Linking School-wide PBIS with Response to Intervention (RtI) Rob Horner University of Oregon Center on Positive Behavioral Interventions and Supports (PBIS) www.pbis.org www.uoecs.org
Transcript
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Linking School-wide PBIS with Response to Intervention (RtI)
Rob Horner University of Oregon Center on Positive Behavioral
Interventions and Supports (PBIS) www.pbis.orgwww.pbis.org
www.uoecs.org
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Goals Define Current status of School-wide PBIS Provide a model
for linking/integrating SWPBIS and RtI
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Purpose The purpose of SWPBIS is to make schools more effective
learning environments for all students.
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A Concern Need to improve the effectiveness of schools with a
wider range of students Calls for reform are increasing and funding
for reform is decreasing Most calls for reform are broad in scope
and are NOT tied to specific action
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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
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Number of Schools Implementing SWPBIS since 2000
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Count of School Implementing SWPBIS by State August, 2011 12
States > 500 Schools Illinois Texas
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Proportion of School Implementing SWPBIS by State August, 2011
Texas
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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. Randomized Controlled Trials Examining
PBIS Reduced problem behavior Improvements in academic achievement
Enhanced perception of organizational health & safety Improved
school climate Reductions in teachers reports of bullying behavior
Improve social emotional functioning Improved teacher
effectiveness
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Algozzine, B., Wang, C., & Violette, A. S. (2011).
Reexamining the relationship between academic achievement and
social behavior. Journal of Positive Behavioral Interventions, 13,
3-16. Algozzine, R., Putnam, R., & Horner, R. (2012). Support
for teaching students with learning disabilities academic skills
and social behaviors within a response-to-intervention model: Why
it doesnt matter what comes first. Insights on Learning
Disabilities, 9(1), 7-36. Burke, M. D., Hagan-Burke, S., &
Sugai, G. (2003). The efficacy of function-based interventions for
students with learning disabilities who exhibit escape-maintained
problem behavior: Preliminary results from a single case study.
Learning Disabilities Quarterly, 26, 15-25. McIntosh, K., Chard, D.
J., Boland, J. B., & Horner, R. H. (2006). Demonstration of
combined efforts in school-wide academic and behavioral systems and
incidence of reading and behavior challenges in early elementary
grades. Journal of Positive Behavioral Interventions, 8, 146-154.
McIntosh, K., Horner, R. H., Chard, D. J., Dickey, C. R., and
Braun, D. H. (2008). Reading skills and function of problem
behavior in typical school settings. Journal of Special Education,
42, 131-147. Nelson, J. R., Johnson, A., & Marchand-Martella,
N. (1996). Effects of direct instruction, cooperative learning, and
independent learning practices on the classroom behavior of
students with behavioral disorders: A comparative analysis. Journal
of Emotional and Behavioral Disorders, 4, 53- 62. Wang, C., &
Algozzine, B. (2011). Rethinking the relationship between reading
and behavior in early elementary school. Journal of Educational
Research, 104, 100-109. Academic-Behavior Connection
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What is School-wide Positive Behavioral Interventions and
Support? 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 (e.g. academic and behavior)
for all students. Evidence-based features of SWPBIS Prevention
Define and teach positive social expectations Acknowledge positive
behavior Arrange consistent consequences for problem behavior
Classroom linkage of behavioral and academic supports On-going
collection and use of data for decision-making Continuum of
intensive, individual intervention supports. Implementation of the
systems that support effective practices SWPBIS is a multi-tiered
Framework NOT a specific Curriculum
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Establishing a Social Culture Common Vision/Values Common
Language Common Experience MEMBERSHIP
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No Gum No Hats No Backpacks No Running No Violence No
Disruption
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eject violence bey rules top bullying verybody Stop It
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These banners are hanging in the commons area and in our
gymnasium.
