2011 PBIS National Forum:Implementing Innovation for a Lasting Effect

STEVEADAMOWSKI

THE ROLE OF SCHOOL CLIMATE

NW PBIS Leadership Forum

TAKING PBIS TO SCALE WITH FIDELITY, DEPTH AND IMPACT

Company Logo

School-wide Positive Behavioral Interventions and Supports (SWPBIS) The social culture of a

school matters.

A continuum of supports that begins with the whole school and extends to intensive, wraparound support for individual students and their families.

Effective practices with the systems needed for high fidelity and sustainability

Multiple tiers of intensity

School-wide PBIS Establishing additional supports for students

with more intense needs

Number of Schools Implementing SWPBIS since 2000

Count of School Implementing SWPBIS by StateAugust, 2011

12 States with 500 or more schools

implementing SWPBIS

What does it take to scale up SWPBIS?

States Participating

• Florida, Illinois, North Carolina, Missouri, Maryland, Colorado, Oregon

• Don Kincaid1, Rob Horner2, George Sugai3, Tim Lewis4, Lucille Eber5, Susan Barrett6, Celeste Rossetto Dickey2, Mary Richter4, Erin Sullivan7, Cyndi Boezio7, Bob Algozzine8 Heather Reynolds8, Nancy Johnson4

Leadership TeamActive Coordination

FundingVisibility Political

Support

Training Coaching Evaluation

Local School/District Teams/Demonstrations

BehavioralExpertise

Policy

Sugai et al., www.pbis.org

Funding Visibility PolicyPoliticalSupport

Training Coaching Behavioral ExpertiseEvaluation

LEADERSHIP TEAM(Coordination)

Local School/District Implementation Demonstrations

Stages of Implementation

Exploration Installation Initial Implementation Full Implementation Innovation Sustainability

Implementation occurs in stages:

Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

2 – 4 YearsOr more

Stages of ImplementationFocus Stage Description

Exploration/Adoption

Decision regarding commitment to adopting the program/practices and supporting successful implementation.

Installation Set up infrastructure so that successful implementation can take place and be supported. Establish team and data systems, conduct audit, develop plan.

Initial Implementation

Try out the practices, work out details, learn and improve before expanding to other contexts.

Elaboration Expand the program/practices to other locations, individuals, times- adjust from learning in initial implementation.

Continuous Improvement/ Regeneration

Make it easier, more efficient. Embed within current practices.

Getting it right

Making it better

Should we do it

Steve Goodman

Exploration

Elaboration

ContinuousImprovement

Initial Efforts

Scaling up School-wide Positive Behavioral Interventions and Supports:The Experiences of Seven States with Documented SuccessDon Kincaid, Rob Horner, George Sugai, Tim Lewis, Lucille Eber, Susan Barrett, Celeste Rossetto Dickey, Mary Richter, Erin Sullivan, Cyndi Boezio, Bob Algozzine, Heather Reynolds, Nancy Johnson

Exploration Installation Initial Imp Full Imp Innovation

Sustainability

Leadership TeamFunding

Visibility

Political SupportPolicy

Training

Coaching

Expertise

Evaluation

Demos

Exploration and Adoption

Installation Initial Implementation

Full Implementation

Innovation and sustainability

Leadership Team

(coordination)

Do you have a state leadership team?

If you do, how was your first leadership team developed?

Who were members?

Who supported/lead the team through the exploration process?

Was any sort of self-assessment completed (e.g. the PBIS Implementation Blueprint Assessment)?

What was the role of State agency personnel in the exploration phase?

What were critical issues that confronted the team as it began to install systems changes?

What were specific activities the team did to ensure success of the initial implementation efforts?

Did the team change personnel or functioning as the # of schools/districts increased?

What has the Leadership team done to insure sustainability?

In what areas is the State “innovating” and contributing to the research and practice of PBIS (e.g. linking PBIS with literacy or math)?

Descriptive Summary: 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)

Exploration / Installation / Initial Imp /Full Imp & Innovate

Descriptive Summary: Missouri

97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06 06-07 07-08 08-09 09-10 10-110

200

400

600

800

1000

1200

1400

Exploration / Installation /Initial Imp / Full Imp & Innovate

Descriptive Summary: North Carolina

00-01 01-02 02-03 03-04 04-05 05-06 06-07 07-08 08-09 09-100

100

200

300

400

500

600

700

800

900

1000

Exploration / Installation / Initial & Full Imp / Innovate

Descriptive Summary: Colorado

02-03 03-04 04-05 05-06 06-07 07-08 08-09 09-10 10-110

100

200

300

400

500

600

700

800

Exploration / Installation / Initial & Full Imp / Innovate

Descriptive Summary: Florida

01-02 02-03 03-04 04-05 05-06 06-07 07-08 08-09 09-100

200

400

600

800

1000

1200

Exploration/ Installation/ Initial Imp / Full Imp / Innovate

Descriptive Summary: Maryland

1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 20100

100

200

300

400

500

600

700

800

900

Exploration / Installation / Initial Imp / Full Imp / Innovate

Descriptive Summary: Illinois

98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06 06-07 07-08 08-09 09-10 10-110

200

400

600

800

1000

1200

1400

1600

Exploration / Installation / Initial Imp /Full Imp & Innovate

Lessons Learned Multiple approaches to achieving scaled implementation

Colorado: Started with Leadership Team Illinois: Started with Leadership Advocates and built a state leadership team only after

initial implementation success was documented.

