Leadership Summit SWPBIS Implementers Blueprint and Self-Assessment Planning for Sustainability

Leadership Summit

SWPBIS Implementers Blueprint SWPBIS Implementers Blueprint and Self-Assessmentand Self-Assessment

Planning for SustainabilityPlanning for Sustainability

In Partnership with OSEP’s TA Center on Positive Behavior SupportCo-Director’s: Rob Horner

University of OregonGeorge Sugai

University of Connecticut• www.pbis.org• www.swis.org

http://www.pbis.org/

http://www.swis.org/

Training Behavioral ExpectationsEXPECTATION TRAINING SITE

BE RESPONSIBLE Make yourself comfortable & take care of your needs

Address question/activity in group time before discussing “other” topics

Contribute to the ideas on the Flip Charts around the room

Ask questions

BE RESPECTFUL Turn cell phones, beepers, and pagers “off” or to “vibrate”

Contribute where possible

BE PREPARED Follow up on tasks for next training day

Take (and Pass) notes (use Action Plan throughout day)

Objectives1. Understand the core components of PBIS as a

School Improvement model2. Review and process the Wisconsin PBIS

Readiness and Commitment documents3. Examine and discuss the major features the

PBIS Blueprint for sustainability4. Reflect and self-assess district status of

positive behavior support organizational systems

5. Create priority action steps for follow-up training and technical assistance

6. Contribute and steal from the group: Flip Charts

1. Core Components: 1. Core Components: RtI/PBISRtI/PBIS

Common Core Elements

http://www.istacparents.org/index.html

“Responsiveness-to-Intervention” (RtI) is an approach

…for establishing and redesigning teaching and learning environments so that they are effective, efficient, relevant, and durable for all students, families, and educators.

RtI is an “over-arching” framework and logic

…for organizing and increasing the efficiency with which evidence-based practices are selected, organized, integrated, implemented, and adapted. Consideration is given to multiple tiers of support - increasing support to groups and individuals until desired student outcome (response) is achieved.

SWPBS is an example of RtI implementation with an emphasis on the school-wide social behavior curriculum of classrooms and schools.

RTI is shaped by seven defining characteristics

Brown-Chidsey & Steege, 2005; Christ, Burns, & Ysseldyke, 2005; Fuchs & Deschler, 2007; Fuchs & Fuchs, 2007; Fuchs, Mock, Morgan, & Young, 2003; Gresham, 2005; Gresham et al., 2005; Kame’enui, 2007; National Association of State Directors of Special Education, 2006; Severson, Walker, Hope-Doolittle, Kratochwill, & Gresham, 2007; Sugai, 2007

PBIS BasicsPBIS Basics

Why do we need a district-wide approach to address behavior needs?

Proactive district-wide discipline systems help to establish a learning culture within which both social and academic success is more likely.

Schools face a set of difficult challenges today when dealing with behavioral needs

Multiple expectations (Academic accomplishment, Social competence, Safety)

Students arrive at school with widely differing understandings of what is socially acceptable.

Traditional “get tough” and “zero tolerance” approaches are insufficient.

Faculty come with divergent visions of effective discipline

MOST EFFECTIVE TRENDS IN SCHOOL DISCIPLINE PRACTICES

• Proactive school-wide discipline systems• Social skills instruction• Academic/curricular restructuring• Behaviorally based interventions• Early screening & identification of antisocial

behavior patterns

(Biglan, 1995; Gottfredson, 1997; Colvin, et al., 1993; Lipsey, 1991, 1992; Mayer, 1995; Sugai & Horner, 1994; Tolan & Guerra, 1994; Walker, et al., 1995; Walker, et al., 1996)

What is District-wide Positive Behavior

Interventions and Supports (SW-PBIS)?

“PBIS is a broad range of proactive, systemic and individualized strategies for achieving important social and learning outcomes in safe and effective environments while preventing problem behavior with all students” (Sugai 2007)

What has research shown for schools implementing PBIS?

• Creates learning environments that proactively deal with behaviors.

• Improves support for students with specialized behavioral needs.

• Maximizes on-task behavior and increases learning time for all students.