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Phoenix Experience A few positive SW Expectations
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20 Visible Reminders of Expectations are Critical
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Safe Organization Achievement Respect SOAR
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SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting
Student Behavior OUTCOMES Supporting Social Competence, Academic
Achievement and Safety Supporting Decision Making School-wide
PBIS
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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 Individualized Systems for Students with
High-Risk Behavior ~80% of Students ~15% ~5% SCHOOL-WIDE POSITIVE
BEHAVIOR SUPPORT Tx Classroom Systems Bully Prevention
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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 Individualized Systems for Students with
High-Risk Behavior ~80% of Students SCHOOL-WIDE POSITIVE BEHAVIOR
SUPPORT 27
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Tertiary Prevention: Specialized Individualized Systems for
Students with High-Risk Behavior Secondary Prevention: Specialized
Group Systems for Students with At-Risk Behavior Primary
Prevention: School-/Classroom- Wide Systems for All Students,
Staff, & Settings ~80% of Students ~15% ~5% School-Wide
Positive Behavior Support
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Academic SystemsBehavioral Systems 1-5% 5-10% Intensive,
Individual Interventions Individual Students Assessment-based High
Intensity Of longer duration Intensive, Individual Interventions
Individual Students Assessment-based Intense, durable procedures
Targeted Group Interventions Some students (at-risk) High
efficiency Rapid response Targeted Group Interventions Some
students (at-risk) High efficiency Rapid response 80-90% Universal
Interventions All students Preventive, proactive Universal
Interventions All settings, all students Preventive, proactive
Multi-tier Model Dona Meinders, Silvia DeRuvo; WestEd, California
Comprehensive Center
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Responsiveness to Intervention Academic + Social Behavior
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Examples of Behavior Supports Continuum of Supports Universal
Prevention Identify expectations Teach Monitor Acknowledge Correct
Targeted Intervention Check-in, Checkout Social skills training
Mentoring Organizational skills Self-monitoring Intensive
Intervention Individualized, functional assessment based behavior
support plan
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PBIS Is Integrated Continuum Mar 10 2010 Academic Continuum
Behavior Continuum
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All Some Few RTI Continuum of Support for ALL George Sugai
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36 Tier III For Approx 5% of Students Core + Supplemental +
Intensive Individual Instruction to achieve benchmarks 1.Where is
the students performing now? 2.Where do we want him to be? 3.How
long do we have to get him there? 4.What supports has he received?
5.What resources will move him at that rate? Tier III Effective if
there is progress (i.e., gap closing) towards benchmark and/or
progress monitoring goals. 36
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Dr. Laura Riffel
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Positive Behavior Support Dr. Terry Scott: Adapted from George
Sugai, 1996 Terrance M. Scott, 2001 Universal School-Wide Data
Collection and Analyses School-Wide Prevention Systems (rules,
routines, arrangements) Targeted Intensive Analyze Student Data
Interviews, Questionnaires, etc. Observations and ABC Analysis
Multi-Disciplinary Assessment & Analysis Simple Student
Interventions Group Interventions Complex Individualized
Interventions Team-Based Wraparound Interventions Intervention
Assessment
~80% of Students ~15% ~5% ESTABLISHING CONTINUUM of SWPBS
SECONDARY PREVENTION Check in/out Targeted social skills
instruction Peer-based supports Social skills club TERTIARY
PREVENTION Function-based support Wraparound Person-centered
planning PRIMARY PREVENTION Teach SW expectations Proactive SW
discipline Positive reinforcement Effective instruction Parent
engagement School-wide Bully Prevention SECONDARY PREVENTION
TERTIARY PREVENTION PRIMARY PREVENTION
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Remember that the multiple tiers of support refer to our
SUPPORT not Students. Avoid creating a new disability labeling
system. Reading Behavior Math Health
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Six Basic Recommendations for Implementing PBIS Never stop
doing what already works Always look for the smallest change that
will produce the largest effect Avoid defining a large number of
goals Do a small number of things well Define what you will do with
operational precision Do not add something new without also
defining what you will stop doing to make the addition
possible.
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Six Basic Recommendations for Implementing PBIS Collect and use
data for decision-making Fidelity data: Are we doing what we said
we would do? Impact Data: Are we benefiting students? Adapt any
initiative to make it fit your school community, culture, context.
Families Students Faculty Fiscal-political structure Establish
policy clarity before investing in implementation
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The vision of the State Board of Education is to create
learning environments that prepare students to be successful
citizens in the 21st century. The educational community must
provide a system that will support students efforts to manage their
own behavior and assure academic achievement. An effective behavior
support system is a proactive, positive, skill-building approach
for the teaching and learning of successful student behavior.
Positive behavior support systems ensure effective strategies that
promote pro-social behavior and respectful learning environments.
