Introduction to PBIS in Wisconsin Schools: Building a Successful

Process

Marla Dewhirst marla.r.dewhirst@gmail.comWausau Public Schools

A-1August 1710:15 am

Why SWPBIS?

• The fundamental purpose of SWPBIS is to make schools more effective, efficient and equitable learning environments.

Predictable

Consistent

Positive

Safe

Main Messages• Supporting social behavior is central to achieving

academic gains.

• School-wide PBIS is an evidence-based practice for building a positive social culture that will promote both social and academic success.

• Implementation of any evidence-based practice requires a more coordinated focus than typically expected.

Six Basic Recommendations for Implementing PBIS

• Never stop doing what already works

• Always look for the smallest change that will produce the largest effect

• Avoid defining a large number of goals • Do a small number of things well

• Do not add something new without also defining what you will stop doing to make the addition possible.

Six Basic Recommendations for Implementing PBIS• Collect and use data for decision-making

• Focus on “core features” and adapt the strategies/practices used to achieve those features so they “fit” your school community, culture, context.

• Families• Students• Faculty• Fiscal-political structure

• Establish policy clarity before investing in implementation: Readiness counts.

• Administrative support• 80% of faculty • Three year commitment• Social behavior is part of mission

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

education.Effective (academic, behavior)

Equitable (all students succeed) Efficient (time, cost)

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., (2012 )Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics, 130(5) 1136-1145.

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, C. P., Pas, E. T., Goldweber, A., Rosenberg, M., & Leaf, P. (2012). Integrating schoolwide Positive Behavioral Interventions and Supports with tier 2 coaching to student support teams: The PBISplus Model. Advances in School Mental Health Promotion, 5(3), 177-193. doi:10.1080/1754730x.2012.707429 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 behavior2. Increased academic performance3. Increased attendance4. Improved perception of safety5. Reduction in bullying behaviors

6. Improved organizational efficiency7. Reduction in staff turnover8. Increased perception of teacher efficacy

9. Improved Social Emotional competence

Time Cost of aDiscipline Referral(Avg. 45 minutes per incident for student 30 min for Admin 15 min for Teacher)

1000 Referrals/yr

2000 Referrals/yr

Administrator Time

500 Hours 1000 Hours

Teacher Time 250 Hours 500 Hours

Student Time 750 Hours 1500 Hours

Totals 1500 Hours 3000 Hours

0

300

600

900

1200

1500

To

tal O

ffic

e D

isc

iplin

e R

efe

rra

ls

95-96 96-97 97-98 98-99School Years

Kennedy Middle School

Pre PBIS Year 1 Year 2 Year 3

What does a reduction of 850 office referrals and 25 suspensions mean? Kennedy Middle School

Savings in Administrative time

ODR = 15 min Suspension = 45 min

13,875 minutes231 hours

29, 8-hour days

Savings in Student Instructional time

ODR = 45 min Suspension = 216 min

43,650 minutes728 hours

121, 6-hour school days

Fundamental Principle• Academic Engaged Time (AET)

• AET predicts student performance better than any other variable, including:

• IQ• Language• SES• Disability• Culture/Race

• Amount of time students are engaged in quality instruction• Includes evidence-based instructional strategies• Matched to student context, culture and relevance• With student engagement in the process

AET• Academic Engaged Time (AET)

• 330 minutes of instruction/day• 1650 minutes/week• 56,700 minutes/year• 15,700 minutes for Reading

• Minutes are finite in number• Loss of minutes=Loss of achievement• Minutes are the currency we use for instruction

Using PBIS to AchieveQuality, Equity and Efficiency

• QUALITY: Using what works; Linking Academic and Behavior Supports• North Carolina (valued outcomes)• Michigan (behavior and literacy supports)• Montana (braided academic and behavioral state training)• National commitment to Fidelity Measures • Building functional logic/ theory/ practice (Sanford)

• EQUITY: Making schools work for all• Scott Ross• Russ Skiba• Vincent, Cartledge, May & Tobin• Bully prevention

• EFFICIENCY: Working Smarter: Building implementation science into large scale adoption.• Using teacher and student time better.• Dean Fixsen/ Oregon Dept of Education

