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.
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)
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
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
The Next Five Years
• Expand Collaboration• School Mental Health• Juvenile Justice• Inclusive Systems (SWIFT)• Scalable Systems (SISEP)
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
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
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
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.
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