1. Positive Behavioral Interventions and Supports (PBIS) Overview Rebecca Mendiola, Ed.D. Director, Safe and Healthy Schools

2. Goals Define the purpose of PBIS Summarize features of Schools that are successful at implementing and sustaining PBIS with functional outcomes for students. Define features of Districts that establish the capacity to implement PBIS at scales of social significance. Provide an overview and complete the District Capacity Assessment

3. Why PBIS? The fundamental purpose of PBIS is to make schools more effective and equitable learning environments. Predictable Consistent Positive Safe

5. Main Messages PBIS works. Effective (academic, behavior) Equitable (all students succeed) Efficient (time, cost)

6. Main Message: Build Capacity Schools – Implement with high fidelity at all three tiers – Expect more from your districts and states District/ Region – Build Training, Coaching, Evaluation and Technical Expertise needed – Build capacity to sustain PBIS – Adapt to geography and size States – Provide functional leadership – Implement with a full “slice” of the educational system – Align initiatives – Provide the data systems, training, coaching and evaluation needed

7. 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

8. What is School-wide Positive Behavior Intervention and Support (PBIS)? School-wide PBIS is: – A multi-tiered framework for establishing the social culture and behavioral supports needed for a school to achieve behavioral and academic outcomes for all students. Evidence-based features of SWPBIS – Prevention – Define and teach positive social expectations – Acknowledge positive behavior – Arrange consistent consequences for problem behavior – On-going collection and use of data for decision-making – Continuum of intensive, individual intervention supports. – Implementation of the systems that support effective practices

9. Experimental Research on SWPBIS Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115 Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473. Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148. Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26. Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics. Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait- list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145. Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14. Ross, S. W., Endrulat, N. R., & Horner, R. H. (2012). Adult outcomes of school-wide positive behavior support. Journal of Positive Behavioral Interventions. 14(2) 118-128. Waasdorp, T., Bradshaw, C., & Leaf, P., (2012) The Impact of Schoolwide Positive Behavioral Interventions and Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial. Archive of Pediatric Adolescent Medicine. 2012;166(2):149-156 Bradshaw, Pas, Goldweber, Rosenberg, & Leaf, 2012 Freeman, J., Simonsen, B., McCoach D.B., Sugai, G., Lombardi, A., & Horner, ( submitted) Implementation Effects of School-wide Positive Behavior Interventions and Supports on Academic, Attendance, and Behavior Outcomes in High Schools. SWPBIS Experimentally Related to: 1.Reduction in problem behavior 2.Increased academic performance 3.Increased attendance 4.Improved perception of safety 5.Reduction in bullying behaviors 6.Improved organizational efficiency 7.Reduction in staff turnover 8.Increased perception of teacher efficacy 9.Improved Social Emotional competence SWPBIS Experimentally Related to: 1.Reduction in problem behavior 2.Increased academic performance 3.Increased attendance 4.Improved perception of safety 5.Reduction in bullying behaviors 6.Improved organizational efficiency 7.Reduction in staff turnover 8.Increased perception of teacher efficacy 9.Improved Social Emotional competence

10. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Integrated Elements

11. Effective Social & Academic School Culture Common Vision/Values Common Language Common Experience Membership

12. 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 Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT 27 Main Ideas: 1.Invest in prevention first 2.Multiple tiers of support intensity 3.Early/rapid access to support

13. Remember that the multiple tiers of support refer to our SUPPORT not Students. Avoid creating a new disability labeling system. Reading Behavior Math Health

14. Lessons Learned Implementation Leadership Team Local Demonstrations Build Policy Foundation Build Technical Capacity

15. Main Messages Sustained and High Fidelity Implementation of SWPBIS requires active District Support. Especially for Tiers II and III ------------------------------------------------- ---------- Student = unit of impact Schools = unit of analysis District = unit of implementation