Academic Engagement

Students Families School

Effective Schools

High Impact Practices

Sponsored by the U.S. Dept. of Education in partnership with United Way Worldwide,National PTA, SEDL, and the Harvard Family Research Project

http://www.nationalpirc.org/engagement_webinars/archive-webinar4.html

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

Establishing a Social Culture

Common Vision/Values

Common Language

Common Experience

MEMBERSHIP

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

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%

SCHOOL-WIDE POSITIVE BEHAVIOR

SUPPORT

27

Main Ideas:1. Invest in prevention first2. Multiple tiers of support

intensity3. Early/rapid access to

support

Tier I PBIS Core Features

Consequences for Problem

Behavior

School-wide Expectations

System to Acknowledge

Behavior

Leadership Team

Classroom Systems

Data and Decision System

Bully Prevention

Family Engagement

Tier I PBIS

Tier II PBIS Core Features

Increased Level of Feedback

Increased Structure

Additional instruction on

Behavior

Tier II, III Leadership

Team

Increased Intensity of Data

Collection

Increased Family

Engagement

Tier II PBIS

Tier III PBIS Core Features

Individualized Support

Assessment Capacity

Individual Support Planning

Individual Student Team

Increased Intensity of Data

Collection

Increased Family

Engagement

Tier III PBIS

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

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

Avoid creating a new disability labeling system.

Reading

Behavior

Math

Health

~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• • • • • •

SYSTEMS

PRACTICESDAT

A

Culturally KnowledgeableStaff Behavior

Culturally Relevant Support for

Student Behavior

OUTCOMES

Culturally Equitable Academic &Social Competence

Culturally ValidDecisionMaking

School-wide PBIS

Outcomes

School-wide behavior

expectation

Class-wide Behavior

expectations and routines

Academic Success

Social Emotional

Competence

Practices

School-wide Instruction on Expectations

Class-wide Instruction on

Routines

Active Supervision

Effective Recognition

Corrective Consequences

Function-based

Support

Systems

Team-based

Supportive Leadership

Selection, Training, Coaching

Multi-tiered Support

Policies and funding

Data

Universal Screening

Progress Monitoring

Implementation Fidelity

Schools using PBISAugust , 2014 21,611

HOW IS SWPBIS Implemented?• Nine Implementation Steps

• Build commitment• Establish implementation team• Self-Assess for local adaptation of SWPBS• Define and teach expectations• Establish system for recognizing positive behavior• Establish consequences for problem behavior• Establish classroom management structure• Consider bully prevention additions• Collect and use data for decision-making• Establish Tier II and Tier III function-based support for students with

more severe support needs.

Leadership TeamActive Coordination

FundingVisibility Political

Support

Training Coaching Evaluation

Local School/District Teams/Demonstrations

BehavioralExpertise

Policy

Climate Policy

Implementation Stages

• Exploration• Installation• Initial Implementation• Full Implementation

Implementation occurs in stages:

Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

2 – 3 Years

Stages of ImplementationFocus Stage Description

Exploration/ Adoption

Decision regarding commitment to adopting the program/practices and supporting successful implementation.

Installation Set up infrastructure so that successful implementation can take place and be supported. Establish team and data systems, conduct audit, develop plan.

Initial Implementation

Try out the practices, work out details, learn and improve before expanding to other contexts.

Full Implementation

Expand the program/practices to other locations, individuals, times- adjust from learning in initial implementation.

Continuous Improvement/ Regeneration

Make it easier, more efficient. Embed within current practices.

Work to do it right!

Work to do it

better!

Should we do it!

Steve Goodman

PBIS Readiness• School improvement plan• PBIS Team• Administrative support• Commitment to 2-3 year process• Team meets regularly• PBIS self-assessment• Faculty introduction to PBIS• 80% faculty commitment to social behavior improvement• Funding• District support (District leadership team and coordinator)• PBIS Coach available

Team Activity---------------------------------

Complete School Readiness Checklist

Identify any actions needed

Readiness Checklist

Implications• For Families:

• Ask for FBA• Expect comprehensive behavior support plan• Look for fidelity measures as well as impact measures• Implement Individual PBS within Systems-level PBS

• For Teachers/ Community Support Staff• Whole school/agency is unit of intervention (not just individual plans)• Use fidelity measures as well as impact measures• Adapt to local context

• For Administrators• Train teams not individuals• Always provide coaching to support team training• Require and use fidelity measures as well as impact measures• PBS is both effective and efficient when done as intended

Support Material for Session• PBIS Staff Handbook (Elem and HS)• Lincoln New Student Manual• Lincoln Flow Chart• School Readiness Checklist• Team Implementation Checklist (TIC 3.1 Action Plan)

Exemplar: Wausau Public Schools

• Julie Schell is from Lincoln Elementary School • Anne Young and Cassie Cerny are from GD Jones Elementary

PBIS

Effective EfficientPractices that work

Practices that are practical, durable and available

Equitable

Practices that benefit all