rob horner university of oregon osep center on pbis
TRANSCRIPT
The District Role in Implementing and Sustaining PBIS
Rob HornerUniversity of OregonOSEP Center on PBIS
www.pbis.org
Main Idea
Build district capacity to support effective practices.
Classroom Supports
for Students
School-wide Systems(curriculum, staff development, coaching,
data)
District Capacity(Data Systems, Policies, Hiring, Orientation,
Eval)
School-wide Positive Behavioral Interventions and Supports (PBIS)
Build a continuum of supports that begins with the whole school and extends to intensive, wraparound support for individual students and their families.
What is School-wide Positive Behavior Interventions and Supports?
School-wide PBIS is:A systems framework for establishing the social culture and behavioral supports needed for a school to be an effective learning environment for all students.
Evidence-based features of SW-PBISPreventionDefine and teach positive social expectationsAcknowledge positive behaviorArrange consistent consequences for problem behaviorOn-going collection and use of data for decision-makingContinuum of intensive, individual intervention supports. Implementation of the systems that support effective practices
Horner, Sugai & Anderson (2010), Examining the Evidence Base for School-wide PBIS. Focus on Exceptional Children, 42 (8), 1-14
Randomized control trials indicate that SWPBIS is linked to:(a) Reduction in ODRs, (b) Improved academic achievement, (c) Perceived improvement in school
safety(d)Perceived improvement in teacher
efficacy
Schools Adopting SWPBIS by Year
00 01 02 03 04 05 06 07 08 09 2010 20110
2000
4000
6000
8000
10000
12000
14000
16000
14,325 Schools Adopting
School-wide PBIS
Schools use SWPBIS (Feb, 2011)Al
abam
aAl
aska
Arizo
naAr
kans
as
Calif
orni
a Co
lora
do*
Conn
ectic
ut
Dela
war
eFl
orid
a*Ge
orgi
aHa
wai
iId
aho
Illin
ois
Indi
ana
Iow
a*Ka
nsas
*Ke
ntuc
kyLo
uisia
na*
Mai
neM
aryl
and*
Mas
sach
usett
sM
ichig
anM
inne
sota
Miss
issip
piM
issou
ri*M
onta
na*
Nebr
aska
Neva
daNe
w H
amps
hire
New
Jers
ey*
New
Mex
icoNe
w Y
ork
Nort
h Ca
rolin
a*No
rth
Dako
ta*
Ohi
oO
klah
oma
Ore
gon*
Penn
sylv
ania
Rhod
e Isl
and
Sout
h Ca
rolin
a*So
uth
Dako
taTe
nnes
see
Texa
s Ut
ah*
Verm
ont
Virg
inia
W
ashi
ngto
n St
ate
Was
hing
ton
DCW
est V
irgin
iaW
iscon
sinW
yom
ing
0
200
400
600
800
1000
1200
1400
1600
11 states with over 500 schools
3 states with over 1000 schools
Illinois
Florida Texas
Oregon
Percentage of Schools using SWPBIS by State
Alabam
aAlas
ka
Arizona
Arkansas
Californ
ia
Colorado*
Connecticu
t
Delaware
Florid
a*
Georgi
a
Hawaii
Idaho
Illinois
IndianaIowa*
Kansas
*
Kentu
cky
Louisi
ana*Main
e
Marylan
d*
Massac
husetts
Michiga
n
Minnesota
Mississ
ippi
Missouri*
Montana*
Nebras
ka
Nevad
a
New Ham
pshire
New Je
rsey*
New M
exico
New Yo
rk
North Caro
lina*
North Dak
ota*Ohio
Oklahoma
Oregon*
Pennsyl
vania
Rhode Isla
nd
South
Carolin
a*
South
Dakota
Tenness
ee
Texa
s
Utah*
Vermont
Virginia
Wash
ington St
ate
Wash
ington DC
West
Virginia
Wisc
onsin
Wyo
ming0
10
20
30
40
50
60
70
80
Illinois
Maryland
3 states > 60%
6 states > 40%
10 states > 30%
Oregon
Schools Adopting School-wide PBIS in Oregon
1995-96
1996-97
1997-98
1998-99
1999-00
2000-01
2001-02
2002-03
2003-04
2004-05
2005-06
2006-07
2007-08
2008-09
2009-10
2010-11
0
100
200
300
400
500
600
700
Elementary K-6 Middle 6-9 High 9-12 K (8-12)
Findings
SWPBIS is possible (at all grade levels)
SWPBIS is associated with:20-60% reduction in problem behavior (ODRs)Increases in academic performancePerception of school as a safe environmentImproved self-assessment of faculty effectiveness
50%
60%
70%
80%
90%
100%
Fully Implementing (n=272) Partially Implementing (n=25)
87% 81.78%
