introduction to pbis in wisconsin schools: building a successful process marla dewhirst...
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Introduction to PBIS in Wisconsin Schools: Building a Successful
Process
Marla Dewhirst [email protected] 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
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
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
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