (5-10) o Adequate authority (schedule, funds, personnel, policy) o Meeting schedule (monthly) o Adequate coordination support o Measures of impact Coherent District Policy o Social behavior is a priority in district improvement plan (e.g. LCAP) o District commitment to selecting practices that are evidence-based o District process for aligning multiple initiatives. HOW Drivers

50. Districts: Organizational Systems Evaluation Capacity o Data systems that inform decision-making and provide policy feedback ** Fidelity and Impact Recruitment, Hiring o “Preference will be given to individuals with knowledge and experience in implementation of multi-tiered academic and behavior supports.” HOW Drivers

51. Districts Annual Faculty/Staff Orientation o Defines PBIS as a priority o Defines what to expect in a school using PBIS. o 30-60 min of annual orientation Professional Development (Training) o PD is always tied to core improvement goals o PD typically involves distributed training (multiple events) o PD is always linked to on-site coaching. o PD is always linked to fidelity measure Coaching HOW Drivers

52. Districts Annual staff evaluations o Demonstrated effectiveness implementing multi-tiered academic and behavior supports. Development of personnel with Tier II and Tier III expertise o Identification and assessment o Data-based decision-making o Team leadership in support plan development o Training and coaching expertise for team implementation o Collaboration at student, classroom, building and district levels HOW Cycles

53. Summary PBIS is a major component of effective education Districts are the unit of implementation for PBIS Delivering equitable and scalable PBIS will require greater attention to: o Building district capacity (train, coach, eval, expertise) o Evaluation of fidelity as well as impact o Linking PBIS with mental health and justice outcomes o Building the capacity to align, embed, adapt while retaining core features.

54. Relationships Establish Schools that are Effective, Efficient and Equitable