School-wide Positive Behavior Support: Providing State-Wide Leadership Rob Horner University of Oregon George Sugai University of Connecticut www.pbis.org Barbara Kelley Roger Titgemeyer Orange County.
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Transcript School-wide Positive Behavior Support: Providing State-Wide Leadership Rob Horner University of Oregon George Sugai University of Connecticut www.pbis.org Barbara Kelley Roger Titgemeyer Orange County.
School-wide Positive Behavior Support:
Providing State-Wide Leadership
Rob Horner
University of Oregon
George Sugai
University of Connecticut
www.pbis.org
Barbara Kelley
Roger Titgemeyer
Orange County
Goals
Define core features of SWPBS
Define Role of a Leadership Team
Provide examples from other states
Planning for Desert Mountain SELPA
School-wide PBS
Build a continuum of
supports that begins with
the whole school and
extends to intensive,
wraparound support for
individual students and
their families.
What is
School-wide Positive Behavior Support?
School-wide PBS is:
A systems approach for establishing the social culture and
individualized behavioral supports needed for schools to
achieve both social and academic success for all students while
preventing problem behavior
Evidence-based features of SW-PBS
Prevention
Define and teach positive social expectations
Acknowledge (reward) positive behavior
Arrange consistent consequences for problem behavior
On-going collection and use of data for decision-making
Continuum of intensive, individual interventions.
Administrative leadership – Team-based implementation
(Systems that support effective practices)
Establishing a Social Culture
Common
Language
MEMBERSHIP
Common
Experience
Common
Vision/Values
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~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
SWPBS
Practices
Classroom
Non-classroom
• Smallest change
• Evidence-based
• Biggest, durable effect
Student
Family
Supporting Social Competence,
Academic Achievement and Safety
School-wide
PBS
OUTCOMES
Supporting
Student
Behavior
Supporting
Decision
Making
SYSTEMS
Supporting
Staff Behavior
Define School-wide Expectations
for Social Behavior
Identify 3-5 Expectations
Short statements
Positive Statements (what to do, not what to avoid
doing)
Memorable
Examples:
Be Respectful, Be Responsible, Be Safe, Be Kind, Be a
Friend, Be-there-be-ready, Hands and feet to self,
Respect self, others, property, Do your best, Follow
directions of adults
States Implementing SWPBS
9000+ schools in 44 states
1200
Number of Schools
1000
California
Illinois
800
600
400
200
0
1
3
5
7
States
9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55 57 59 61 63 65 67 69 71
Hawaii
California
Scott Spaulding, Claudia Vincent, et al
Pbis.org / evaluation/ evaluation briefs
Visibility
Political
Support
Funding
Leadership Team
Active Coordination
Training
Coaching
Behavioral
Expertise
Local Demonstration Schools
Evaluation
Leadership Team
Political authority
Families
School Administrators
State Department of Education (Gen Ed-SPED?)
Union/ Staff
Technical Expertise
Behavioral expertise
Implementation and training expertise
University and Personnel Prep positions
Coordination
Experience, skill, social competence, time
Leadership Team
Meet Regularly
Minimal: Quarterly
Preferred: Monthly
Once established (as needed)
Meet Functionally
Action planning (schools, districts, evaluation)
Conduct: Review, input, guidance
Funding
Three years of funding
Visibility
Political, community, professional
Political Support
State policy
At least annual (prefer twice a year) presentation to
board/superintendent/governor.
Core Functions of Leadership Team
Trainers
State and regional access to training at all three tiers of PBIS
Build capacity for every district to conduct annual training
orientation
State-wide annual forum
Coaching Cadre
Coaches training, state forum
Define job description of coach
Behavioral Expertise
School –psychologist, counselor, social worker, administrator
Skills in FBA, Behavior Support development, data collection
and use.
Evaluation Plan
Fidelity data
Student behavioral data
Student academic data
Coaching Defined
Coaching is the active and iterative delivery of:
◦ (a) prompts that increase successful behavior, and
◦ (b) corrections that decrease unsuccessful behavior.
◦ Coaching is done by someone with credibility and
experience with the target skill(s)
◦ Coaching is done on-site, in real time
◦ Coaching is done after initial training
◦ Coaching is done repeatedly (e.g. monthly)
◦ Coaching intensity is adjusted to need
Outcomes of Coaching
Fluency with trained skills
Adaptation of trained concepts/skills to
local contexts and challenges
And new challenges that arise
Rapid redirection from miss-applications
Increased fidelity of overall
implementation
Improved sustainability
Most often due to ability to increase coaching
intensity at critical points in time.
Training Outcomes Related to Training Components
Training Outcomes
Training
Components
Presentation/
Lecture
Knowledge of
Content
Skill
Implementation
Classroom
Application
10%
5%
0%
Plus
Demonstration
30%
20%
0%
Plus
Practice
60%
60%
5%
Plus Coaching/
Admin Support
Data Feedback
95%
95%
95%
Joyce & Showers, 2002
Example of the Impact of Coaching on Student Outcomes:
Average Major Discipline Referrals per Day per Month
Coach returns
from leave
7
6
Avg. Referrals per Day
5
4Coach goes
on leave
3
2
1
0
Sep Oct NovDec Jan Feb Mar Apr May
05-06 06-07
Demonstrations
Initial demonstrations
Fidelity is possible
Outcomes are desired and useful
Pockets of supported demonstrations
Located where there is training expertise or money
Building regional capacity
PBIS in Illinois
Lucille Eber Ed.D.