Research-based positive behavior support systems are appropriate
for all students, regardless of age. The principles of Universal
Education reflect the beliefs that each person deserves and needs a
positive, concerned, accepting educational community that values
diversity and provides a comprehensive system of individual
supports from birth to adulthood. A positive behavior support
policy incorporates the demonstration and teaching of positive,
proactive social behaviors throughout the school environment. A
positive behavior support system is a data-based effort that
concentrates on adjusting the system that supports the student.
Such a system is implemented by collaborative, school-based teams
using person-centered planning. School-wide expectations for
behavior are clearly stated, widely promoted, and frequently
referenced. Both individual and school- wide learning and behavior
problems are assessed comprehensively. Functional assessment of
learning and behavior challenges is linked to an intervention that
focuses on skill building. The effectiveness of the selected
intervention is evaluated and reviewed, leading to data-based
revisions. Positive interventions that support adaptive and
pro-social behavior and build on the strengths of the student lead
to an improved learning environment. Students are offered a
continuum of methods that help them learn and maintain appropriate
behavior and discourage violation of codes of student conduct. In
keeping with this vision, it is the policy of the State Board of
Education that each school district in Michigan implement a system
of school-wide positive behavior support strategies. Adopted
September 12, 2006 Michigan State Board of Education Positive
Behavior Support Policy it is the policy of the State Board of
Education that each school district in Michigan implement a system
of school-wide positive behavior support strategies.
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Using PBIS to Achieve Quality, Equity and Efficiency QUALITY:
Using what works; Linking Academic and Behavior Supports North
Carolina (valued outcomes) Michigan (behavior and literacy
supports) Commitment to Fidelity Measures Building functional
logic/ theory/ practice (Sanford) EQUITY: Making schools work for
all Scott Ross Russ Skiba Vincent, Cartledge, May & Tobin Bully
prevention EFFICIENCY: Working Smarter: Building implementation
science into large scale adoption. Using teacher and student time
better. Dean Fixsen/ Oregon Dept of Education
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Time Cost of a Discipline Referral (Avg. 45 minutes per
incident for student 30 min for Admin 15 min for Teacher) 1000
Referrals/yr 2000 Referrals/yr Administrator Time 500 Hours1000
Hours Teacher Time250 Hours500 Hours Student Time750 Hours1500
Hours Totals1500 Hours3000 Hours
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Pre PBIS Year 1 Year 2 Year 3
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What does a reduction of 850 office referrals and 25
suspensions mean? Kennedy Middle School Savings in Administrative
time ODR = 15 min Suspension = 45 min 13,875 minutes 231 hours 29,
8-hour days Savings in Student Instructional time ODR = 45 min
Suspension = 216 min 43,650 minutes 728 hours 121, 6-hour school
days
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Linking SWPBIS and RTI Continuum of Support Practices Emphasis
on Foundation Supports and investment in prevention. Emphasis on
the organizational systems needed to implement practices with
fidelity and durability. Collection and use of data for decision-
making
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Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
Linking SWPBIS and RtI Literacy Wraparound Math Family Support
Behavior Support ALIGNMENT Early Intervention Response to
Intervention/Prevention Student Outcomes 14 Core Functions
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Linking RTI and PBIS 1. Effective and Efficient Foundation
Practices Establishing a Universal System of Support Effective
Curriculum Unambiguous Instruction Adequate intensity Reward System
Error Correction System
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Linking RTI and PBIS 2. Universal Screening Collect information
on all students at least twice a year Nov Feb Use data for
decision-making 2 or more ODRs SSBD is used in Illinois SSBD-Web
available 2012
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DIBELS Universal Screening
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Literacy Risk Tier I Risk Tier II Risk Tier III Risk
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Literacy Risk Tier I Risk Tier II Risk Tier III Risk
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Cumulative Mean ODRs Cumulative Mean ODRs Per Month for 325+
Elementary Schools 08-09 Jennifer Frank, Kent McIntosh, Seth
May
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Linking RTI and PBIS 3. Continuum of Evidence- based Practices
Targeted interventions for students at risk Intensive,
Individualized interventions for students with more significant
needs Early Intervention
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Linking RTI and PBIS 4. Progress Monitoring Collection of data
on a monthly, weekly, daily rate Use of data for decision-
making
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Linking RTI and PBIS 5. Fidelity Monitoring Assessing the
extent to which we are implementing what we claim to implement Use
of the data for decision-making Team Checklist
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Team Checklist: Subscale Scores Percentage of Total Points
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Your Turn: What should team focus on ?
