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

Leading for educational excellence and equity, every day for every one. | education.state.mn.us5/4/2018 2

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.

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-

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

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

School-wide PBIS Across Minnesota’s Districts

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)

5/4/2018 10

BIG PICTURE: Capacity and Scaling-up.

t Time1

Time 2

Time 5

Time 3

Time 4

Implementation Capacity

# PBIS Schools Scale-Up with Fidelity

# Students # Schools

District Capacity and Fidelity Matrix

# Schools w/No

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

T3, T4, T5

Time 1

Fidelity

PBIS and Equity

Resources and Considerations for

Measuring Progress

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

5/4/2018 14 Leading for educational excellence and equity, every day for every one. | education.state.mn.us

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

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

DIRS Trend Data 2011-2017: State Rates per 100 Students for General Education, Special Education and All Students

2011 2012 2013 2014 2015 2016 2017

Disciplinary Incidents Rate per 100 Students

General Education Special Education All Students

DIRS Trend Data 2011-2017: Rates per 100 Students for All Students, General Education and Special Education

2011 2012 2013 2014 2015 2016 2017

Disciplinary Incidents Rate per 100 Students

District A State

Using Rates per 100 to Demonstrate Progress and Gap Reduction Across Time

2011 2012 2013 2014 2015 2016 2017

Disciplinary Incidents Rates per 100 Students:District A across groups

All Students General Education Special Education

Using Rates per 100 to Demonstrate Progress and Gap Reduction Across Time

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

pbismn.org

Thank you!

Eric Kloos: eric.kloos@state.mn.us 651 582 8268

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Positive Behavioral Interventions and Supports: Minnesota ...Implementation of school-wide Positive...

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