16. Leadership Team Active Coordination Funding Visibility Political Support TrainingCoachingEvaluation Local School/District Teams/Demonstrations Behavioral Expertise Policy Sugai et al., www.pbis.org

17. Purpose/ Role Lead implementation and adaptation of a multi-tiered behavior support framework that improves the social, academic and behavioral outcomes for students. Provide clarity of purpose throughout the district – Ensure alignment of programs/initiatives that will be incorporated. – Formal policies (LAUSD, Michigan, Chicago) Develop and manage implementation plan Provide staff development, training, coaching and support to implement multi- tiered behavior support framework Collect fidelity and impact data, and use the data both for on-going problem solving and regular evaluation summaries.

18. DISTRICT CAPACITY ASSESSMENT

19. What is the DCA? Action Assessment – Measures a district’s capacity for effective and sustained implementation of innovations (Evidenced Based Practices – PBIS) – “Capacity” Systems, practices, processes, and policies for intended outcomes for students.

20. Purpose of the DCA Assists to implement effective innovations that benefit students. Action Planning – Structured information and data

21. DCA - PBIS Core Features Evidence-based features of SWPBIS – Prevention – Define and teach positive social expectations – Acknowledge positive behavior – Arrange consistent consequences for problem behavior – On-going collection and use of data for decision-making – Continuum of intensive, individual intervention supports. – Implementation of the systems that support effective practices

22. DCA – PBIS FIDELITY MEASURES

23. Fidelity Measurements - SWPBIS Implementation SASTICSET Participants Entire Staff completes online at PBISApps.org ● credentialed ● classified ● after school staff, etc. PBIS Team completes online at PBISApps.org 1. In-person interviews with: ● Principal ● Staff (representative) ● Students 2. Observations of School Campus 3. Products (Handbook, etc.) Approx. Time Needed 30 minutes to complete assessment 15 minutes to complete assessment1.5-2 hours to complete evaluation Time FrameMarch/April- Submit by 5/1 1. September/October (at 2nd meeting)- Submit by 10/31 2. January/February- Submit by 2/28 3. April/May- submit by 5/1 October/November- Submit by 11/30 (for first two years) February through April- Submit by 5/1 Frequency1x/year3x/year (for the first two years) 1x/year 2x/year -first two years of implementation Data EntryIndividual Staff members submit his/her survey online at PBISApps.org PBIS Team submits one survey online at PBISApps.org PBIS Coach enters collected data online at PBISApps.org

24. 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

25. DCA - Roles DCA Roles DCA Administrator A trained individual responsible for leading the discussion and adhering to the DCA Administration Protocol. This individual is preferably external to the district team. Facilitator An individual who has a relationship with the respondents and experience in the district and who supports the Administrator by helping to contextualize items for respondents or provide examples of work in which the district has engaged. Note Taker Records ideas shared for action planning and any adaptive issues that are raised during administration. Respondents Respondents are knowledgeable raters including District Implementation Team (DIT) members and other staff intentionally selected for their implementation knowledge, experience with the innovation being used, and leadership in the district. Observer Observers are invited with permission of the district team to learn about the DCA process or the activities in the district.

26. DCA – Administration Process Administrator – Reads Qs aloud Facilitator – Provides clarifying info – Calls for a vote “Ready – Set – Vote” Note Taker – Records score, discussion, parking lot Respondents – Simultaneously and Publicly Vote – 2 fingers “fully in place” – 1 finger “partially in place” – 0 fingers “not in place” – Palm open facing down “not voting”

27. DCA – Administration Process cont. Agreement – Yes – move on to next questions – No – discuss further Consensus – Majority Votes – Win? – If not, question will be flagged to discuss further at a later time (

28. DCA – Administration Process System Alignment Action Planning – Find lower scores Next Steps

29. Questions? Next Steps

30. Rebecca Mendiola, Ed.D. Rebecca_mendiola@sccoe.orgRebecca_mendiola@sccoe.org or 408-453-6706 http://pbis.sccoe.org