1. Washington PBIS Conference Rob Horner University of Oregon 2012

2. Goals For those new or early in their introduction to SWPBIS Core features to look for as you attend sessions National status of SWPBIS For those already implementing Tier I supports and ready to go into more depth Building integrated systems of support at Tiers II and III Emerging strategies for “BASIC” FBA and BSP For those with significant experience implementing SWPBIS What we are learning about sustaining SWPBIS What we are learning about scaling up SWPBIS

3. 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

4. What is School-wide Positive Behavior Intervention and Support? School-wide PBIS is: A framework for establishing the social culture and behavioral supports needed for a school 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

5. Establishing a Social Culture Common Vision/Values Common Language Common Experience MEMBERSHIP

6. 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

7. 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 SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT 27

8. 8 Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students ~15% ~5% School-Wide Positive Behavior Support

9. Academic SystemsBehavioral Systems 1-5% 5-10% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Of longer duration Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 80-90% Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Multi-tier Model Dona Meinders, Silvia DeRuvo; WestEd, California Comprehensive Center

12. PBIS Is Integrated Continuum Mar 10 2010 Academic Continuum Behavior Continuum

13. Examples of Behavior Supports Continuum of Supports Universal Prevention Identify expectations Teach Monitor Acknowledge Correct Targeted Intervention Check-in, Checkout Social skills training Mentoring Organizational skills Self-monitoring Intensive Intervention Individualized, functional assessment based behavior support plan

15. Universal Targeted Intensive All Some Few RTI Continuum of Support for ALL George Sugai

16. 16 Tier III For Approx 5% of Students Core + Supplemental + Intensive Individual Instruction …to achieve benchmarks 1.Where is the students performing now? 2.Where do we want him to be? 3.How long do we have to get him there? 4.What supports has he received? 5.What resources will move him at that rate? Tier III Effective if there is progress (i.e., gap closing) towards benchmark and/or progress monitoring goals. 16

17. Dr. Laura Riffel

18. Academics Behavior (PBS) Engagement Universal Targeted Individualized Bethel’s Comprehensive Secondary Counseling Program Outcomes

19. Positive Behavior Support Dr. Terry Scott: Adapted from George Sugai, 1996 © Terrance M. Scott, 2001 Universal School-Wide Data Collection and Analyses School-Wide Prevention Systems (rules, routines, arrangements) Targeted Intensive Analyze Student Data Interviews, Questionnaires, etc. Observations and ABC Analysis Multi-Disciplinary Assessment & Analysis Simple Student Interventions Group Interventions Complex Individualized Interventions Team-Based Wraparound Interventions Intervention Assessment

20. Tier I: Universal/Prevention for All Coordinated Systems, Data, Practices for Promoting Healthy Social and Emotional Development for ALL Students Tier 2: Early Intervention for Some Coordinated Systems for Early Detection, Identification, and Response to Mental Health Concerns Tier 3: Intensive Interventions for Few Individual Student and Family Supports Adapted from the ICMHP Interconnected Systems Model for School Mental Health, which was originally adapted from Minnesota Children’s Mental Health Task Force, Minnesota Framework for a Coordinated System to Promote Mental Health in Minnesota; center for Mental Health in Schools, Interconnected Systems for Meeting the Needs of All Youngsters.

22. 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 Students will move up and down through services as needed School-wide Positive Behavioral Interventions and Supports

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

24. 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 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

25. 18,398 Number of Schools Implementing SWPBIS

26. Count of School Implementing SWPBIS by State August, 2012 13 States > 500 Schools Illinois Washington

27. Proportion of Schools Implementing SWPBIS by State August, 2012 Washington

28. Using Conference Sessions to Build PBIS Capacity Family Engagement Targeted Interventions Classroom Management Cultural Fit Family Engagement Universal Design Universal Screening and Progress Monitoring Using Data Tier III Teams

29. ~80% of Students ~15% ~5% ESTABLISHING CONTINUUM of SWPBS SECONDARY PREVENTION Check in/ Check out Targeted social skills instruction Anger Management Social skills club First Step to Success TERTIARY PREVENTION Function-based support Wraparound Person-centered planning Check and Connect PRIMARY PREVENTION Teach SW expectations Consistent Consequences Positive reinforcement Classroom Systems Parent engagement Bully Prevention SECONDARY PREVENTION TERTIARY PREVENTION PRIMARY PREVENTION Building A Plan 1.What do we already do well? 2.Where does “this” new idea fit in our approach? 3.What is the outcome for students? 4.How would we put this in place?