9%12%
4% 7%
% o
f Stu
dent
s w
ith O
DR
s
Triangle Data by Fidelity Results Only
Mean Percentage of Students Statewidewith Majors 2009-10
Middle Schools
High Schools
Out of School Suspension per 100 Students Enrolled
National Medians .22 .50 .68 .42
Elementary School with 150 Students
Compare with National Median
150 / 100 = 1.50 1.50 X .22 = .33
13Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
What isWhat can be
What is neededWhat is possible
Average Major Discipline Referrals per 100 Students by Cohort
Cohort 1 (n=15) Cohort 2 (n=19) Cohort 3 (n=34) Cohort 40
20
40
60
80
100
120
140
160
180
2004-2005 2005-2006 2006-2007 2007-2008
Cohort 1 Cohort 2 Cohort 3 Cohort 40%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2003-04 2004-05 2005-06 2006-07 2007-08 2008-09
Percent of Students meeting DIBELS Spring Benchmarkfor Cohorts 1 - 4 (Combined Grades)
5,943 studentsassessed
5,943 studentsassessed
8,330 studentsassessed
8,330 studentsassessed
16,078 studentsassessed
16,078 studentsassessed
32,257 studentsassessed
32,257 studentsassessed
Spring ’09: 62,608 students assessed in cohorts 1 - 4
Spring ’09: 62,608 students assessed in cohorts 1 - 4
Percent of Students at DIBELS Intensive Level across year by Cohort
Cohort 1 Cohort 2 Cohort 3 Cohort 40%
5%
10%
15%
20%
25%
30%
2003-04 2004-05 2005-06 2006-07 2007-08 2008-09
Pe
rce
nt
of
Stu
de
nts
at
DIB
EL
S I
nte
nsi
ve I
nte
rve
n-
tion
Le
vel
Impact on Teacher Effectiveness
Role of District: Quality, Equity, Efficiency
Build capacity to implement effective practicesFocus on student outcomesFocus on fidelity with which effective practices are used.
Avoid doing too many different things at one time
Stages of implementationAlignment of district practices
Implement what works and what fitsAre the strategies/practices in the district focused on core student outcomes
Academic excellenceBehavioral competenceAttendance/ graduationHealth and safety
Are the strategies/ practices in the district a good fit with the students/ families/ faculty/ staff of the district.
Does this build on what we already do well?Do we actually know how to do this?Are we comfortable doing this practice?
Stages of Implementation
ExplorationInstallationInitial ImplementationFull ImplementationInnovationSustainability
Implementation occurs in stages:
Fixsen, Naoom, Blase, Friedman, & Wallace, 2005
2 – 4 Years
Implementation is a repeating process
© Fixsen & Blase, 2008
Performance Assessment (Fidelity)
Coaching
Training
Selection
Systems Intervention
Facilitative Administration
Decision Support Data System
Core Implementation DriversCo
mpe
tenc
y Driv
ers
Com
pete
ncy D
river
s Organization Drivers
Organization Drivers
LeadershipLeadership
Adaptive Technical
Successful Student Outcomes
Program/Initiative/Framework
Lessons Learned
Avoid “Initiative Overload” by aligning efforts for improvement
All initiatives tied to core outcomesAll initiatives are “evidence-based”All initiatives have proven implementation effectiveness and efficiency (e.g. at least 50 schools in Oregon)All initiatives define the “systems” needed for sustainabilityAll initiatives have efficient measures of fidelity
Using RtI to Minimize Initiative Overload
Early Intervention Literacy
Math
Wraparound
Positive Behavior Support
Family SupportResponse to Intervention
Equity
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
Alignment for Systems change
Literacy
Wraparound
Math
Family Support
Behavior Support
ALIG
NM
ENT
Early Intervention
Resp
onse
to In
terv
entio
n/Pr
even
tion
Student Outcomes
Primary Prevention
Universal Screening
Multi-tiered Support
Early Intervention
Progress Monitoring
Systems to support practices
Lesson Learned14 Core School Functions8 District Actions
