Presentation on theme: "Current Status and Emerging Directions for PBIS Rob Horner University of Oregon Www.pbis.org."— Presentation transcript:
Current Status and Emerging Directions for PBIS Rob Horner University of Oregon Www.pbis.org
Goals Current status of PBIS in US and Internationally Emerging directions – Focus on core features of PBIS – Use of fidelity measures – Role of state and district – Alignment with mental health, restorative practices, social/emotional learning, bully prevention
Current Status Implementation of Positive Behavioral Interventions and Supports.
Schools using PBIS February, 2015 20,384 20% of all Schools in US
Number of Schools Implementation SWPBIS (Tier I) by State February, 2015 14 States with more than 500 schools
Proportion of Schools Implementing SWPBIS by State February, 2015 13 States with at least 40% of all schools using PBIS
Total number of schools using SWPBIS Total number of schools measuring fidelity Schools at Tier I fidelity Number of PBIS schools (Green) Implementing, (Red) measuring fidelity and (Blue) at Tier I fidelity by state >75% ------------------- Connecticut Iowa Kentucky Michigan Minnesota Missouri Oregon South Carolina Vermont Florida Illinois North Carolina Wisconsin 9130 Schools with Fidelity Data
International Implementation of PBIS Norway Denmark
1. Focus on Core Features Core features are the strategies and practices that you can see when you go into a school.
Tier I PBIS Core Features Consequences for Problem Behavior School-wide Expectations System to Acknowledge Behavior Leadership Team Classroom Systems Data-based Decision System Bully Prevention Family / Community Engagement Tier I PBIS
Practices Core Features Valued Outcomes Core Features Effective Practice Values Science Technology
Tier II PBIS Core Features Increased Level of Feedback Increased Structure Additional instruction on Behavior Tier II, III Leadership Team Increased Intensity of Data Collection Increased Family Engagement Tier II PBIS
Tier III PBIS Core Features Individualized Support Delivery Individualized Assessment Individual Support Planning Individual Student Team Increased Intensity of Data Collection Increased Family Engagement Tier III PBIS
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 implementation Core features are critical to state and district alignment of multiple initiatives
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.
Available from OSEP TA- Center www.pbis.orgwww.pbis.org www.pbisapps.org No Cost Assessors Training PowerPoint and Assessors Training Video at www.pbisapps.orgwww.pbisapps.org TFI- 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
1.1 Team Composition FeatureData Sources Scoring Criteria 0 = Not implemented 1 = Partially implemented 2 = Fully implemented 1.1 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 chart Tier I team meeting minutes 0 = Tier I team does not exist or does not include coordinator, school administrator, or individuals with applied behavioral expertise 1 = 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.
Total score (TFI)
Sub-subscale report Tier I Teams Implementation Evaluation Tier II Teams Interventions Evaluation Tier III Teams Resources Assessment Support plan Monitoring and adaptation
Action Planning 01. Team to propose teaching template and Fall teaching schedule at Feb 16 Faculty meeting. AlanFeb 16
3. District as Unit of Implementation Student is unit of impact School is unit of analysis District is unit of implementation (Region) State is unit of capacity development
Building Capacity State District School Classroom Traditional Behavior/ Classroom Management Initial PBIS Current PBIS SISEP and Scaling UP Available at www.sisep.org
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.
Time in Years Early Later Percentage of Schools Implementing 0% Predicted Trajectory based on theory of critical mass Model Demonstrations Replications Too often, actual results 10% 50% 80% Steve Goodman
Common Core Bully Prevention Trauma- based Support Restorative Practice/ Justice School Climate/ PBIS Discipline Disproportionality Restraint Seclusion Academic Failure Teacher Effectiveness Schools Your Addition Challenge: We have more “programs,” “initiatives” or “practices” than can be implemented well. ---------------------------- How to organize and align for efficiency and effectiveness
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 assumptions – Start with common “core features” and compare the practices used to achieve these features. – Determine how to incorporate additional core features with efficiency – Build single Professional Development curricula that combine core features. Resolve Logic Model Conflict
Effective Alignment of Initiatives Initiative AInitiative B Initiative C Organizational Unit Fidelity and Outcome Measures Core Feature Summary for each Initiative Single Prof Devel Plan (with coaching, policy, data systems)
Summary School-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 culture For the near future: – Focus on “core features” of PBIS – Measure and use fidelity data – Focus on district capacity – Establish a formal protocol for selecting and aligning multiple initiatives.
Featuring sessions specifically designed for our Mental Health, Juvenile Justice, and Family/Community Partners! This two-day forum for school, state, district and regional Leadership Teams and other professionals has been designed to increase the effectiveness of PBIS implementation. Integrated Multi- Tiered Framework for Educational Success Visit the Upcoming Events page at www.pbis.org for more information October 22-23, 2015 SAVE THE DATE Donald E. Stephens Convention Center Rosemont, Illinois Sessions are organized by strands that support initial through advanced implementation in elementary, middle, and high schools as well as juvenile justice facilities: PBIS Foundations Classroom Applications Tier 2 Systems & Practices Tier 3 Systems & Practices Aligning Systems Juvenile Justice Mental Health Integration Equity Applied Evaluation Special Topics OSEP Technical Assistance Center on PBIS 2015 Leadership Forum