Leadership in Implementing School-wide PBIS February 27

Rob Horner University of Oregon OSEP TA-Center on PBIS www.pbis.org

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.

Themes Affecting Education:

Multi-tiered Systems, Evidence-based Practices, Implementation Science Multi-tiered Systems of Support Evidence-based Practices Performance Assessment (Fidelity) Coaching Systems Intervention Training Selection Facilitative Administration

Effective Implementation

Decision Support Data System

Leadership Drivers Technical Adaptive

Implementation Science

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

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

Why SWPBIS?

•

The fundamental purpose of SWPBIS is to make schools more effective learning environments.

Predictable Positive Consistent Safe

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

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

27 SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT Primary Prevention: School-/Classroom Wide Systems for All Students, Staff, & Settings ~5% ~15% Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior

Main Ideas:

1. Invest in prevention first 2. Multiple tiers of support intensity 3. Early/rapid access to

~80% of Students

support

Remember that the multiple tiers of support refer to our

SUPPORT

not Students.

Avoid creating a new disability labeling system.

Math Behavior Reading Health

20000 18000 16000 14000 12000 10000 8000 6000 4000 2000 0 00 Number of Schools Implementing SWPBIS since 2000 01 02 03 04 05 06 07

19,054

08 09 10' 11' 12' 13'

600 400 200 0 1800 Illinois 1600 1400 1200 Arizona 1000 800

Count of School Implementing SWPBIS by State February, 2013

14 States > 500 Schools

0,5 0,4 0,3 0,2 0,1 0 0,9 0,8 0,7 0,6 Arizona Proportion of Schools Implementing SWPBIS by State February, 2013 12 states over 40% of all schools implementing SWPBIS

• • •

Using the PBIS Implementation Blueprint

Exploration Annual Assessment Action Planning

Funding Training Visibility Political Support Policy

Leadership Team Active Coordination

Coaching Behavioral Expertise Evaluation Local School/District Teams/Demonstrations Sugai et al., www.pbis.org

SWPBS Implementation Self-Assessment and Planning Tool IMPLEMENTATION FEATURE IN PLACE STATUS Yes Partial No

1. Capacity to address multi-school (

district

) and/or multi district (

region, state

) leadership and coordination. 2. Leadership Team with

representation

from appropriate range of stakeholders (e.g., special education, general education, families, mental health, administration, higher education, professional development, evaluation & accountability). 3. Completion of SWPBS

Implementation Blueprint self assessment

at least annually. 4.

3-5 year prevention-based action plan

that delineates actions linked to each feature of the Implementation Blueprint. 5.

Regular meeting schedule

(at least quarterly) & meeting process (agenda, minutes, dissemination).

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.

Activity/Action (Person/s) Month

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

Stages of Implementation

Stages of Implementation

Focus Stage Description

Steve Goodman Should we do it!

Exploration/ Adoption Decision regarding commitment to adopting the program/practices and supporting successful implementation.

Work to do it right!

Work to do it better!

Installation Initial Implementation Full Implementation Continuous Improvement/ Regeneration Set up infrastructure so that successful implementation can take place and be supported. Establish team and data systems, conduct audit, develop plan.

Try out the practices, work out details, learn and improve before expanding to other contexts.

Expand the program/practices to other locations, individuals, times- adjust from learning in initial implementation.

Make it easier, more efficient. Embed within current practices.

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

Leadership Team Funding Visibility Political Support Policy Training Coaching Expertise Evaluation Demos

Sustainability

Exploration and Adoption

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)?

Installation

What were critical issues that confronted the team as it began to install systems changes?

Initial Implementation

What were specific activities the team did to ensure success of the initial implementation efforts?

Full Implementation Innovation and sustainability

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)?

What was the role of State agency personnel in the exploration phase?

Descriptive Summary: Oregon

700 600 500 400 300 200 100 0 1995-96 1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 Exploration / Installation / Initial Imp /Full Imp & Innovate

Descriptive Summary: Missouri

700 600 500 400 300 200 100 0 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06 06-07 07-08 08-09 09-10 10-11 Exploration / Installation /Initial Imp / Full Imp & Innovate

Descriptive Summary: North Carolina

300 200 100 0 1000 600 500 400 900 800 700 01-02 02-03 03-04 04-05 05-06 06-07 07-08 08-09 09-10

800 700 600 500 400 300 200 100 0

Descriptive Summary: Colorado

03-04 04-05 05-06 06-07 07-08 08-09 09-10 10-11

800 600 400 200 0

Descriptive Summary: Florida

1200 1000 02-03 03-04 04-05 05-06 06-07 07-08 08-09 09-10

900 800 300 200 100 0 700 600 500 400

Descriptive Summary: Maryland

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010

Descriptive Summary: Illinois

1600 1400 1200 1000 800 600 400 200 0 Exploration / Installation / Initial Imp /Full Imp & Innovate

•

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 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

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

•

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

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

Summary

• Leadership is essential for successful implementation of PBIS.

• Vision, Local Capacity, Assess, Adapt.

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.

School-wide PBS

• Establishing additional supports for students with more intense needs

Behavior Support Elements *Response class *Routine analysis *Hypothesis statement *Supporting data Problem Behavior *Alternative behaviors *Competing behavior analysis *Indicated, evidence-based interventions *Contextual fit *Strengths, preferences, & lifestyle outcomes Functional Assessment Intervention & Support Plan •

Team-based • Behavior competence

*Implementation support *Data plan *Continuous improvement *Sustainability plan Fidelity of Implementation Impact on Behavior & Lifestyle

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: www.pbisassessment.org

• 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