targeting systems of support: enhancing pbis in high needs ... · 2014-2015 2015-2016 2016-2017...

Targeting Systems of Support: Enhancing PBIS in High Needs School Districts

Adam FeinbergSusannah EverettUniversity of Connecticut

Rebecca Shor, Andrea Ricotta, and Susan FisherMassachusetts Department of Elementary and Secondary Education

Northeast PBIS (NEPBIS) Network

The NEPBIS Network represents leaders in PBIS from 10 northeast states who collaborate to improve the efficiency and effectiveness of PBIS implementation in northeast schools and districts by enabling communications, information exchange, political visibility, and technical assistance.

www.nepbis.org

Presentation Outline

What constitutes High Needs Schools?

Research on High Needs Schools

State Model supporting PBIS implementation

Critical Features and Outcomes

Reflections

What is a high-needs school?

Definitions of a high-need school

More than 30% of the enrolled students live below the poverty line (ESSA, 2015)

Schools with 75% or more of the enrolled students eligible for free and reduced lunch (NCES, 2017)

(Every Student Succeeds Act, 2015, National Center for Educational Statistics, 2017)

https://nces.ed.gov/programs/coe/indicator_clb.asp


Recent GAO report cited discipline disparities for Black students, boys, and students with disabilities.

(GAO analysis of Department of Education, Civil Rights Data Collection. GAO-18-258)

https://www.gao.gov/products/GAO-18-258


Disproportionality and high needs schools

45% of Black, 45% of Hispanic, 37% of American Indian attend a high poverty school

8% of whites, and 15% of Asian Americans

(National Center for Educational Statistics, 2017, Bradshaw, Koth, Thornton, & Leaf, 2009; Skiba, Michael, Nardo, & Peterson, 2003)

https://nces.ed.gov/programs/coe/indicator_clb.asp


Common challenges experienced in high needs schools

Limited resources

Larger class sizes

Fewer resources available

Higher rates of student behavior

Higher pressure accountability policies

(Atkins, Graczyk, Frazier, & Adil, 2003; Cappella, Frazier, Atkins, Schoenwalkd, & Glisson, 2008; Shernoff et al., 2011)

State level Implementation Support

Massachusetts PBIS Academy

Respond to a Massachusetts Department of Elementary & Secondary Education (DESE) request for a state-wide training model.

Build a model for training and coaching PBIS Tier 1 and 2 supports school and district-wide.

Build capacity within a state to support schools relative to the PBIS framework principles.

Massachusetts PBIS Academy

MA DESE promote PBIS Academy across schools that are low performing.

Trainings occur across schools / district in cohorts which are regional.

Technical assistance is provided directly to each school including database support

PBIS Academy: Systems & Timeline

Year 16 - Team Training

3 - Coaches Training

1 - on-site TA

Data support (SWIS)

2 - 1/2 Day District Trainings

3 - brief District capacity sessions

1 Day district team TA



1 - on-site TA

Data support (SWIS)


3 - brief District capacity sessions




1 - on-site TA

Data support (SWIS)



Content Topic

Day 1 Overview of SWPBIS

Getting Started with SWPBIS Step 1: Establishing a leadership team

Getting Started with SWPBIS Step 2: Develop a brief statement of behavioral purpose

Getting Started with SWPBIS Step 3: Identify positive SW behavioral expectations

Day 2 Getting Started with SWPBIS Step 4: Develop procedures for teaching SW expectations

Getting Started with SWPBIS Step 5: Develop procedures for teaching class-wide expectations

Getting Started with SWPBIS Step 6: Develop continuum for strengthening appropriate behavior

Day 3 Getting Started with SWPBIS Step 7: Develop a continuum for discouraging violations of expectations

Getting Started with SWPBIS Step 8: Develop data-based procedures for monitoring

Getting Started with SWPBIS Step 9: Develop systems to support staff

Getting Started with SWPBIS Step 10: Build routines to ensure on-going implementation

Day 4 Problematic Non-Classroom Settings

Effective Classroom Management Practices

Day 5 Quick Review of Days 1-4: Team Report Out

Function of Behavior

Understanding Escalation

Day 6 Review of TIC/TFI & Action Planning

Preview of Tier II & TIer III

Planning for the beginning of the semester / school year

MA PBIS Academy: Year 1 – Scope & Sequence


Day 7 Celebrate Accomplishments

Tier 1 SWBIS: Problem-solving Critical Features

Ensuring Equity & PBIS Implementation

Integration of New Initiatives: Bullying

Day 8 School “Show and Tell”

Class-wide PBIS: Focus on Practices

Class-wide PBIS: Focus on Systems

Class-wide PBIS: Jigsaw Activity

Day 9 School “Show and Tell”

Preview of Tier 2 Support

Preview of Tier 3 Support

Q&A Focused on Tier 1


Day 10 Guest Speaker: New Content related to PBIS

Round Table Discussions: Systems, Data, & Practices

Day 11 PBIS & Family Engagement

PBIS & Sustainability

School Poster Session

Main Messages

• Sustained and High Fidelity Implementation of SWPBIS requires active District Support.

