Presentation on theme: "Current Status and Emerging Directions for PBIS"— Presentation transcript:
1 Current Status and Emerging Directions for PBIS Rob HornerUniversity of Oregon
2 Goals Current status of PBIS in US and Internationally Emerging directionsFocus on core features of PBISUse of fidelity measuresRole of state and districtAlignment with mental health, restorative practices, social/emotional learning, bully prevention
3 Current StatusImplementation of Positive Behavioral Interventions and Supports.
4 Schools using PBIS February, 2015 20,38420% of all Schools in US
5 14 States with more than 500 schools Number of Schools Implementation SWPBIS (Tier I) by StateFebruary , 201514 States with more than 500 schools
6 Proportion of Schools Implementing SWPBIS by State February, 2015 13 States with at least 40% of all schools using PBIS
7 9130 Schools with Fidelity Data Number of PBIS schools (Green) Implementing, (Red) measuring fidelity and (Blue) at Tier I fidelity by state>75%ConnecticutIowaKentuckyMichiganMinnesotaMissouriOregonSouth CarolinaVermont9130 Schools with Fidelity DataFloridaIllinoisNorth CarolinaWisconsinTotal number of schools using SWPBISTotal number of schools measuring fidelitySchools at Tier I fidelity
8 International Implementation of PBIS DenmarkNorway
9 1. Focus on Core FeaturesCore features are the strategies and practices that you can see when you go into a school.
10 Tier I PBIS Core Features Consequences for Problem BehaviorClassroom SystemsSystem to AcknowledgeBehaviorTier I PBISData-based Decision SystemSchool-wide ExpectationsBully PreventionLeadership TeamFamily / Community Engagement
12 Tier II PBIS Core Features Increased Level of FeedbackAdditional instruction on BehaviorTier II PBISIncreased StructureIncreased Intensity of Data CollectionTier II, III Leadership TeamIncreased Family Engagement
13 Tier III PBIS Core Features Individualized Support DeliveryIndividual Support PlanningTier III PBISIncreased Intensity of Data CollectionIndividualized AssessmentIndividual Student TeamIncreased Family Engagement
14 Why Focus on Core Features? Core features are a key to culturally sensitive PBIS.They allow use of different strategies and paths to achieve the features of a school that benefit all students.The focus on Core Features facilitates large-scale implementationCore features are critical to state and district alignment of multiple initiatives
15 2. Use of Fidelity Measures Providing teams with a valid, reliable, efficient fidelity measure is among the most empowering actions a leader can make.Fidelity measures shift the focus from “are we implementing program X?” to “are we establishing the features of a school that will benefit students?”Fidelity measures should be done at least 2-3 times a year and ALWAYS result in an action plan.
16 TFI- Technical Adequacy (McIntosh, Massar et al. 2015) Available from OSEP TA-CenterNo CostAssessors Training PowerPointandAssessors Training Video atTFI- Technical Adequacy(McIntosh, Massar et al. 2015)Content Validity (Tier 1 .95; Tier II .93; Tier III .91)Usability (12 of 14 > 80%) (15 min per Tier)Inter-rater Agreement (.95; .96; .89)Test-retest reliability (.98; .99; .99)Factor Analysis
17 1.1 Team Composition Subscale: Teams Feature Data Sources Scoring Criteria0 = Not implemented1 = Partially implemented2 = Fully implemented1.1 Team Composition: Team Composition: Tier I team includes a Tier I systems coordinator, a school administrator, a family member, and individuals able to provide (a) applied behavioral expertise, (b) coaching expertise, (c) knowledge of student academic and behavior patterns, (d) knowledge about the operations of the school across grade levels and programs, and for high schools, (e) student representation.School organizational chartTier I team meeting minutes0 = Tier I team does not exist or does not include coordinator, school administrator, or individuals with applied behavioral expertise1 = Tier I team exists, but does not include all identified roles or attendance of these members is below 80%2 = Tier I team exists with coordinator, administrator, and all identified roles represented, AND attendance of all roles is at or above 80%Main Idea: Teams need people with multiple skills and perspectives to implement PBIS well.
22 Action Planning1. Team to propose teaching template and Fall teaching schedule at Feb 16 Faculty meeting.AlanFeb 16
23 3. District as Unit of Implementation Student is unit of impactSchool is unit of analysisDistrict is unit of implementation (Region)State is unit of capacity development
24 Building Capacity State District School Classroom SISEP and Scaling UP Current PBISInitial PBISAvailable atTraditional Behavior/ Classroom Management
25 4. Aligning Multiple Initiatives Taking PBIS to the next level of scaling will depend largely on our ability to define practical and efficient systems for aligning multiple initiatives at the state, region and district level.
26 Percentage of Schools Implementing Predicted Trajectory based on theory of critical mass80%Percentage of Schools Implementing50%ReplicationsToo often, actual resultsModel Demonstrations10%0%EarlyLaterTime in YearsSteve Goodman
27 ---------------------------- Restorative Practice/ JusticeDiscipline DisproportionalityChallenge:We have more “programs,” “initiatives” or “practices” than can be implemented well.How to organize and align for efficiency and effectivenessTrauma-based SupportSchool Climate/ PBISSchoolsBully PreventionRestraint SeclusionCommon CoreAcademic FailureYour AdditionTeacher Effectiveness
28 4 Key Features of Effective Alignment Align multiple initiatives at the organizational level where a common budget authority exists.Align multiple initiatives by using a common outcome measure to assess effectiveness.Build aligned professional development by comparing and combining the “core features” of multiple initiatives.Compare fundamental assumptionsStart with common “core features” and compare the practices used to achieve these features.Determine how to incorporate additional core features with efficiencyBuild single Professional Development curricula that combine core features.Resolve Logic Model Conflict
29 Effective Alignment of Initiatives Organizational UnitCore Feature Summary for each InitiativeSingle ProfDevelPlan(with coaching, policy, data systems)Initiative AInitiative BInitiative CFidelity and Outcome Measures
30 SummarySchool-wide social culture is increasingly being recognized as a fundamental element of effective schools.PBIS is an effective and efficient framework for establishing and sustaining a school-wide social cultureFor the near future:Focus on “core features” of PBISMeasure and use fidelity dataFocus on district capacityEstablish a formal protocol for selecting and aligning multiple initiatives.
31 Integrated Multi-Tiered Framework for Educational Success October 22-23, 2015OSEP Technical Assistance Center on PBIS 2015 Leadership ForumSessions are organized by strands that support initial through advanced implementation in elementary, middle, and high schools as well as juvenile justice facilities:PBIS FoundationsClassroom ApplicationsTier 2 Systems & PracticesTier 3 Systems & PracticesAligning SystemsJuvenile JusticeMental Health IntegrationEquityApplied EvaluationSpecial TopicsIntegrated Multi-Tiered Framework for Educational SuccessSAVE THE DATEDonald E. StephensConvention CenterRosemont, IllinoisThis two-day forum for school, state, district and regional Leadership Teams and other professionals has been designed to increase the effectiveness of PBIS implementation. Featuring sessions specifically designed for our Mental Health, Juvenile Justice, and Family/Community Partners!Visit the Upcoming Events page at for more information