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2011 National PBIS Leadership Forum Implementing Innovation for a Lasting Effect October 27-28, 2011 | Hyatt Regency O’Hare | Rosemont, Illinois Mark Your Calendars Now! Next Year’s Forum: October 18-19, 2012 WHO’S HERE?.....Family Members, Students, Administrators, Educators, Specialists, Support, Specials, Trainers & Coaches, Consultants, Community Activists/Advocates, Politicos, Researchers,….. Student Classroom School District State PBIS (aka SWPBS) is Framework for enhancing adoption & implementation of Continuum of evidence-based interventions to achieve Academically & behaviorally important outcomes for All students Maximizing Your Session Participation Consider 4 questions Work w/ your team Why am I here? What do I hope to learn? What did I learn? What will I do with what I learned? Where are you in implementation process? Adapted from Fixsen & Blase, 2005 EXPLORATION & ADOPTION INSTALLATION • We think we know what we need, so we ordered 3 month free trial (evidence-based) • Let’s make sure we’re ready to implement (capacity infrastructure) INITIAL IMPLEMENTATION • Let’s give it a try & evaluate (demonstration) FULL IMPLEMENTATION • That worked, let’s do it for real (investment) SUSTAINABILITY & CONTINUOUS REGENERATION • Let’s make it our way of doing business (institutionalized use) Why are you here? Acquisition • I want to learn something new Fluency Building • I want to get better at what I’ve learned Maintenance • I want to keep doing what I’ve learned Generalization Adaptation • I want to extend what I’ve learned • I want to improve the fit of what I’ve learned CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT FEW ~5% ~15% SOME Primary Prevention: School-/ClassroomWide Systems for All Students, Staff, & Settings ALL ~80% of Students Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Intensive Targeted Universal Few Some All Dec 7, 2007 Continuum of Support for ALL Intensive Continuum of Support for ALL: “Molcom” Anger man. Prob Sol. Targeted Ind. play Adult rel. Self-assess Attend. Universal Coop play Peer interac Label behavior…not Dec 7, 2007 people IMPLEMENTATION W/ FIDELITY CONTINUUM OF CONTINUOUS EVIDENCE-BASED PROGRESS INTERVENTIONS MONITORING UNIVERSAL SCREENING RtI PBIS DATA-BASED DECISION MAKING & PROBLEM SOLVING CONTENT EXPERTISE & FLUENCY TEAM-BASED IMPLEMENTATION RCT & Group Design PBIS Studies 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 grouprandomized 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. Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (in press). The impact of school-wide positive behavioral interventions and supports (SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial. Archives of Child & Adolescent Medicine Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior PRACTICES Supporting Student Behavior Basic “Logic” PRACTICES Implementation Fidelity Training + Coaching + Evaluation Maximum Student Outcomes Funding Visibility Political Support Policy LEADERSHIP TEAM (Coordination) Training Coaching Evaluation Local School/District Implementation Demonstrations Behavioral Expertise School leadership & contributing factors on student learning. Student/ Family Background School Leadership School Conditions Teachers Classroom Conditions Louis, Leithwood, Wahlstrom, & Anderson (2010). To receive positive ratings on previous, managers must do 4 things well: When selecting someone, they select for talent…not simply experience, intelligence, or determination. When setting expectations, they define right outcomes…not the right steps. When motivating someone, they focus on strengths…not on weaknesses. When developing someone, they help him find right fit…not simply the next rung on ladder. (p. 67) Buckingham & Coffman 2002, Gallup Effective leaders engage in actions or behaviors & establish working conditions that: Emphasize setting clear goals Develop strength qualities of teachers Organize operation of school for success Consider implementation phases, drivers, & processes associated w/ utilization of effective teaching practice Promote strengths, talents, & capacities of their workers to achieve specific expectations & outcomes Monitor & measure effects of their actions, decisions, & policies w/relevant data Sugai, Horner, & Lewis, in press PRACTICE “Making a turn” Effective IMPLEMENTATION Effective Maximum Student Benefits Not Effective Fixsen & Blase, 2009 Not Effective Start w/ What Works Focus on Fidelity Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch. Getting What You Need? Attend whole strand Attend individual content sessions Ask questions during sessions Attend “Roundtables” for extended discussions Selecting Sessions Evaluate alignment of session objectives w/ needs of school, team, & individual Review level & prerequisites Consider implementation phase Participating in Roundtables Write question cards Ask individual & specific questions Give own individual examples Discuss common topics w/ others Gather resource & contact information Leadership Team Action Planning Worksheets: Steps Self-Assessment: Accomplishments & Priorities “Leadership Team Action Planning Worksheet” Session Assignments & Notes: High Priorities “Team Member Note-Taking Worksheet” Action Planning: Enhancements & Improvements “Leadership Team Action Planning Worksheet” PBIS – Respect & Responsibility OTHERS SELF PLACE • Use mobile & converse @ breaks • Get flu shot • Wear your name tag • Work as team • Be safe & watch step • Wash hands frequently • Self-assess • Maintain neat work area •Pre-/recycle Effective Social & Academic School Culture Common Language PBIS Common Experience Common Vision/Values