• Especially for Tiers II and III

-----------------------------------------------------------Student = unit of impactSchools = unit of analysisDistrict = unit of implementation

PBIS Academy: Systems & Timeline district capacity building supports

Year 1Team Training

Coaches Training

on-site TA

SWIS support

Year 2Team Training

Coaches Training

on-site TA

SWIS support

Year 3Team Training

Coaches Training

on-site TA

SWIS support

Year 12 half days

district team building

3 brief content sessions targeting district capacity building

1 Day District Team technical assistance

Year 22 half days




Year 32 half days




PBIS Academy District Content

Two ½ Days Yearly Year 1 Year 2

Blueprint Self Assessment

District Exemplars

Action Planning

Leadership Teaming

Team Coordination

Eval & Perf Feedback

Policy & Systems alignment

Stakeholder SupportReview of Leadership Team and

Evaluation

Stakeholder Engagement

Workforce Capacity

Policy & Systems

AlignmentFunding

LEADERSHIP TEAMING

Training CoachingEvaluation & Performance

Feedback

Behavioral Expertise

Local Implementation Demonstrations

Executive Functions

Implementation Functions

Guiding District level PBIS Capacity PBIS Blueprint & Self Assessment

https://www.pbis.org/blueprint/implementation-blueprint

Implementation Blueprint Self-Assessment

Just as our school teams are using agenda / action plans, so should we at the district

PBIS / MTSS Leadership TeamSchool Action Plan / Agenda

MA PBIS Academy: Participants

Cohort 112

districts

30 schools

Cohort 217

Districts

28 schools

Cohort 39

Districts

21 schools

Cohort 413

Districts

20 schools

37 total districts across all three cohorts

MA PBIS Academy: Data, measures, and assessing impact

District Leadership

Capacity

Blueprint Self-Assessment

Completed 1x per year

Tiered Fidelity Inventory (TFI)

Trainer & Team assessment of

PBIS Implementation

Completed 1x per year

Team Implementation Checklist (TIC)

Team assessment of

PBIS Implementation

Completed 2-3x per year

School Outcome Data

Office discipline referrals (ODRs) – some schools

In school suspension

Out of school suspension

Social Validity Data

Training evaluation data

MA PBIS Academy: Tier 2 Academy

Year 14 days

Team Training

2 dayson-site TA

1 daySWIS support

PBIS Academy Outcomes: Cohort Analysis

100%

97%

100%

86%

89%

100%

98%

74%

95%

98%

97%

96%

93%

82%

95%

91%

95%

98%

88%

78%

88%

93%

91%

97%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

11. My knowledge of PBIS increased over the course of thistraining.

9. Our team has a detailed plan to collect and use data to guideimplementation of school-wide or district-wide PBIS.

8. As a result of attending this training, our team has a detailed anddoable action plan to guide implementation.

7. The concepts and content covered in the training are importantto my work in our school/district.

6. I am ready to use my knowledge of implementation of School-Wide PBIS to support my school.

5. I am ready to use my knowledge of foundations of School-WidePBIS to support my school.

Cohort 1 Cohort 2 Cohort 3 Cohort 4

Social Validity Data: Training Evals

73%

84% 85%

75%

38%

65%

76% 76%

35%

73%76%

73%

40%

70%

77%75%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2015 2016 2017 2018 2015 2016 2017 2018 2015 2016 2017 2018 2015 2016 2017 2018

Team Implementation Evaluation Total

LEV

EL

OF

IM

PLE

ME

NT

AT

ION

ON

TF

I

TFI Results

Cohort 1

2015 - 2018

TFI Results Cohort 2

2016 - 2018

74%

84%

75%

39%

71%76%

47%

72% 74%

46%

73% 75%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2016 2017 2018 2016 2017 2018 2016 2017 2018 2016 2017 2018


LEVE

L OF

IMPL

EMEN

TATI

ON O

N TF

I


2017 - 2018

66%

76%

33%

59%

41%

60%

39%

62%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2017 2018 2017 2018 2017 2018 2017 2018