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport OUTCOMES

Social Competence &Academic Achievement ٭

Adapted from “What is a systems Approach in school-wide PBS?”OSEP Technical Assistance onPositive Behavioral Interventions andSupports. Accessed at http://www.Pbis.org/schoolwide.htm

http://www/

Data Collection

• PBIS recommends the ability to isolate and analyze the following five data points:1. Referrals by Problem Behavior,

2. Referrals by Location,

3. Referrals by Time,

4. Referrals by Student, and

5. Average referrals by Day and by Month

Improving Decision-Making

Problem SolutionFrom

We have data but don’t know what to do with it

Improving Decision-Making

To

ProblemProblem

SolvingSolution

Information/ Data

Action Planning & Evaluation

Supporting Student Behavior

– Universal (Tier 1) instruction support for all district learners

– Targeted (Tier 2) interventions for areas of need determined from data analysis

– Individualized (Tier 3) supports required for individual students with high-needs or specific situations.

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

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Supporting Staff Behavior

• Reduce teacher stress

• Increase teacher efficacy in teaching replacement behaviors

• Support teachers in designing classroom management systems

Six Key Elements of PBIS

1. Define, teach and acknowledge positive behaviors.

2. On-going collection and use of data for decision-making regarding implementation of systems that support effective practices.

3. Continuum of Universal/Tier 1supports, Secondary/Tier 2 interventions, and Tertiary/Tier 3 individualized supports.

Six Elements (cont.)

4. Implement evidenced-based behavioral practices with fidelity and accountability

5. Arrange the environment to prevent the development and occurrence of problem behavior

6. Screen universally and monitor student performance and progress continually.

PBIS TRACK RECORD

• Highly successful in many other states• Many excellent resources available

free on-line• Interest in Wisconsin schools is

growing exponentially• DPI acting to respond to this interest &

need

www.pbis.org

Current Status Nationally• Main Messages:

– SWPBIS is possible (over 13,000 schools)

– SWPBIS is effective at (a) reducing problem behavior, (b) improving academic achievement, and (c) improving perceived faculty effectiveness

– Coaching is critical to (a) implementation with fidelity and (b) sustained use of SWPBIS

– Coaching is perceived a major contributor to the cultural “fit” of SWPBIS to a community/ school.

SWPBIS in 13,331 schools 8/10’ Wisconsin

Illinois

Likely Outcomes

The following are examples of some of the progress made in Illinois and Wisconsin schools that have implemented PBIS.

Eisenhower Jr. High, Schaumburg IL. School District 54:

Suspensions & Expulsions Across Two Years

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16

22

7

200

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10

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25

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35

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45

50

2006-07 2007-08

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mb

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ven

ts

In-School Out-of-School Expulsions

Townsend Street Elementary School, MPS

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2008-09 Fall 2009 Spring 2010 2009-10

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umbe

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isci

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efer

rals

ODR

SAS

TIC

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1

2005-2006

2006-2007

2007-2008

Foreman High School Office Discipline Referrals by Month by Year

# O

DR

per

day p

er

month

per

10

0 s

tudents

per

avera

ge d

aily

enro

llment

Months

Sept Oct Nov Dec Jan Feb March April May June

Teacher Student Administrator

Referrals 5 minutes 20 minutes 10 minutes

In-School Suspensions

5 minutes 6 hours 20 minutes

Out-of-School Suspensions

5 minutes 6 hours 45 minutes

Barrett and Swindell - 2002

ODRs In-School Suspensions

Out-of-School Suspensions

Administrator 12,790 Minutes213 Hours

2,040 Minutes34 Hours

3,735 Minutes62 Hours

Student 1,443 referrals294 students

1,770 Hours295 school days

1,464 Hours244 school days

2. District Commitments2. District Commitments

• High priority in District Improvement Plans

• 3-5 year commitment

• Continuation of the district leadership team

• Ongoing staff development

• Allocation of resources

• Establish and maintain building PBIS team.

• Identify building coaches

• Training for and implementation by all staff

• Effectively use student information systems

Building Commitments

PBIS APPROACH WORKS!

• Data driven building decision-making

• Clear expectations that are universally known

• Focuses on positive interaction and acknowledges appropriate behavior.