All states began with small “demonstrations” that documented the feasibility and impact of SWPBIS.

Central role of coordinators (advocate) during Exploration and Installation.

Only when states reached 100-200 demonstrations did scaling occur. Four core features needed for scaling:

Administrative support/ Funding Technical capacity (Local training, coaching and behavioral expertise) Local Demonstrations of feasibility and impact Evaluation data

Essential role of Data: Fidelity data AND Outcome data

Administrative Support/Funding

• A leadership team is helpful but not essential for initial demonstrations.– But an active leadership team may be critical for

sustainability and scaling

• Funding initial demonstrations can occur via many forms, including external grants.– Scaling and sustainability require reallocation of existing

program funds (e.g. professional development, related services, evaluation)

Technical Capacity(training, coaching, behavioral expertise, evaluation)

• Every state starts with important “excellence” in some of the core technical capacity areas.

• Invest in building technical capacity WHILE building initial demonstrations– Trainers (5 state trainers)– Coaching cadre (multiple coaches per district)– Behavioral expertise (per district)

• Establish people who can both DO IT and TEACH IT– Evaluation

Local Demonstrations

• Documented Feasibility• Impact (ODRs, Academic Gains, Staff turnover)• Practical materials the make next implementation

easier– Teaching matrix– Reward systems– Staff buy-in– Administrator support– Family engagement

Cedar Creek Middle SchoolFranklin County, North Carolina

Pre PBIS 05-06 Post PBIS 08-09640

660

680

700

720

740

760

780

Enrollment

Pre PBIS 05-06 Post PBIS 08-090

0.5

1

1.5

2

2.5

ODR/100

Pre PBIS 05-06 Post PBIS 08-090

10

20

30

40

50

60

70

% Meeting Reading AND Math EOG

Pre PBIS 05-06 Post PBIS 08-090%5%

10%15%20%25%30%35%40%45%

Staff Turnover

Evaluation

• Start by building evaluation systems that work at the individual student/school level.

• Selection of measures• Collection and use of data

• Use Evaluation to Assess Fidelity, Impact, and Equity– Are we implementing with fidelity?– Is implementation benefiting students?– Is it working for everyone?

Algozzine et al., SWPBIS Evaluation Blueprint pbis.org

EVALUATION OF FIDELITY

Company Logo

~80% of Students

~15%

~5%

Fidelity Measures within SWPBIS

SECONDARY &TERTIARY PREVENTION

• Individual Student System Evaluation Tool (ISSET)– RESEARCH

• Monitoring Advanced Tiers (MATT) – PROGRESS

• Benchmark of Advance Tiers (BAT) -- ANNUAL

PRIMARY PREVENTION• School-wide Evaluation Tool (SET) – RESEARCH

• Team Implementation Checklist (TIC) – PROGRESS

• Benchmark of Quality (BoQ) – ANNUAL SUSTAINABILITY

Bully Prevention

Check-in Check-out

Check and Connect

Second Step

First Step for Success

Reading First

Math Counts

Classroom Management

Using Fidelity Data• Assessing the extent to

which we are implementing what we claim to implement

• 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

EVALUATE IMPACT

Company Logo

Elementary School with 150 StudentsCompare with National Median150 / 100 = 1.50 1.50 X .22 = .33

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.

39

Questions to Ask of the Data

What is?What is typical?

What is possible?What is needed?

Elementary School 465 students (465/ 100 = 4.6 X .22= 1.01)

40Newton, 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.

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.

41

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. 42

0.8 1 1.2 1.4 1.6 1.8 20

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

1

Axis Title

Axis Title

Behavior Risk (ODR) Tier I 0 1 Tier II Other 2 3 4 5 Tier III Other 6 8 10 12+

Lite

racy

Risk

Tier

I Ri

sk

Tie

r II R

isk

Ti

er II

I Risk

EVALUATE EQUITY

Company Logo

Elementary Schools:Compare proportion of students enrolled to proportion of students with an ODR

His/Latino Af Am/ Blk White All Other0

10

20

30

40

50

60

% Enrol% ODR

% Enrolled

% with an ODR

Middle Schools:Compare proportion of students enrolled to proportion of students with an ODR

His/Latino Af Am/ Blk White All Other0

10

20

30

40

50

60

% Enrol% ODR

% Enrolled

% with an ODR

Preliminary Evidence:When PBIS is linked to reduction in ODRs does reduction occur for students from all ethnic groups?

All Students Nat Asian Af Am Latino PacIs White0

5

10

15

20

25

30

35

Students with Major ODR/100 Students Enrolledn = 69 schools

200506200607200708

From: Vincent, Cartledge, May & Tobin, 2009

Main Messages:1. Reduction in ODRs occurred for all ethnic groups

2. Racial disproportionality continued, however, just at a lower level of intensity.

Implications for Scaling SWPBIS

• Consider where your state is currently, and what it would take to move to scaling– Attend to “implementation variables and stages”– Timing makes a difference (2-4 years may be too few)

• Invest in a state leadership team– Political– Technical– Fiscal– Cultural

• Build capacity for scaling (training, coaching, evaluation, technical expertise) WHILE establishing initial demonstrations.

• Plan for 100-200 demonstrations (or more) before achieving the administrative support and funding for scaling.

• Remember that there are always different ways (different paths) to achieve the core features/outcomes.

Implications for Scaling SWPBIS

PBIS

Science Values

Vision

Practices that work

Practices that affect quality of life

Practices that are practical, durable and available