1. Aligning PBIS to Achieve Educational Excellence Rob Horner University of Oregon Acknowledge: George Sugai, Lucille Eber, Susan Barrett, Justyn Poulos, Sheree Garvey, Ashley Greenwald

2. Main Ideas PBIS is rapidly becoming part of the fabric of American education. As we move forward a major challenge will be our ability to align PBIS with other initiatives.

3. Goals Provide an update on the Status of PBIS Considerations for Aligning PBIS o Fidelity of Implementation o Equity o Tier II, Tier III

4. Congratulations PBIS is being used in over 21,000 schools in the US o Over 10 million students are in schools with an improved school-wide social culture

5. Why PBIS? The fundamental purpose of PBIS is to make schools more effective, efficient and equitable learning environments for all students Predictable Consistent Positive Safe

6. School-wide Positive Behavioral Interventions and Supports (SWPBIS) The social culture of a school matters. A continuum of supports that begins with the whole school and extends to intensive, wraparound support for individual students and their families. Effective practices with the systems needed for high fidelity and sustainability Multiple tiers of intensity

7. Schools using PBIS August, 2015 21,278

8. Schools using PBIS.

9. Number of Schools Implementation SWPBIS (Tier I) by State August, 2015 16 States with more than 500 schools

10. Proportion of Schools Implementing SWPBIS by State August, 2015 13 States with at least 40% of all schools using PBIS

11. Fidelity of Implementation

12. Implementing with Fidelity and Impact A defining feature of PBIS is our commitment to implementing with fidelity…and measuring fidelity Measures of Fidelity -------------------- SET TIC BoQ SAS PoI ISSET BAT MATT TFI

13. Tier I Fidelity by School by State TFI, BoQ, SET, TIC 10,705 schools measured Tier I fidelity Count of Schools Using PBIS Count of Schools Measuring Fidelity Count of Schools Achieving Fidelity 7080 schools achieved “at or above fidelity” for Tier I PBIS

14. Tier II Fidelity TFI, ISSET, MATT, BAT 1,670 schools Tier II Fidelity ------------------------------ California, Illinois, Mass, Michigan, Missouri, Texas 554 schools at Tier II Fidelity

15. Tier III Fidelity TFI, ISSET, MATT, BAT 1,670 schools measured Tier III Fidelity

16. Measuring Fidelity Keeps us Focused on the Core Features of Effective Schools

17. Tier I PBIS Core Features Consequences for Problem Behavior School-wide Expectations System to Acknowledge Behavior Leadership Team Classroom Systems Data and Decision System Bully Prevention Family Engagement Culturally Responsive Tier I PBIS

18. Equity

19. PBIS Improves Equity in Education Education needs to be effective for more than the privileged

20. Effects of SWPBIS on Discipline Disproportionality (Vincent, Swain-Bradway, Tobin & May, 2011) PBIS is PART of the solution but not the whole solution

21. A Substantive PBIS Research Agenda http://www.pbis.org/school/equity-pbis Effective Instruction School- wide PBIS Data-based Problem Solving Explicit Bias Prevention Implicit Bias Prevention

22. Tier II and Tier III

23. Scaling PBIS will Require Effective Tier II and Tier III Supports

24. Tier III Makes a Difference Major ODR per 100 students per day

25. Investing in Tier III Implementation Schools are more likely to have effective Tier II and Tier III supports if they already have Tier I PBIS implemented at fidelity. o Kim, McIntosh and Hoselton, 2014 Fidelity of implementation is as important at Tier III as it is at Tier I

26. Aligning PBIS to Achieve Scale and Impact Integrated Multi-Tiered Systems of Support: Blending RtI and PBIS Kent McIntosh & Steve Goodman

27. School, District, State Positive Action Trauma Informed Care CBTS Second Steps First Steps to Success Check and Connect Restorative Discipline Good Behavior Game Character Counts SEL Abriendo Puertas PBIS Mental Health First Aid Your Addition Bully Prevention Ripple Effects Challenge: We have too many “programs” “initiatives” or “practices” to implement them all with fidelity. ---------------------------- How to align for efficiency and effectiveness

28. PBIS Restorative Practices Mental Health First Aid

29. Alignment by Hiring

30. Steps for Effective Alignment Step 1: Start Up o What: Define Initiatives or Approaches o Who: Team o Why: Impact on families and students Outcome measures Step 2: Core Feature Analysis o Core features and systems o Fidelity Measure o Unified Training Plan o Resolution of logic model conflicts Step 3: Implementation o Implement o Assess o Adapt What Who Why Alignment

31. Effective Alignment of Initiatives Initiative A Initiative B Initiative C Organizational Unit Fidelity and Outcome Measures Core Feature Summary for each Initiative Single Prof Develop Plan Admin Systems

32. Getting Started What o Selecting initiatives/ programs/ approaches o Evidence-based practices o Hexagon Tool Who: A team with… o Organizational impact o Budget authority for all initiatives o Content knowledge Why: o Student and family outcomes What Who Why The Single Biggest Challenge to Effective Alignment: Launching Implementation without having the “Starting Elements” in place

33. Core Feature Analysis Core Features Fidelity Measure Training Plan

34. Implement “Core Features” Define the features of a school that will make it a more effective, efficient and equitable learning environment. Tier I: o School-wide expectations, recognition system, consequence system, data system, bully prevention, family engagement Tier II o Increased structure, opportunity to succeed, rate of feedback, speed of feedback, coordination Tier III o Individualized, function-based, comprehensive Organizational Systems

35. Define the Core Features of each Initiative Outcomes, Practices, Systems, Data What will be different about the school setting? Requires content knowledge PBIS and Literacy RtI Restorative Practices, Mental Health First Aid, PBIS

36. Alignment During Implementation Continuous problem solving Use fidelity and impact data

37. Alignment is Different for Schools, Districts, States Attendance Academic Success (Math, Reading, Writing) Graduation Behavioral Success Increased Positive Behavior Reduced Problem Behavior Reduced Substance Abuse Social/Emotional Competence Self-Regulation School-wide Social Climate School Climate Survey PBIS Early Lit (RtI) Early Math (RtI) Restorative Practices Mental Health First Aid Second Step Multi-tiered Supports Culturally Responsive Systems Implementation Science Evidence-based Practices Adult Behavior State District/ School Student Outcomes

38. Main Messages Congratulations Continue efforts to collect and use Fidelity of Implementation measures Build Tier II and Tier III supports Invest in effective Alignment o Start well (Team/ Practices/ Outcomes) o Use Core Features to guide implementation o Implement with continuous adaptation