• Proactive rather than reactive

• Supports a positive learning environment

• Delivers results

A View of SWPBIS in Wisconsin• Themes:

– Child as the unit of impact, School as the unit of implementation, District as the unit of coordination.

– Use data for continuous improvement, cultural fit, sustainability.

• Are we doing what we said we would do?• Is what we are doing benefiting children?

– Build the systems needed to support effective practices.

• Never train school teams without also training the Trainers, Coaches and Evaluators who will make the practices endure

At Your Table

In One Sentence, tell us what

PBIS IS…

PBIS IS NOT…

Folder Review: Getting Started

• District Readiness Checklist• School Readiness Checklist• Getting Started Flowchart• Commitment for Success Agreement• District/Building Data Audit

These documents have been created to support districts in the process of getting started with sustainability in mind.

Addressing Ethnic Disproportionality: IPA Article

• Promising effect on disproportional use of punitive discipline practices

• Proactive rather than reactive approach to discipline

• Practices employed by staff and students to reduce over-reliance on punitive discipline practices

• Outcome data from multiple schools• Probe: What is your district/school data?

Jigsaw (Get Smart – then Teach)

• Table members count off 1 – 6

• Your number is the number of the feature you will read and converse about

– 1. Introduction

– 2. PBIS Framework

– 3. History

– 4. PBIS and Outcomes Related…

– 5. From the Field

– 6. Summary and Future

– All read conclusion

Share your information with your group

Digging Deeper

Information and discussion facilitated by

Justyn Poulos

WI PBIS Network Coordinator

Slides provided by Kent Smith

PBIS District Coordinator, WI PBIS Network

Eau Claire Area School District (WI)

PBIS National Forum Presentation 2010

Harms of Exclusionary Discipline

Out-of-school youth are more likely to:Drop out of schoolBe retained a gradeEngage in delinquent behaviorBecome a parenting teenBecome involved in the juvenile and criminal

justice systems

Health Risk Behaviors among Adolescents Who Do and Do Not Attend School – United States, 1992, 43 Morbidity and Mortality Weekly Report (Centers for Disease Control, Atlanta, GA), Mar. 4, 1994 at 129, http://www.cdc.gov/mmwr/preview/mmwrhtml/00025174.htm.

Harms of Exclusionary Discipline

Schoolwide effects:Lower scores on standardized testsGreater teacher dissatisfactionNo proven gains in safety

Russell Skiba et al., American Psychological Association Zero Tolerance Task Force, Are Zero Tolerance Policies Effective in the Schools? An Evidentiary Review and Recommendations (2006), http://www.apa.org/releases/ZTTFReportBODRevisions5-15.pdf.

Racial Disproportionality in Discipline

• 2006 Projections from US Dep’t of Ed.:African-American students nearly 3 times

as likely to be suspended and 3.5 times as likely to be expelled as white peers.

Latino students 1.5 times as likely to be suspended and twice as likely to be expelled as white peers.

http://ocrdata.ed.gov

How Do We Create Change?

• Look at the data• Make meaning of the data• Develop an intervention• Evaluate

Eau Claire Area School District Background

• Enrollment of approximately 10,500 students; 1500 staff (full and part time)

• 92% white• 38% economically disadvantaged• Identified in 2006 as Significantly

Disproportionate in Special Education– Black boys in EBD – Native American and Hispanic in SLD– Boys for behavior in EC4T

What does it look like?

• Assume nothing, teach everything• Encourage counter story and student voice• Acknowledge and discuss the role of

whiteness and race in current practice• Use of data to evaluate systems and

practice regarding disproportionate representation

• Make race and data consideration part of “business as usual”

3. Implementation Features3. Implementation Features4. Self Assessment4. Self Assessment

SWPBS Implementers’ Blueprint Elements

OSEP Center on PBIS

Feature #1 District level PBIS implementation

Leadership Team

Leadership Team

• Team is configured to address district leadership and coordination.

• Team is established with representation from appropriate range of stakeholders (special education, general education, families, mental health, administration, etc.).

• Team completes self-assessment at least annually.

• Team completes a 3-5 year prevention-based action plan.

