Sustaining Implementation of School-wide PBIS

Rob HornerUniversity of Oregon www.pbis.org

Goals

Celebrate: PBS now being used in many parts of society.

Focus: On school-wide positive behavior support.

Sustain: Define what will keep current gains active and improving.

PBS

ScienceValues

Vision

Practices that work

Practices that affect quality of life

Practices that are doable, durable and available

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 behavioral supports needed for a school to be an effective learning environment for all students.

Evidence-based features of SW-PBSPreventionDefine and teach positive social expectationsAcknowledge positive behaviorArrange consistent consequences for problem behaviorOn-going collection and use of data for decision-makingContinuum of intensive, individual intervention supports. Implementation of the systems that support effective practices

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

SCHOOL-WIDE POSITIVE BEHAVIOR

SUPPORT

27

Tertiary Prevention:Specialized

IndividualizedSystems for Students with

High-Risk Behavior

Secondary Prevention:Specialized Group

Systems for Students with At-Risk BehaviorPrimary Prevention:

School-/Classroom-Wide Systems for

All Students,Staff, & Settings

~80% of Students

~15%

~5%

School-Wide Positive Behavior

Support

Remember that the multiple tiers of support refer to our SUPPORT not Students.

Avoid creating a new disability labeling system.

Reading

Behavior

Math

Health

School-wide PBIS now Implemented in

10,892 SchoolsThroughout U.S.

Alabam

a

Alaska

Arizona

Arkansa

s

Califo

rnia

(Or C

o)

Calif (

San Jo

se)

Calif (

Campbell

)

Colorad

o*

Connecticu

t

Delaware

Florid

a*

Georgi

a

Hawaii

Idah

o

Illin

ois*

Indian

aIo

wa*

Kansa

s*

Kentu

cky

Louisi

ana*

Main

e

Mary

land*

Mas

s* (W

orceste

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Mich

igan

Min

nesota

Miss

issip

pi

Miss

ouri*

Montan

a*

Nebras

ka

Nevad

a

New H

amp

New Je

rsey*

New M

exico

New Yo

rk* -s

tate

New Yo

rk City

North C

arolin

a*

North D

akota*

Ohio

Oklahom

a

Oregon*

Pennsy

lvania

Rhode Isla

nd

South

Caro

lina*

South

Dak

ota

Tennes

see

Texa

s (Austi

n)Utah

*

Vermont

Virgin

ia

Virgin

ia-Fa

irfax

*

Virgin

ia-Lo

udoun

Was

hingto

n State

Was

hingto

n DC

Wes

t Virg

inia

Wisc

(Mad

ison)

Wyo

min

g

0

200

400

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August 2009

States

SWPBS Implementation by State

Illinois

Maryland North Carolina

Colorado

Sustaining SWPBIS

Jennifer (Doolittle) Coffey

Invest first in Team/ Teaching/ Data

Sustain through Admin Support/ On-going Reward

Importance of “Continuous Regeneration”Using data for on-going problem solving.

ValuedOutcomes

ImplementationProcess

EffectivePractices

Efficiency

EffectivenessPriority

Continuous Regeneration

Continuous

Measurement

Data-BasedProb.

Solving

Capacity

Building

McIntosh et al., 2009

Leadership TeamActive Coordination

FundingVisibility Political

Support

Training Coaching Evaluation

Local School/District Teams/Demonstrations

BehavioralExpertise

Policy

Implementation Stages

ExplorationInstallationInitial ImplementationFull ImplementationInnovationSustainability

Implementation occurs in stages:

Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

2 – 4 Years

Context

Science guided by our values and vision

Programs and practices guided by our science

Early InterventionLiteracy

Math

Wraparound

Positive Behavior Support

Family SupportResponse to Intervention

© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008

Alignment for Durable Systems change

Literacy

Wraparound

Math

Family Support

Behavior Support

ALIG

NM

ENT

Early Intervention

Resp

onse

to In

terv

entio

n/Pr

even

tion

Student Outcomes

Primary Prevention

Universal Screening

Multi-tiered Support

Early Intervention

Progress Monitoring

Systems to support practices

PBIS, RTI and Sustainability

Continuum of Support Practices

Emphasis on “Foundation Supports” and investment in prevention.

