2011 National PBIS Leadership Forum

October 27-28, 2011 | Hyatt Regency O’Hare | Rosemont, Illinois

Implementing Innovat

ion for a

Lasting Effect

Mark Your Calendars Now!

Next Year’s Forum:

October 18-19, 2012

FORUM PURPOSE

Opportunity for PBIS implementers

enhance their implementation

capacity by exchanging data,

practices, & systems that can

enhance academic & social

behavior outcomes for ALL

students.My job to give organizer & maximize your team’s experience.

WHO’S HERE?.....Family Members, Students, Administrators, Educators, Specialists, Support,

Specials, Trainers & Coaches, Consultants, Community Activists/Advocates, Politicos,

Researchers,…..

Student

Classroom

School

State

District

PBIS (aka SWPBS) is for enhancing adoption & implementation of

of evidence-based interventions to achieve

& behaviorally important outcomes for

students

Framework

Continuum

Academically

All

Maximizing Your Session Participation

Work w/

your team

Consider 4 questions

Why am I here?

What do I hope

to learn?What did I

learn?

What will I do

with what I

learned?

Where are you in implementation process?Adapted from Fixsen & Blase, 2005

• We think we know what we need, so we ordered 3 month free trial (evidence-based)

EXPLORATION & ADOPTION

• Let’s make sure we’re ready to implement (capacity infrastructure)INSTALLATION

• Let’s give it a try & evaluate (demonstration)

INITIAL IMPLEMENTATION

• That worked, let’s do it for real (investment)

FULL IMPLEMENTATION

• Let’s make it our way of doing business (institutionalized use)

SUSTAINABILITY & CONTINUOUS

REGENERATION

Why are you here?

• I want to learn something newAcquisition

• I want to get better at what I’ve learned

Fluency Building

• I want to keep doing what I’ve learned Maintenance

• I want to extend what I’ve learnedGeneralization

• I want to improve the fit of what I’ve learnedAdaptation

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%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

ALL

SOME

FEW

Universal

Targeted

Intensive

All

Some

FewContinuum of Support for

ALL

Dec 7, 2007

Universal

Targeted

IntensiveContinuum of Support for

ALL:“Molcom”

Dec 7, 2007

Prob Sol.

Coop play

Adult rel.

Anger man.

Attend.

Peer interac

Ind. play

Label behavior…not people

Self-assess

IMPLEMENTATION W/ FIDELITY

CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS

CONTENT EXPERTISE &

FLUENCY

TEAM-BASED IMPLEMENTATION

CONTINUOUSPROGRESS

MONITORING

UNIVERSAL SCREENING

DATA-BASEDDECISION MAKING

& PROBLEM SOLVING

RtIPBIS

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.

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.

Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (in press). The impact of school-wide positive behavioral interventions and supports (SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial. Archives of Child & Adolescent Medicine

RCT & Group Design PBIS Studies

• Reduced major disciplinary infractions• Improvements in academic achievement

• Enhanced perception of organizational health

& safety• Improved school climate• Reductions in teacher reported bullying

behavior & peer rejection

SYST

EMSPRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

IntegratedElements

Basic “Logic”SY

STEM

S

PRACTICES

DATA

Training+

Coaching+

Evaluation

Maximum Student

OutcomesImplementation

Fidelity

Funding Visibility PolicyPoliticalSupport

Training Coaching Behavioral ExpertiseEvaluation

LEADERSHIP TEAM(Coordination)

Local School/District Implementation Demonstrations

School leadership & contributing factors on student learning.

Louis, Leithwood, Wahlstrom, & Anderson (2010).

School Leadership

School Conditions

Teachers

Classroom Conditions

Student/ Family Background

To receive positive ratings on previous, managers must do 4 things well:

When selecting someone, they select for talent…not simply experience, intelligence, or determination.

When setting expectations, they define right outcomes…not the right steps.

When motivating someone, they focus on strengths…not on weaknesses.

When developing someone, they help him find right fit…not simply the next rung on ladder. (p. 67)

Buckingham & Coffman 2002, Gallup

Effective leaders engage in actions or behaviors & establish working conditions that:

Emphasize setting clear goals

Develop strength qualities of teachers

Organize operation of school for success

Consider implementation phases, drivers, & processes associated w/ utilization of effective teaching practice

Promote strengths, talents, & capacities of their workers to achieve specific expectations & outcomes

Monitor & measure effects of their actions, decisions, & policies w/relevant data

Sugai, Horner, & Lewis, in press

“Making a turn”

IMPLEMENTATION

Effective Not Effective

PRACTICE

Effective

Not Effective

Maximum Student Benefits

Fixsen & Blase, 2009

Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.

Startw/

What Works

Focus on Fidelity

Getting What You Need?

Attend whole strand

Attend individual content sessions

Ask questions during sessions

Attend “Roundtables” for extended discussions

Selecting Sessions

Evaluate alignment of session objectives w/ needs of school, team, & individual

Review level & prerequisites

Consider implementation phase

Participating in Roundtables

Write question cards

Ask individual & specific questions

Give own individual examples

Discuss common topics w/ others

Gather resource & contact information

Leadership Team Action Planning

Worksheets: StepsSelf-Assessment: Accomplishments & Priorities

Session Assignments & Notes: High Priorities

Action Planning: Enhancements & Improvements

“Leadership Team Action Planning Worksheet”

“Team Member Note-Taking Worksheet”

“Leadership Team Action Planning Worksheet”

PBIS – Respect & Responsibility

OTHERS• Use mobile &

converse @ breaks

• Work as team• Wash hands

frequently

SELF• Get flu shot• Self-assess• Be safe &

watch step

PLACE• Wear your name tag

• Maintain neat work area

•Pre-/re-cycle

Effective Social & AcademicSchool Culture

Common Vision/Values

Common Language

Common Experience

PBIS