• Team establishes quarterly meeting schedule & meeting process (agenda, minutes, dissemination).

• Team has established individuals with adequate & designated time to manage day-to-day operations.

• Team has established individuals who put policy & action planning into practice.

Reflect and Self-AssessReflect and Self-AssessTeam Members

Does your district have a PBIS District Leadership Team? Who are the team members?

Self-AssessmentHas your PBIS District Leadership Team completed a SWPBS self-assessment within the past year?

Action PlanHas your PBIS District Leadership Team completed a PBIS action plan based on the self-assessment within the past year?

Meeting Schedule & ProcessDoes your PBIS District Leadership Team meet quarterly or is PBIS a standing item on another District Leadership Team meeting agenda? Do agenda items reflect progress monitoring of action plan goals?

Feature #2District level PBIS implementation

Funding

Funding

• Recurring/stable state funding sources are established to support operating structures & capacity activities for at least three years.

• Funding & organizational resources across related initiatives are assessed & integrated.

Reflect and Self-AssessReflect and Self-Assess

Has your district identified any 3-5 year

funding sources for PBIS?

Has your District Leadership Team

examined ways to blend funding and

resources for related initiatives?


Visibility

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Visibility

• Dissemination strategies are identified and implemented to ensure that stakeholders are informed about activities and accomplishments. (e.g., website, newsletter, conferences, TV).

• Procedures are established for quarterly & public acknowledgement of implementation activities that meet criteria.


Identify Activities and AccomplishmentsWhat are the priority activities and accomplishments of theimplementation of positive behavior support systems in your district to be highlighted?

Which outcomes can be displayed by the collection and display of data?

Determine Strategies for Informing StakeholdersHave stakeholders (legislators, school board members, parent groups, etc.) been regularly informed about PBIS activitiesand accomplishments through:– Websites– Newsletters– Presentations– Media


Political Support

Political Support

• Student social behavior is one of the top three to five goals for the district.

• Leadership Team reports to the political unit at least annually on the activities and outcomes related to student behavior goal & SWPBS implementation.

• Participation & support by administrators are agreed upon & secured.


PBIS GoalIs student social behavior identified as one of the top districtgoals for school improvement?

Annual Report on progressHas the PBIS District Leadership Team made an annualreport or presentation to the school board about PBISactivities and outcomes?

Administrator supportAre district administrative leaders and/or Illinois PBISNetwork Coordinator active members of the PBIS DistrictLeadership Team?


Policy

Policy• SWPBS policy statement developed and endorsed.

• Procedural guidelines & working agreements have been written & referenced for implementation decision-making.

• Implementation data & outcomes are reviewed semi-annually to refine policy.

• Audit of effectiveness, relevance, & implementation integrity of existing related (similar outcomes) initiatives, programs, etc. is conducted annually to refine policy,

• Action plan developed for integrated and/or collaborative implementation of SWPBS with other initiatives, programs, mandates, etc. that have similar goals, participants, implementers, and expected outcomes.

Reflect and Self-AssessReflect and Self-AssessHas the Leadership Team developed and endorsed a policy statement to guide and focus the SWPBS initiative?

Does the policy statement delineate necessaryrequirements?

Are implementation and outcome information used to refine policy statement?

Has an audit of existing related initiatives been conducted annually?

Has an action plan been developed for integrated implementation of SWPBS with other initiatives?


Training Capacity

Training Capacity

• Leadership Team gives priority to identification & adoption of evidence-based training curriculum & professional development practices.

• Leadership Team has established local training capacity to build & sustain SWPBS practices.

• Leadership Team has established plan for continuous regeneration & updating of training capacity.


Has your PBIS Leadership Team identified & adoptedevidence-based training curriculum & professionaldevelopment practices?

Has your PBIS Leadership Team developed in-districttrainers to build and sustain school-wide PBIS practices?

Has your PBIS Leadership Team developed a plan forupdating training?


Coaching Capacity

Coaching CapacityRecruitment and Selection: Who is qualified to carry out the evidence-

based practice or program? What are the methods for recruiting and selecting practitioners with those characteristics?

Training: Practitioners (and others) at a PBIS site need

to learn when, where, how, and with whom, to use new approaches and new skills.