Building District-wide Capacity
Effective and Efficient Foundation Practices
Establishing a Universal System of Support
1. Effective Curriculum
2. Unambiguous Instruction
3. Adequate intensity
4. Reward System
5. Error Correction System
Building District-wide Capacity
2. Universal Screening 6. Collect information on all students at least twice a year
7. Use data for decision-making2 or more ODRs
SSBD is used in Illinois
Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun0
2
4
6
8
10
12
0-12-56+
Cum
ulati
ve M
ean
OD
Rs
Cumulative Mean ODRs Per Month for 325+ Elementary Schools 08-09
Jennifer Frank, Kent McIntosh, Seth May
Building District-wide Capacity
3. Continuum of Evidence-based Practices
8. Targeted interventions for students “at risk”
9. Intensive, Individualized interventions for students with more significant needs
10. Early Intervention
Building District-wide Capacity
Progress Monitoring 11. Collection of data on a monthly, weekly, daily rate
12. Use of data for decision-making
•Building District-wide Capacity
5. Fidelity Monitoring
13. Assessing the extent to which we are implementing what we claim to implement
14. Use of the data for decision-making
Iowa Checklist 01-05, PK-6 % Fully & Partially Implemented
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
05-A
ug-0
3
05-N
ov-0
3
23-F
eb-0
4
22-J
an-0
4
01-F
eb-0
5
02-J
un-0
5
12-A
ug-0
4
24-N
ov-0
4
01-M
ar-0
5
12-S
ep-0
2
31-O
ct-0
2
28-F
eb-0
3
21-A
pr-0
3
01-S
ep-0
3
05-N
ov-0
3
05-A
ug-0
3
11-S
ep-0
3
07-N
ov-0
3
06-F
eb-0
4
01-S
ep-0
3
01-N
ov-0
3
01-M
ar-0
4
03-A
ug-0
4
08-N
ov-0
4
08-M
ar-0
5
03-J
un-0
5
1 1 1 2 2 2 3 3 3 4 4 4 4 4 4 5 5 5 5 6 6 6 7 7 7 7
Start Up Full Implementation Start Up Part Implementation
Team Checklist
Collect and Use
Data
Develop Hypothesis
Discuss andSelect
Solutions
Develop andImplementAction Plan
Evaluate andRevise
Action Plan
Problem Solving Meeting Foundations
Team Initiated Problem Solving (TIPS) Model
Identify Problems
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
36
1,7,11
Implications for Systems Change
District policyClear statement of values, expectations, outcomes
Ability to conduct universal screening and progress monitoring assessments
District provides efficient options for universal screening and progress monitoring measures
Recruitment and hiringExpectations defined in job announcements
Annual faculty orientation
Implications for Systems Change
Professional developmentFocused strategies for staff development in core skillsAlways train teams not individualsMatch training with access to coaching support
Coaching CapacityTraining linked to on-site assistance to implement
OUTCOMES
(% of Participants who Demonstrate Knowledge, Demonstrate new Skills in a Training Setting,
and Use new Skills in the Classroom)
TRAININGCOMPONENTS
Knowledge SkillDemonstration
Use in the Classroom
Theory and Discussion
10%
5% 0%
..+Demonstration in Training
30%20%
0%
…+ Practice & Feedback in Training
60% 60% 5%
…+ Coaching in Classroom
95% 95% 95%
Joyce and Showers, 2002
Competent Implementation
Implications for Systems Change
Annual evaluationsExpectations assessed as part of annual evaluations
Recruitment of individuals with training, coaching, and implementation skills
Advanced skills in literacy supportsAdvanced skills in behavior supports
SummaryFiscal constraints create opportunitiesEfficient Improvement through integration and collaborationImplement practices that are evidence-basedImplement practices with the systems needed for sustainability and impact.Emphasize measuring for improvement, not just “accountability” or “compliance”
Are we doing what we said we would do?Are practices benefiting students?