Current Issues Related to MTSS for Academic and Behavior Difficulties: Building Capacity to Implement PBIS District Wide at All Three Tiers OSEP conference banner on top PBIS TA-Center Logo on bottom Brian Megert, Ph.D., Springfield School District Rob Horner, University of Oregon

Goals Describe current status of PBIS implementation Define three “lessons learned” Provide an example of PBIS implementation across one district Recruit discussion PBIS TA-Center Logo on bottom

Current Status 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. Picture of George Sugai Picture of Multi-tiered triangle (Green, Yellow, Red)

Why PBIS? The fundamental purpose of PBIS is to make schools more effective, efficient and equitable learning environments for all students. Predictable Positive Three pictures of individual students Animation presents Predictable, Consistent, Positive, Safe in order Consistent Safe

Schools using PBIS August, 2015 21,278 Graph of schools using PBIS by year from 2000 to 2016 Total of over 22, 000 schools

16 States with more than 500 schools Number of Schools Implementation SWPBIS (Tier I) by State August , 2015 16 States with more than 500 schools Graph of schools using PBIS by state with more than 16 states over 500 schools

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

Lessons Learned State is the unit of facilitation District is the unit of implementation School is the unit of analysis Student is the unit of impact Pictures matched to each level (student, school, district, state)

Lessons Learned Define and implement “core features” Define and implement “systems” with “practices” Measure implementation fidelity repeatedly to promote high quality implementation For MTSS Establish Tier I first Build systems for Tiers II and III while implementing Tier I practices Implementing Tiers II and III requires investing in technical capacity Picture of two teachers meeting

Defining a “Practice/ Program/ Intervention” A “practice” is a procedure, or set of procedures, designed for use in a specific context, by individuals with certain skills/features, that results in valued outcomes for specific individuals. ------------------------------------------------- Operationally defined procedures What you do (CORE FEATURES) Target population/ Context For whom Implementer Characteristics By whom Context Where Defined outcomes Valued impact A Practice becomes “evidence-based” when there is experimental demonstration of a relation between implementation and targeted outcomes. Flay et al., 2005

Practices  Core Features Effective practices produce core features that produce valued outcomes Values used to define outcomes Science used to define core features Technology used to define “practices”

Tier I Fidelity by School by State TFI, BoQ, SET, TIC Count of Schools Using PBIS 10,705 schools with measured Tier I fidelity Count of Schools Measuring Fidelity Count of Schools Achieving Fidelity Graphs of schools in each state that are measuring fidelity of PBIS implementation

Implementing Tiers II and III in Multi-tiered Systems Implement Tier I first Implement the systems for Tiers II and III when establishing Tier I Policies Teaming Structure Data Systems Evaluation Establish technical capacity for Tier II, Tier III implementation Functional behavioral assessment Universal screening Progress monitoring Design of behavior support plans Monitoring and adaptation. Picture of multi-tiered triangle 27

Implementing PBIS in Springfield School District Brian Megert Director of Special Programs Springfield School District, Oregon

PBIS Implementation in Springfield School District, Oregon 22 schools and 11,000 students Tier I Tier II Tier III Long history of implementing multi-tiered literacy practices 5 Model Demo Schools 2013-14 2014-15 2015-16 5 Model Demo Schools All Elem/ Middle Graphic indicating gradual implementation of PBIS in the district. Starting with model demo sites, then scaling to other schools in Springfield School District High Schools All Elem/ Middle 5 Model Demo Schools

Tier I PBIS Implementation: Model Demonstrations 2013-14 and 2014-15 TFI Tier I Total Score Histograms indicating the adoption of PBIS across five schools The data show that four of the five schools were below Tier I PBIS criterion prior to receiving TA, and all met or exceeded the Tier I PBIS total criterion of 70% after TA. School 1 School 2 School 3 School 4 School 5

Tier II PBIS Implementation: Demonstration TFI Tier II Total Score Tier II TFI data for five schools Four of five schools met Tier II implementation criterion after one year of TA School 1 School 2 School 3 School 4 School 5

Tier III PBIS Implementation: Model Demonstration TFI Tier III Total Score Tier III TFI data for five demonstration schools None of the schools were at criterion (70%) prior to TA, and four of the five schools met criterion after TA School 1 School 2 School 3 School 4 School 5

Using Fidelity Data to Guide PD Histogram of TFI means for Tier I, Tier II, Tier III subscales for 5 demonstration schools Data demonstrate that schools are doing well with most subscales, and need support around “Evaluation” for Tier II and Tier III These data guide professional development and TA focus

Scaling Up PBIS within SPS Histograms of TFI total scores for Tier I, Tier I and Tier III for 18 NON-Demo schools in Springfield school district.

Office discipline referral data for the five demo schools in Springfield School District for 2014-15 and 2015-16. Data show that in all schools at least 80% of students had 0 or 1 ODRs for each of the last two years.

Histograms demonstrating that the five SPS demo schools implemented Tier II PBIS (CICO) and that at least 80% of students in each school achieved at least 80% of possible CICO points.

Histograms for proportion of CIOC students at 80% over past two years for each of the 5 Demo schools Results show effective patterns for all but one school 15’ 16’ 15’ 16’ 15’ 16’ 15’ 16’ 15’ 16’ School 1 School 2 School 3 School 4 School 5 N = students 24 23 15 20 18 35 5 36 45 35

Building District Capacity DCA Total Score Histogram showing Total Score for District Capacity Assessment for Springfield School District for 2013-4; 2014-15 and 2015-16. Data document improved district capacity in PBIS implementation over the past three years, and that capacity for early literacy implementation is lower, emerging, but in need of more development.

DCA- Subscales PBIS Beh Support / Early Literacy Histogram with subscales from DCA for the past year for both PBIS and early literacy. The data document the subscales in need of development for both PBIS (district admin) and Early Literacy (most of subscales)

Lessons Learned Sustainable implementation at high fidelity takes time Leadership makes a difference Role of district leadership Role of building leadership Plan for leadership turnover Picture of a building administrator

Lessons Learned Build systems and district capacity while implementing building practices Focus on fidelity AND student outcomes Implement Tier I as a foundation for Tiers II and III Picture of multi-tiered triangle