Coaching Capacity

Consultation and Coaching: A coach provides “craft” information along with

advice, encouragement, and opportunities to practice and use skills specific to the innovation

Staff Performance Assessment: Assessments of practitioner performance and

measures of fidelity Decision Support Data Systems: Quality improvement information, organizational fidelity measures, consumer outcomes assess key aspects of the overall performance of the organization and provide data for decision making

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Going to Scale withEffective Systems/Practices

If you invest, do it so it will last 10 years!

• Implement with high fidelity• Must be durable• Must be sustained (in place 5 years)• Delivered by typical agents• Outcome data used to adapt• Modify to local setting• Establish system

Coaching Capacity

• Leadership Team has developed a coaching network that establishes & sustains SWPBS.

• Individuals are available to provide coaching & facilitation supports at least monthly with emerging school teams & at least quarterly with established teams.

• Coaching functions are identified & established for internal & external coaching supports.


Is a coaching network established that supportsschool team implementation of SWPBS?

Is coaching support available at least monthly witheach emerging school team and at least quarterlywith established teams?

Have internal and external coaching supports beenestablished?


Evaluation

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Content Area

Understanding Process

and Impact Evaluation

for all Tiers

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Process Measures

• Provide an overview of team and coach activities• Assist in identifying critical features for

successful implementation and change• Measures included:

• Team checklist• Benchmarks of Quality• Coach self-assessment• Phases of Implementation (National – coming soon)

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Impact Measures

• Indicate change in staff perceptions and staff behavior, and

• Change in student behavior• Measures include:

• Staff ratings of intervention effectiveness• SAS/EBS Survey• Benchmarks of Quality (BoQ)• Benchmarks of Advanced Tiers (MAT)• Academic and Discipline data• EE Data

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Audit of Continuous School Improvement Data Buildings and Districts Already Collect:

• Total Enrollment over time• Enrollment by Ethnicity• Number of students with IEP and consideration of % or Ethnic

groups with IEP/• Education Environment• Retention• Graduation Rates• State Academic Testing• National Test Scores/ Curriculum Based Measures• In-School Suspension• Out of School Suspension• Expulsions• Absentees• Teacher Statistics

Evaluation• Leadership has developed evaluation process & schedule for

assessing (a) extent to which teams are using SWPBS, (b) impact of SWPBS on student outcomes, and (c) extent to which the leadership team’s action plan is implemented.

• School-based information systems (e.g., data collection tools & evaluation processes) are in place.

• District level procedures & supports are in place for system level evaluation.

• Annual report of implementation integrity & outcomes is disseminated.

• At least quarterly dissemination, celebration, and acknowledgement of outcomes and accomplishments.

Reflect and Self-AssessReflect and Self-AssessEvaluation Process

Is the PBIS District Leadership Team regularly assessing– team processes– impact of School-wide PBS on student outcomes– extent to which leadership team’s action plan is implemented

by completing and using for decision making:

Team and Systems Processes– TIC, BoQ, SAS, SSS, PoI, School Profile Form, MAP

Student Outcomes– Academic Data, Discipline Data, Special Education Data

Leadership Team– PBS Self-Assessment and Action Plan

School-based information systemsAre data collection tools & evaluation processes in place?

– SWIS or comparable system

District level evaluation Are procedures and supports in place to collect, summarize, analyze, and report multiple levels of information?

Annual ReportDoes the District Leadership Team have a strategy for annual and formal dissemination of key outcomes?

Dissemination, Celebration, Acknowledgment of OutcomesDoes the PBIS District Leadership Team disseminate, celebrate andacknowledge outcomes and accomplishments on a quarterly basis?


Behavioral

Expertise

Tier 1/Universal School-Wide Assessment

School-Wide Prevention Systems

SIMEO Tools: HSC-T, RD-T, EI-T

Check-in/ Check-out (CICO)

Group Intervention with Individualized Feature (e.g., Check and Connect -CnC and Mentoring)

Brief Functional Behavior Assessment/Behavior Intervention Planning (FBA/BIP)

Complex or Multiple-domain FBA/BIP

Wraparound

ODRs, Attendance, Tardies, Grades, DIBELS, etc.