LEVE

L OF

IMPL

EMEN

TATI

ON O

N TF

I


2018

63%

33%

47%41%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2018 2018 2018 2018


LEVE

L OF

IMPL

EMEN

TATI

ON O

N TF

I

41%

55%61% 63%

74%

66%

82% 82% 80%

93%

46%

55%

63%

72% 74%78% 77%

81%

49% 49%

56%

65%69% 70%

35%

48%55%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Fall Winter Spring Fall Winter Spring Fall Winter Spring Fall Winter Spring

Baseline Implementation Year 1 Implementation Year 2 Implementation Year 3

Team Implementation Checklist Cohort 1 Cohort 2 Cohort 3 Cohort 4

TIC Results Cohorts 1-3

0.3 0.5 0.6 0.5

0.0

0.5

1.0

1.5

2014-2015 2015-2016 2016-2017 2017-2018

ODRs per 100 Students per Year for Cohort 1 Schools

80%

85%

90%

95%

100%

2014-2015 2015-2016 2016-2017 2017-2018

93.36%89.31% 87.84%

90.25%

3.84%6.76%

7.31%5.91%

2.80% 3.93% 4.84% 3.85%

Perc

enta

ge o

f Stu

dent

s

Triangle Data Report of ODRs for Cohort 1 Schools

6+ ODRs

2-5 ODRs

0-1 ODRs

Outcome data: Cohort 1

Review of office discipline referrals


Review of office discipline referrals 0.2

0.40.7

0.0

0.5

1.0

1.5

2015-2016 2016-2017 2017-2018


75%

80%

85%

90%

95%

100%

2015-2016 2016-2017 2017-2018

93.48% 90.59%85.81%

5.23%5.76%

7.57%

1.30% 3.65% 6.62%

Perc

enta

ge o

f Stu

dent

s


6+ ODRs

2-5 ODRs

0-1 ODRs

80%

85%

90%

95%

100%

2014-2015 2015-2016 2016-2017 2017-2018

93.36%89.31% 87.84%

90.25%

3.84%6.76%

7.31%5.91%

2.80% 3.93% 4.84% 3.85%

Perc

enta

ge o

f Stu

dent

s


6+ ODRs

2-5 ODRs

0-1 ODRs


Review of office discipline referrals

0.60.4

0.0

0.5

1.0

1.5

2016-2017 2017-2018


School ExampleDistrict #1

District #2 Demographics

District Demographics

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

SchoolA

SchoolB

SchoolC

SchoolD

SchoolE

SchoolF

SchoolG

SchoolH

School I SchoolJ

SchoolK

TFI Tier 1 Subscale Scores

2015 2016 2017 2018

Fidelity Data

District #1

District #1

Lessons Learned

1. Focus on district leadership team & and district priority

Build a district teamExpand leadership beyond one PBIS CoordinatorFocus on integration & alignment

2. Focus on district capacity to lead and champion PBIS efforts

Build internal capacity for coaching supportsSupport ongoing team booster and staff reinforcement

School ExampleDistrict #2

District #2 Demographics

District Demographics

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

School A School B School C School D School E

TFI Tier 1 Subscale Scores

2016 2017 2018

Fidelity Data

District #2

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

School A School B School C School D School E

Team Implementation Checklist

Fall 2015 Winter 2016 Spring 2016 Fall 2016

Winter 2017 Spring 2017 Fall 2017 Winter 2018

Spring 2018 Fall 2018 Winter 2019

Fidelity Data

District #2

District #2

Lessons Learned

1. Focus on district leadership team & and district priority

Address district turnoverReview and return to district goals / priorities (school climate?)Align school leadership team training to district focus and accountability

2. Focus on district capacity to lead and champion PBIS efforts

Internal district coordinationAlignment of district leadership activities around training,coaching, and evaluation.Encourage staff acknowledgement system by districtleadership team

PBIS / MTSS Leadership TeamDistrict Action Plan / Agenda

District Leadership Team agenda / action plan

PBIS / MTSS Leadership TeamEvaluation Organizer

District Leadership Team agenda / action plan

Lessons learned• Identify key champions of PBIS at the district level• Identify and link to district wide goals / initiatives• Focus on Coordination and evaluation• Advocate for more of a district capacity approach than district wide role out

focusing only on school implementation• Build a district vision and district wide roll out plan first• Support a slower roll out focusing on school demonstration sites before a broader

district wide roll out.• Support district personnel to focus on district capacity vs. subcontracting out to

technical assistance providers only• Complete and revisit the Implementation Blueprint Self Assessment (or future

district capacity assessment)

Thank you!!

Adam Feinberg [email protected]

Susannah Everett [email protected]

mailto:[email protected]

mailto:[email protected]

targeting systems of support: enhancing pbis in high needs ... · 2014-2015 2015-2016 2016-2017...

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