Emphasis on the organizational systems needed to implement practices with fidelity and durability.

Collection and use of data for decision-making

Sustaining SWPBIS

1. Effective and Efficient Foundation Practices

Establishing a Universal System of Support

Effective Curriculum

Unambiguous Instruction

Adequate intensity

Reward System

Error Correction System

Sustaining SWPBIS

2. Universal Screening Collect information on all students at least twice a year

Use data for decision-making2 or more ODRs

SSBD is used in Illinois

Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun0

2

4

6

8

10

12

0-12-56+

Cum

ulati

ve M

ean

OD

Rs

Cumulative Mean ODRs Per Month for 325+ Elementary Schools 08-09

Jennifer Frank, Kent McIntosh, Seth May

Sustaining SWPBIS

3. Continuum of Evidence-based Practices

Targeted interventions for students “at risk”

Intensive, Individualized interventions for students with more significant needs

Early Intervention

Moving Forward

Organizing for higher tiers of behavior support.Check-in/ Check-outFunctional Behavioral AssessmentIntensive Positive Behavior SupportWraparound

Teams with a purpose

Teams in a School

Tier II

Individualized

Student Assistance Team

Progress Monitoring

Team

Plans School-Wide & Class-wide supports

Implements CICO:

Monitors effectiveness and fidelity

Conducts FBA, develops and

implements BIP, Wraparound,

Person-Centered Plans

Sept. 1, 2009

Universal SupportsTeam:

Academic and

Behavior

Cindy Anderson &Nadia Sampson

Tier III Tier I

Your School1. List name of teams in 1st row, 2. List functions or activities of team in 2nd row 3. Use bottom cluster of boxes for student interventions (programs).

Use arrows to indicate “student movement” (if youth don’t respond to X intervention, where do they go next?)

Teams

Functions

Specific Strategies

Illinois Team Organization for

3-Tiered PBIS System of Support

CICO

SAIG

Group w. individual

feature

Complex

FBA/BIP

Problem Solving Team

Tertiary Systems Team

Brief

FBA/BIP

Brief FBA/BIP

WRAP

Secondary Systems Team

Plans SW & Class-wide supports

Uses Process data; determines overall

intervention effectiveness

Standing team; uses FBA/BIP process for one youth at a time

Uses Process data; determines overall

intervention effectiveness

Sept. 1, 2009

UniversalTeam

Universal Support

One Team

Everything

DisciplineHandbook

Organizing for an effective problem solving conversation

Problem

SolutionOut of Time

Use Data

A key to collective problem solving is to provide a visual context that allows everyone to follow and contribute

Collect and Use

Data

Review Status and

Identify Problems

Develop andRefine

Hypotheses

Discuss andSelect

Solutions

Develop andImplementAction Plan

Evaluate andRevise

Action Plan

Problem Solving Meeting Foundations

Team Initiated Problem Solving (TIPS) Model

Sustaining SWPBIS

4. Progress Monitoring Collection of data on a monthly, weekly, daily rate

Use of data for decision-making

Individual Student Support

Linking RTI and PBIS

5. Fidelity Monitoring

Assessing the extent to which we are implementing what we claim to implement

Use of the data for decision-making

Iowa Checklist 01-05, PK-6 % Fully & Partially Implemented

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Start Up Full Implementation Start Up Part Implementation

Team Implementation Checklist

District Level Commitment to Sustainability

Coherent District PolicyClear statement of values, expectations, outcomes“Social Behavior of Students” identified in school improvement plan.

Access to Evaluation and Assessment Tools

Ability to conduct universal screening and progress monitoring assessmentsAbility to assess implementation fidelity

Recruitment and hiringExpectations defined in job announcements

Annual Orientation of new Faculty/ Admin/ StaffDistrict-wide and school-wide expectationsClassroom management expectationsCollection and use of dataCommitment to individual student supports

District Level Commitment to Sustainability

“…preference given to individuals with experience and knowledge related to implementation of

school-wide approaches to literacy and behavior support.”

Professional Development PlanningFocused strategies for staff development in core skills

Annual Faculty/Staff EvaluationsExpectations assessed as part of annual evaluations

Recruitment of individuals with training, coaching, and implementation skills

Advanced skills in literacy supportsAdvanced skills in behavior supports

District Level Commitment to Sustainability