Daily Progress Report (DPR) (Behavior and Academic Goals)

Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.

Social/Academic Instructional Groups (SAIG)

Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model

Illinois PBIS Network, Revised October 2009Adapted from T. Scott, 2004

Tier 2/Secondary

Tier 3/Tertiary

Inte

rven

tion

Assessm

ent

3-Tiered System of Support

Necessary Conversations (Teams)

CICO

SAIG

Group w. individual

feature

Complex

FBA/BIP

Problem Solving Team

Tertiary Systems Team

Brief

FBA/BIP

Brief FBA/BIP

WRAP

Secondary Systems Team

Plans SW & Class-wide supports

Uses Process data; determines overall

intervention effectiveness

Standing team; uses FBA/BIP process for one youth at a time

Uses Process data; determines overall

intervention effectiveness

Sept. 1, 2009

UniversalTeam

Universal Support

Interventions

1. Check-In/Check Out (CICO)

2. Social/Academic Instructional Groups (SAIG)

3. Group intervention with Individualized Feature: (Check and Connect- (CnC) a strategy to provide support to Tier 2 students; and Mentoring

4. Brief Functionla Behavior Assessment/Behavior Intervention Planning (FBA/BIP)

5. Complex or Multiple-domain FBA/BIP: A function-based support plan across settings ( e.g. home, school, and/or community)

6. Wraparound: A complex and comprehensive plan addressing multiple life domain issues across home, school ,and community (e.g. basic needs, MH treatment, behavior/academic interventions) as well as multiple behaviors.

Assessments

1. Office Disciplne Refferals (ODRs): Attendance, tardies, grades, DIBELS, etc.

2. Daily Progress Report (DPR): Behavior and Academic Goals

3. Competeing Behavior Pathway,Functional Assessment Inter

4. Complex function-based behavior support plan across settings (e.g. FBA/BIP home and school and/or community)

5. Wraparound: More complex and comprehensive plan that addresses multiple life domain issues across home, school and community (e.g. basic needs, MH treatment, behavior/academic interventions) as well as multiple behaviors

Illinois PBIS Network, Revised May 15, 2008

Behavioral Expertise• At least 2 individuals on leadership team have behavioral expertise

and experience to ensure implementation integrity of SWPBS practices and systems at 3 levels: (a) training, (b) coaching, & (c) evaluation.

• Individuals with behavioral expertise have SWPBS content competence.

• The interaction & relationship between effective academic instruction and school-wide behavior support are visible & promoted.

• SWPBS behavioral expertise includes fluency with the process & organizational strategies that support & enhance the use of evidence-based behavioral practices.


Are there at least 2 individuals on the leadership team with behavioral expertise & experience and SWPBS content competence?

Are interactions & relationships between effective academic instruction and school-wide behavior support are visible & promoted?

Do individuals with behavioral expertise have capacity to support implementation of evidence-based behavioral practices?


School/District

Demonstrations

Demonstrations

• Some schools have adopted SWPBS, and can be used as local demonstrations of process and outcomes.


Has a district demonstration school(s) been

identified that can serve as a training

resource(s) and model(s) for future teams?

5. Action Plan5. Action Plan

• As a team review your self-assessment

• Action Plan for any area that is not in-place – resource flip charts as needed

• Prioritize the plan

• Develop timeline and responsibility document

• Plan next meeting for follow up

www.pbis.orgwww.wisconsinpbisnetwork.org

www.pbssurveys.orgwww.swis.org

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Break and Lunch Networking:Keys to Leadership

• 8 flip charts are posted with titles• Form small groups at each flip chart at breaks

and lunch• Take 3-5 minutes to resource your ideas• Move clockwise around to next flip chart• Read current thoughts, add more• Continue until 8 charts are visited• Leaders will be selected to review the flipcharts

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Lunch NetworkingKeys to Leadership

• Discuss ideas your team wants to incorporate and capture those ideas on your District Action Plan form.

Not incorporated as of yet…

• Budget planning

• Blending/Braiding

Documents

Leadership Summit SWPBIS Implementers Blueprint and Self-Assessment Planning for Sustainability