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
Positive
Consistent
Safe

5. Main Messages Effective (academic, behavior)
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
SWPBIS Experimentally Related to:
Reduction in problem behavior
Increased academic performance
Increased attendance
Improved perception of safety
Reduction in bullying behaviors
Improved organizational efficiency
Reduction in staff turnover
Increased perception of teacher efficacy
Improved Social Emotional competence
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), 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), 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, 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, 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, Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 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) 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): 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.

10. Integrated Elements Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
DATA
SYSTEMS
Framework in which we organize what we do….
PRACTICES
Supporting
Student Behavior

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

12. Invest in prevention first Multiple tiers of support intensity
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
Tertiary Prevention:
Specialized
Individualized
Systems for Students with High-Risk Behavior
~5%
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behavior
~15%
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
Main Ideas:
Invest in prevention first
Multiple tiers of support intensity
Early/rapid access to support
~80% of Students 27

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

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. Local School/District Teams/Demonstrations
Visibility
Political
Support
Funding
Policy
Leadership Team
Active Coordination
Training
Coaching
Behavioral
Expertise
Evaluation
Local School/District Teams/Demonstrations
Sugai et al.,

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
SAS
TIC
SET
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 assessment
1.5-2 hours to complete evaluation
Time Frame
March/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
Frequency
1x/year
3x/year (for the first two years)
2x/year -first two years of implementation
Data Entry
Individual 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.org
No Cost
Assessors Training PowerPoint
and
Assessors Training Video at

25. DCA - Roles DCA Roles DCA Administrator Facilitator Note Taker
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
Rebecca Mendiola, Ed.D. or