positive behavioral interventions and supports: minnesota ...implementation of school-wide positive...
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Positive Behavioral Interventions and Supports: Minnesota Resources
January 29, 2018
Eric Kloos| MNPBIS Management Team
PBIS Defined in MN Statute 122A.627
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https://www.revisor.mn.gov/statutes/?id=122A.627
What is PBIS?
• PBIS is an evidence-based framework for preventing problem behavior, providing instruction and support for positive and prosocial behaviors, and supporting social, emotional, and behavioral needs for all students. Schoolwide implementation of PBIS requires training, coaching, and evaluation for school staff to consistently implement the key components that make PBIS effective for all students.
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RCT & Group Design PBIS StudiesBradshaw, C. P. (2015). Translating research to practice in bullying prevention. American Psychologist, 70, 322-332.
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., Pas, E. T., Goldweber, A., Rosenberg, M. S., & Leaf, P. J. (2012). Integrating school-wide positive behavioral
interventions and supports with tier 2 coaching to student support teams: The PBISplus model. Advances in School Mental
Health Promotion 5, 177-193.
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. P., Waasdorp, T. E. & Leaf, P. J. (2012). Effects of School-Wide Positive Behavioral Interventions and Supports on child
behavior problems. Pediatrics, 130(5), 1136-1145.
Goldweber, A., Waasdorp, T. E., & Bradshaw, C. P. (in press). Examining the link between forms of bullying behaviors and perceptions
of safety and belonging among secondary school students. Journal of School Psychology.
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.
Sorlie, M., & Ogden, T. (2015). School-wide positive behavior support Norway: Impacts on problem behavior and classroom climate.
International Journal of School and Educational Psychology, DOI: 10.1080/21683603.2015.1060912.
Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (2012). The impact of School-wide Positive Behavioral Interventions and Supports
(SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial. Archives of Pediatrics and Adolescent
Medicine, 116(2), 149-156
Growth of PBIS Implementation in Minnesota: 645 Schools
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05-06 06-07 07-08 08-09 09-10 10-11 11-12 12-13 13-14 14-15 15-16 16-17 17-18
Sustaining
Second Year
First Year
PBIS by the Numbers in Minnesota
•222 districts/charters
•645 schools
•31% of the state’s schools
•311,280 students impacted by SWPBIS
•35.6% of the state’s students
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School-wide PBIS Across Minnesota’s Districts
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Educationally Significant Outcomes
Usable Innovations
(PBIS)
Effective Implementation
methods
(Stages and Drivers)
Enabling Contexts
(Linking Teams & Improvement Cycles)
Formula for Success: Implementing Check & Connect
Formula for Success
Buckets of Data: Implementation Data
• Effort data: document actions occurring such as time spent on a specific endeavor, number of training sessions attended, etc.
• How often? How much?
• Fidelity & Capacity data: measure the extent to which adults are using
the critical features of a practice as they were designed. Independent checks for fidelity are more valid and reliable than self-report
• How well?
• Outcome data: measures the extent to which the activities, initiatives, and improvement efforts are leading to a desired end
• What changed?9
FIDELITY of practiceTiered Fidelity Inventory (TFI)
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BIG PICTURE: Capacity and Scaling-up.
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t Time1
Time 2
Time 5
Time 3
Time 4
Implementation Capacity
# PBIS Schools Scale-Up with Fidelity
Dis
tric
t C
apac
ity
Ass
ess
me
nt
# Students # Schools
District Capacity and Fidelity Matrix
# Schools w/No
Data
Decrease #
Schools at
fidelity
# Schools at
fidelity same
Increase #
Schools at
fidelity
60 % or more
schools at fidelity
DCA > 80
DCA 60 - 80
DCA < 60
*
T2
* * *
T3, T4, T5
*
Time 1
Cap
acit
y
Fidelity
PBIS and Equity
Resources and Considerations for
Measuring Progress
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Recommendations for Addressing Discipline Disproportionality
• A 5-Point Approach
• Use engaging academic instruction to reduce the support gap (achievement gap)
• Implement a behavior framework that is preventive, multi-tiered, and culturally responsive
• Collect, use, and report disaggregated discipline data
• Develop policies with accountability for discipline equity
• Teach neutralizing routines to address implicit bias
Recommendations for Addressing Discipline Disproportionality
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Using Disaggregated Data to Assess and Address Equity
• Problem Analysis
• General problem-solving approach
• Identify underlying causes of the problem
• Focus on variables that can be changed
• For disproportionality
• Identify whether disproportionality is consistent across all situations or more pronounced in some situations
• Assess other causes, such as
• Achievement gap
• Fidelity of implementation of discipline or equity interventions
Policies to Address Discipline Disproportionality
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PBIS Cultural Responsiveness Field Guide
PBIS Cultural Responsiveness Field Guide
• “The primary goal of cultural responsiveness within a SWPBIS framework is to use SWPBIS principles to change school cultures and systems to enhance educational equity.” (p. 2)
• Core components of the cultural responsiveness definition
• Identity
• Voice
• Supportive environment
• Situational appropriateness
• Data for equity
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DIRS Trend Data 2011-2017: State Rates per 100 Students for General Education, Special Education and All Students
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5
10
15
20
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30
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2011 2012 2013 2014 2015 2016 2017
Disciplinary Incidents Rate per 100 Students
General Education Special Education All Students
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DIRS Trend Data 2011-2017: Rates per 100 Students for All Students, General Education and Special Education
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4
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2011 2012 2013 2014 2015 2016 2017
Disciplinary Incidents Rate per 100 Students
District A State
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Using Rates per 100 to Demonstrate Progress and Gap Reduction Across Time
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2011 2012 2013 2014 2015 2016 2017
Disciplinary Incidents Rates per 100 Students:District A across groups
All Students General Education Special Education
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Using Rates per 100 to Demonstrate Progress and Gap Reduction Across Time
0
20
40
60
80
100
120
140
160
180
2011 2012 2013 2014 2015 2016 2017
Disciplinary Incidents Rates per 100 Students:District A across groups
All Students General Education Special Education SWD who are black
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pbismn.org
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