30. Implementing Beyond Tier I Building strategies that are accessible, effective, and durable. Check-in/ Check-out & Check/ Connect/ Expect Improve structure, feedback, self-management, and family engagement. 50% reduction in problem behavior for 67% of students. Function-based Individual Behavior Support Planning Making FBA and BSP more accessible Sheldon Loman Kathleen Strickland-Cohen

31. Implementing Durable SWPBIS

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

33. Scaling up School-wide Positive Behavioral Interventions and Supports: The Experiences of Seven States with Documented Success Rob Horner, Don Kincaid, George Sugai, Tim Lewis, Lucille Eber, Susan Barrett, Celeste Rossetto Dickey, Mary Richter, Erin Sullivan, Cyndi Boezio, Nancy Johnson ExplorationInstallationInitial ImpFull ImpInnovationSustainability Leadership Team Funding Visibility Political Support Policy Training Coaching Expertise Evaluation Demos

34. Exploration and Adoption InstallationInitial Implementation Full Implementation Innovation and sustainability Leadership Team (coordination) Do you have a state leadership team? If you do, how was your first leadership team developed? Who were members? Who supported/lead the team through the exploration process? Was any sort of self- assessment completed (e.g. the PBIS Implementation Blueprint Assessment)? What was the role of State agency personnel in the exploration phase? What were critical issues that confronted the team as it began to install systems changes? What were specific activities the team did to ensure success of the initial implementation efforts? Did the team change personnel or functioning as the # of schools/districts increased? What has the Leadership team done to insure sustainability? In what areas is the State “innovating” and contributing to the research and practice of PBIS (e.g. linking PBIS with literacy or math)?

35. Descriptive Summary: Oregon Exploration / Installation / Initial Imp /Full Imp & Innovate

36. Descriptive Summary: Missouri Exploration / Installation /Initial Imp / Full Imp & Innovate

37. Descriptive Summary: North Carolina Exploration / Installation / Initial & Full Imp / Innovate

38. Descriptive Summary: Colorado Exploration / Installation / Initial & Full Imp / Innovate

39. Descriptive Summary: Florida Exploration/ Installation/ Initial Imp / Full Imp / Innovate

40. Descriptive Summary: Maryland Exploration / Installation / Initial Imp / Full Imp / Innovate

41. Descriptive Summary: Illinois Exploration / Installation / Initial Imp /Full Imp & Innovate

42. Lessons Learned Multiple approaches to achieving scaled implementation Colorado: Started with Leadership Team Illinois: Started with Leadership Advocates and built team only after implementation expanded. Missouri: Strong initial demonstrations led to strong state support All states began with small “demonstrations” that documented the feasibility and impact of SWPBIS. Only when states reached 100-200 demonstrations did scaling occur. Four core features needed for scaling: Administrative Leadership / Support/ Funding Technical capacity (Local training, coaching, evaluation and behavioral expertise) Local Demonstrations of feasibility and impact (100-200) Evaluation data system (to support continuous improvement) Essential role of Data: Fidelity data AND Outcome data

43. Lessons Learned Scaling is NOT linear Sustained scaling requires continuous regeneration Threats to Scaling: Competing initiatives The seductive lure of the “new idea” Leadership turnover Legislative mandates Fiscal constraint Regular Dissemination of Fidelity and Impact data is the best “protective factor” for threats to scaling

44. Lessons Learned Scaling requires planned efficiency The unit cost of implementation must decrease as the number of adoptions increases. Shift from external trainers to within state/district trainers Use local demonstrations as exemplars Increased coaching capacity can decrease investment in training Improved “selection” of personnel decreases turnover and development costs Use existing professional development and evaluation resources differently Basic Message: The implementation practices that are needed to establish initial exemplars may be different from the practices used to establish large scale adoption. Jennifer Coffey, 2008

45. Summary Implementation at scale is possible Consider the cluster of core features needed for scaling Admin support, Technical capacity, 100-200 demonstrations Small demonstrations may be necessary but insufficient Build in system for adapting the program to fit the local context while retaining the core features. Consider an implementation plan with established procedures for improving efficiency of implementation Measure fidelity of implementation as a part of effective practice. Sustained implementation requires continuous regeneration Always emphasize, measure and report on valued outcomes