Friday Plenary Sessions

12:20 PM  -  1:00 PM

Bigger than Us: PBIS is Impacting National DiscussionsRenee Bradley, Assistant to Director of Research to Practice, Office of Special Education & Rehabilitation, US Department of Education

Goals

• Recognition

• Next Five Years

• What to take away from the Forum if you are “Getting Started”

• What to take away from the Forum if you are “Getting Better”

• What to take away from the Forum if you are “Getting Sustainable”

Recognition• Dr. Renee Bradley

• Guide, mentor, critic for 15 years.

• Advocate for PBIS, every day

Deputy Director of the Research to Practice Division for the U.S. Department of Education’s

Office of Special Education Programs.

Renee.Bradley@ed.gov

Main Messages•The purpose of PBIS is to make schools more effective learning environments for all students.

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

Catherine Bradshaw

Scott Ross

PBIS is about building the social skills and self-regulation needed for effective peer

AND adult relationships

Main Messages• PBIS is a foundation for the next generation of

education.

Effective (academic, behavior)

Efficient (time, cost)

SWPBIS: Building Effective Educational Settings

Level of Focus

• Students/ Families = Unit if Impact

• Schools = Unit of Analysis

• Districts = Unit of Implementation

• State/Federal = Unit of Policy Relevance

Values + Theory + Science

• Values guide selection of outcomes

• Theory of Change guides selection of practices

• Implementation Science guides stages of adoption and adaptation

11

Tertiary Prevention:Specialized

IndividualizedSystems for Students with

High-Risk Behavior

Secondary Prevention:Specialized Group

Systems for Students with At-Risk BehaviorPrimary Prevention:

School-/Classroom-Wide Systems for

All Students,Staff, & Settings

~80% of Students

~15%

~5%

School-Wide Positive Behavior

Support

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

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

Main Ideas:1.Invest in prevention first2.Multiple tiers of support intensity3.Early/rapid access to support

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

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

SCHOOL-WIDE POSITIVE BEHAVIOR

SUPPORT

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

Remember that the multiple tiers of support refer to our SUPPORT not Students.

Avoid creating a new disability labeling system.

Reading

Behavior

Math

Health

“Lucille Eber Effect” (LEE)M

ean

Rate

of O

utco

me

Mea

sure

men

t

P < .001, effect size = 6.71

PBIS: The Next Five Years• Extending and Sustaining SWPBIS

• Demonstrating the role for SWPBIS in major national areas of concern:• Equity

• Discipline disproportionality• Effective education of students with more severe needs• School climate, bully prevention, restraint/seclusion

• Elaboration• Mental Health• Juvenile Justice• SISEP, SWIFT

• Extended Impact• High Schools• High Needs Schools• Tier II, Tier III

The Next Five Years

• Expand the Effectiveness of PBIS Framework• Culturally Responsive• Simplify Evaluation

• PBIS Implementation Inventory• Sustainability• Tier II, Tier III• High School• More accessible professional development

PBIS Implementation InventoryAlgozzine, B., Barrett, S., Eber, L., George, H., Horner, R., Lewis, T., Putnam, B., Swain-Bradway, J., McIntosh, K., & Sugai, G (2013). School-wide PBIS Implementation Inventory. OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. www.pbis.org.

• Designed to assess implementation of PBIS at any one, two OR all three tiers• Tier I = 14 items• Tier II = 12 items• Tier III = 17 Items

Improved Focus on

1.Culture2.Classroom3.Family

TIC PBISBoQ ImplementationSSAS InventorySETPoI

PBIS Imp Inventory Summary

The Next Five Years

• Expand Collaboration• School Mental Health• Juvenile Justice• Inclusive Systems (SWIFT)• Scalable Systems (SISEP)

The Next Five Years

• Expanding the Impact of SWPBIS

High School/ Drop out

What to take away if you are:Getting Started

• SWPBIS is an evidence-based framework for making schools more effective learning environments.

• Every school in the U.S. can implement Tier I PBIS with the resources they currently have this year.

PBIS is a Framework Based on Core Features• Traditional Approach

• Manuals• Certified Trainers/ Books/ Workshops• Emphasis on external experts

• PBIS Approach• Core features of effective environments• Multiple strategies to achieve those core features

• Evidence-based• Fit your context

• Continuous access to fidelity measures to assess if core features are in place, AND access to outcome measures to assess if there are benefits for students.

• Emphasis on building local capacity for sustained implementation• Select, Train, Coach, Performance Feedback

Avoid “PBIS Lite”

PBIS is about Implementation• The ideas behind PBIS are easy… it is the implementation that is hard.

PBIS is about Implementation• Measure Fidelity

• Measure frequently• Use measures for action planning

• Stages of Implementation• Exploration• Installation• Initial Implementation• Full Implementation

• Build Local Capacity• Trainers• Coaches• Evaluation• Leadership

Improvement Cycles

SIS

EP

20

12

Number of Schools Implementing SWPBIS since 2000September , 2013

19,408

Number of Schools Implementation SWPBIS (Tier I) by StateSeptember, 2013

Illinois 14 States with more than 500

schoolsFlorida

North Carolina

Wisconsin

Total number of schools using SWPBIS

Total number of schools measuring fidelity

Schools at Tier I fidelity

Number of PBIS schools (Green) Implementing, (Red) measuring fidelity and (Blue) at Tier I fidelity by state

>75%-------------------

ConnecticutIowa

KentuckyMichigan

MinnesotaMissouriOregon

South CarolinaVermont

FloridaIllinois

North CarolinaWisconsin

What to take away if you are:Getting Better

Tier II and

Tier III

Making PBIS “fit” for all schools

Mental HealthAcademic

Gains

Establishing Local Training and Coaching

Capacity

Juvenile Justice

Lite

racy

Ris

k

Tier

I Ri

sk

Tie

r II R

isk

T

ier I

II Ri

sk

What to take away if you are:Getting Sustainable• Measuring district capacity as well as school capacity

• Building systems for braiding initiatives (combining funding, combining strategies)… using the multi-tiered system model as a foundation for all efforts.

• Predictors of sustainability• Collection and use of data• Strong administrative support• Implementation with fidelity/ Classroom Systems

Big Message: SWPBIS is Efficient, Effective and Affordable only if it sustains.

On your way Home• Take stock… celebrate what you have done

• Be clear about your next step • --------------------------------------------------------------------------------• What will it take to build effective exemplars?

• How will you build local training, coaching and evaluation capacity while developing exemplars?

• How will you collect the fidelity and impact data needed to demonstrate that SWPBIS is “doable” and benefits students?

• Build whole school cultural of competence at the beginning.

• Build district capacity as well was school performance

Funding Visibility PolicyPoliticalSupport

Training CoachingBehavioral Expertise

Evaluation

LEADERSHIP TEAM(Coordination)

Local School/District Implementation Demonstrations

Academic/Behavior Expertise

Thank you• Your active participation in sessions

• Your planning time together (between sessions, in evening, breakfast planning)

• Reach out to effective state teams• Minnesota• Wisconsin• Michigan• Illinois

• Be here next year… Be better next year.