Transcript Using Positive Behavioral Interventions and Supports (PBIS

The Role of District Leadership
Teams in PBIS Implementation
Rob Horner
University of Oregon
www.pbis.org
Assumptions
• All districts have schools implementing PBIS
• Some district leadership teams have extensive PBIS
experience, others have limited experience.
• Recent research by McIntosh et al., indicates that
the quality of the district leadership team is among
the more important variables affecting the quality
and sustainability of PBIS implementation.
• Challenge associated with aligning multiple
initiatives
Districts are the key to Implementation
• Student is the unit of analysis
• School is the unit of intervention
• District is the unit of implementation
• State is the unit of coordination
Goals
• Define the purpose of PBIS
• Define the role and functions of district
leadership teams
• Build action plans to enhance district leadership
• Propose one measure of district implementation
capacity.
Why PBIS?
• The fundamental purpose of PBIS is to
make schools more effective and
equitable learning environments.
Predictable
Positive
Consistent
Safe
Main Messages
• PBIS is a foundation for the next generation of
education.
Effective (academic, behavior)
Equitable (all students succeed)
Efficient (time, cost)
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
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.
What is School-wide Positive Behavior
Intervention and Support (PBIS)?
• School-wide PBIS is:
• A multi-tiered 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
Questions
• What about using “warning” messages,
(e.g. no texting)
• What about “extreme behavior problems”
• What do you mean by “social culture”
Teaching Matrix Activity
(Identify cells that you would change)
Respect
Others
Classroom
Lunchroom
Bus
Hallway
Assembly
No food in
class
Eat your own
food
Stay in your
seat
No
harassment
No violence
Arrive on time
to speaker
Respect
Environment
& Property
Recycle paper
Return trays
Keep feet on
floor
Do not litter
Leave the
auditorium as
clean as you
find it.
Respect
Yourself
Do your best
Wash your
hands
Be at stop on
time
Use your
words
No hats
No gum
Respect
Learning
Have
materials
ready
Eat balanced
diet
Go directly
from bus to
class
Go directly to
class
Discuss topics
in class w/
others
Teaching Matrix Activity
(Identify cells that you would change)
Respect
Others
Classroom
Lunchroom
Bus
Hallway
Assembly
No food in
class
Eat your own
food
Stay in your
seat
No
harassment
No violence
Arrive on time
to speaker
Respect
Environment
& Property
Recycle paper
Return trays
Keep feet on
floor
Do not litter
Leave the
auditorium as
clean as you
find it.
Respect
Yourself
Do your best
Wash your
hands
Be at stop on
time
Use your
words
No hats
No gum
Respect
Learning
Have
materials
ready
Eat balanced
diet
Go directly
from bus to
class
Go directly to
class
Discuss topics
in class w/
others
Establishing a Social Culture
Common
Language
MEMBERSHIP
Common
Experience
Common
Vision/Values
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
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
27
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
Using PBIS to Achieve
Quality, Equity and Efficiency
• QUALITY: Using what works; Linking Academic and Behavior Supports
•
•
•
•
North Carolina (valued outcomes)
Michigan (behavior and literacy supports)
Commitment to Fidelity Measures
Building functional logic/ theory/ practice (Sanford)
• EQUITY: Making schools work for all
•
•
•
•
Scott Ross
Russ Skiba
Vincent, Cartledge, May & Tobin
Bully prevention
• EFFICIENCY: Working Smarter: Building implementation science into large
scale adoption.
• Using teacher and student time better.
• Dean Fixsen/ Oregon Dept of Education
Schools using PBIS
August , 2014
21,611
Number of Schools Implementation SWPBIS (Tier I) by State
August, 2014
14 States with
more than 500
schools
California
Proportion of Schools Implementing SWPBIS by State
August, 2014
California
14 States with
more than 40% of
schools
Lessons Learned
• Implementation Leadership Team
• Local Demonstrations
• Build Policy Foundation
• Build Technical Capacity
Visibility
Funding
Political
Support
Policy
Leadership Team
Active Coordination
Training
Coaching
Behavioral
Expertise
Evaluation
Local School/District Teams/Demonstrations
Questions
• How do we establish “staff buy –in” to implement PBIS?
• How do we build a unified “District Effort” while also
honoring the independent culture of each school?
• In our district PBIS is strong within SPED, but not as well
extended to Regular Educators… how do we change this?
• How does PBIS address discipline disproportionality by
race/ethnicity?
Questions
• What Universal screeners are you
recommending, and how do we learn how to use
these for decision-making?
• Can you please speak to the concerns about
detrimental effects of “extrinsic rewards” on
building intrinsic motivation and character.
• Can you review what “coaching” really looks
like?
Districts
• District Implementation Team
•
•
•
•
•
Right People (5-10)
Adequate authority (schedule, funds, personnel, policy)
Meeting schedule (monthly)
Adequate coordination support
Measures of impact
• Coherent District Policy
• Social behavior is a priority in district improvement plan (e.g. LCAP)
• District commitment to selecting practices that are evidence-based
• District process for aligning multiple initiatives.
District Leadership Team
• Evaluation Capacity
• Data systems that inform decision-making
and provide policy feedback
** Fidelity and Impact
• Recruitment, Hiring, Evaluation
• “Preference will be given to individuals with knowledge and
experience in implementation of multi-tiered academic and
behavior supports.”
Districts
HOW
• Annual Faculty/Staff Orientation
• Defines PBIS as a priority
• Defines what to expect in a school using PBIS.
• 30-60 min of annual orientation
• Professional Development (Training)
•
•
•
•
Drivers
PD is always tied to core improvement goals
PD typically involves distributed training (multiple events)
PD is always linked to on-site coaching.
PD is always linked to a fidelity measure
• Coaching
• Prompting, Fluency Building, Performance Feedback, Adaptation
Districts
• Annual Faculty and Staff Evaluations
• Staff evaluations include assessment of whether multi-tiered
systems of support are implemented (e.g. OTISS)
• Development of Targeted Expertise
• Schools have access to individuals with the skills to perform,
train, coach and support Tier II and Tier III supports.
• This expertise may be within the district, or from a regional
support entity.
• Development of Exemplar Sites
Visibility
Funding
Political
Support
Policy
Leadership Team
Active Coordination
Training
Coaching
Behavioral
Expertise
Evaluation
Local School/District Teams/Demonstrations
Summary
• PBIS is a framework for improving the effectiveness and equity
of schools
• PBIS is evidence-based
• PBIS implementation requires an active and effective district
leadership team
• Data-based Decision-making is a central part of PBIS
• Fidelity of PBIS (Tiered Fidelity Inventory)
• Impact on Students (Tier I, Tier II, Tier III)
• Capacity of District (DCA)
Values
Science
Practices that
affect quality of
life
Practices that
work
PBIS
Vision
Practices that
are practical,
durable and
available