IL PBIS Network
July 17, 2008
Developing Local Systems of Care
for Children and Adolescents with
Mental Health Needs and their Families
Training Institutes
Nashville,TN
PBIS Schools Over Ten Years:
number of schools
Trained & Partially or Fully Implementing
1000
900
800
700
600
500
400
300
200
100
0
874
520
394
587
654
444
303
120
184
23
Year Year Year Year Year Year Year Year Year Year
1
2
3
4
5
6
7
8
9
10
9/98 9/00 9/01 6/02 6/03 6/04 6/05 6/06 6/07 6/08
# External Coaches
138
# d istricts su p p o rted b y extern al co ach
140
120
100
71
76
80
60
40
20
0
2005-06
2006-07
2007-08
# IL PBIS Schools & # External Coaches
June 30, 2008
# IL PBIS Schools & # Ext. & Int. Coaches
June 30, 2008
Steve Goodman
[email protected]
www.cenmi.org/miblsi
2009
Shifting to Regional
Training Model
Participating Schools
300
250
200
150
2000 Model Demonstration Schools (5)
2004 Schools (21)
2005 Schools (31)
2006 Schools (50)
2007 Schools (165)
100
50
0
2003-2004
Existing Schools
2004-2005
New Schools
2005-2006
2006-2007
DIBELS Instructional Recommendations and Major
Discipline Referral per Cohort per Year
Major Discipline
Referrals
160
90
140
80
120
70
60
50
100
DIBELS
Benchmark
80
40
60
30
40
20
20
10
0
0
2003-2004
Cohort 1 (n=16 schools)
2004-2005
2005-2006
Cohort 2 (n=24 schools)
2006-2007
Major Discipline Referrals per 100 students
Percent Students at Benchmark (schoolwide)
100
Percentofstudents
Participating School Example:
Fourth Grade Reading MEAP Results
Began MiBLSi
Implementation
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
2000
2001
2002
2003
Year
School
District
2004
2005
North Carolina
Positive Behavior Support Initiative
Partners’ Update
February 2009
Heather R. Reynolds
NC Department of Public Instruction
Bob Algozzine
Behavior and Reading Improvement Center
http://www.dpi.state.nc.us/positivebehavior/
State PBS Coordinator
Heather R Reynolds
North Carolina
Positive Behavior Support Initiative
100
95
90
85
EOG Reading
80
Schools with Low
ODRs and High
Academic Outcomes
75
Reading
Linear (Reading)
70
rxy = -.44
(n = 36)
65
60
55
50
0.00
0.10
0.20
0.30
0.40
0.50
ODRs
0.60
0.70
0.80
0.90
1.00
Dr. Bob Algozzine
Stages of Implementation
Implementation occurs in stages:
Exploration
Installation
Initial Implementation
Full Implementation
Innovation
Sustainability
Fixsen, Naoom, Blase, Friedman, & Wallace, 2005
2 – 4 Years
Priority
Effectiveness
Valued
Outcomes
DataBased
Prob.
Solving
Continuous
Regeneration
Identifying
& Modifying
Practices
Practice
Implementation
Efficiency
Considerations for Next Steps
Build Political Commitment
◦ Policy recommendations
Send to every district
Send to state department
◦ Administrator Academy
◦ Summer institute for coaches/trainers
Considerations for Next Steps
Leadership Team
Do we have the right people on the team?
Do we have the administrative representatives we
need?
Do we have the FTE for “coordination” that will
allow leadership team decisions to produce action?
Considerations for Next Steps
Trainer Capacity
What is needed to build trainer capacity at
district/regional level?
Consider both initial training, and on-going training
Do districts/ regions have the capacity for annual training
as part of Fall orientation?
Do districts/ regions have the capacity for advanced
training in behavior support and data-based decisionmaking.
Considerations for Next Steps
Coaching Capacity
Build coaching job description
Build coaching expectations/ ratio recommendation
Annual trainer/coaching training (forum)
Considerations for Next Steps
Behavioral Expertise
State- very strong
District/ Region: unclear
School building:
Is there someone who can do a simple FBA?
Do schools have team structure to use FBA info for BIP
design and implementation?
Do schools have information system needed to manage BIP?
Considerations for Next Steps
Evaluation
State/ District/ School evaluation plan
Measures of fidelity
Measures of student behavior outcomes
SWIS
CICO-SWIS
ISIS
Academic behavior
District Level Capacity Evaluation
DSSP
Considerations for Next Steps
Funding
ARRA
SPDG
Safe & Drug Free
State IDEA
Mental Health
Title I
Considerations for Next Steps
Demonstrations
Schools using PBS
Districts with Capacity
Building sustainability at district, region, state
Considerations for Next Steps
Linking RtI and PBIS efforts.
Core features
Common assessment, organization and evaluation