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Time 1 versus Time 2
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Demonstration School Exemplar NCES ID: Zenith, Winnemac
Demonstration District NCES ID : School YearNumber of Responses
Date CollectedActionWho/When 2009-10109/30/2009 FeatureScore (0, 1,
2) Establish Commitment 1. Administrator's Support & Active
Involvement.1 2. Faculty/Staff Support.1 Establish & Maintain
Team 3. Team Established (Representative).1 4. Team has regular
meeting schedule, effective operating procedures. 2 5. Audit is
completed for efficient integration of team with other
teams/initiatives addressing behavior support. 0 Conduct
Self-Assessment 6. Team completes the Team Implementation Checklist
(TIC). 2 7. Team summarizes existing school discipline data.1 8.
Team uses self-assessment information to build implementation
Action Plan (areas of immediate focus). 0
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Demonstration School Exemplar NCES ID: Zenith, Winnemac
Demonstration District NCES ID : School YearNumber of Responses
Date CollectedActionWho/ When 2011-12109/15/2011 FeatureScore (0,
1, 2) Establish Commitment 1. Administrator's Support & Active
Involvement.2 2. Faculty/Staff Support.2 Establish & Maintain
Team 3. Team Established (Representative).1 4. Team has regular
meeting schedule, effective operating procedures. 2 5. Audit is
completed for efficient integration of team with other
teams/initiatives addressing behavior support. 0 Conduct
Self-Assessment 6. Team completes the Team Implementation Checklist
(TIC). 2 7. Team summarizes existing school discipline data.2 8.
Team uses self-assessment information to build implementation
Action Plan (areas of immediate focus). 2
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Implications for Systems Change 1. District policy Clear
statement of values, expectations, outcomes 2. Ability to conduct
universal screening and progress monitoring assessments District
provides efficient options for universal screening and progress
monitoring measures 3. Recruitment and hiring Expectations defined
in job announcements 4. Annual faculty orientation
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Implications for Systems Change 5. Professional development
Focused strategies for staff development in core skills Always
train teams not individuals Match training with access to coaching
support 6. Coaching Capacity Training linked to on-site assistance
to implement
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OUTCOMES (% of Participants who Demonstrate Knowledge,
Demonstrate new Skills in a Training Setting, and Use new Skills in
the Classroom) TRAINING COMPONENTS Knowledge Skill Demonstration
Use in the Classroom Theory and Discussion 10% 5%0%..+Demonstration
in Training 30% 20% 0% + Practice & Feedback in Training 60% 5%
+ Coaching in Classroom 95% Joyce and Showers, 2002 Competent
Implementation
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Fixsen & Blase, 2008 Performance Assessment (Fidelity)
Coaching Training Selection Systems Intervention Facilitative
Administration Decision Support Data System Integrated &
Compensatory Competency Drivers Organization Drivers Leadership
AdaptiveTechnical Successful Student Outcomes
Program/Initiative/Framework (e.g. RtI) Continuing Ed
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Stages of Implementation Exploration Installation Initial
Implementation Full Implementation Innovation Sustainability
Implementation occurs in stages: Fixsen, Naoom, Blase, Friedman,
& Wallace, 2005 2 4 Years
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Leadership Team Active Coordination Funding Visibility
Political Support TrainingCoachingEvaluation Local School/District
Teams/Demonstrations Behavioral Expertise Policy
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Scaling up School-wide Positive Behavioral Interventions and
Supports: The Experiences of Seven States with Documented Success
Rob Horner, Don Kincaid George Sugai, Tim Lewis, Lucille Eber,
Susan Barrett, Celeste Rossetto Dickey, Mary Richter, Erin
Sullivan, Cyndi Boezio, Nancy Johnson
ExplorationInstallationInitial ImpFull ImpInnovationSustainability
Leadership Team Funding Visibility Political Support Policy
Training Coaching Expertise Evaluation Demos
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Exploration and Adoption InstallationInitial 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)?
Lessons Learned Multiple approaches to achieving scaled
implementation Colorado: Started with Leadership Team Illinois:
Started with Leadership Advocates and built team only after
implementation expanded. All states began with small demonstrations
that documented the feasibility and impact of SWPBIS. Only when
states reached 100-200 demonstrations did scaling occur. Four core
features needed for scaling: Administrative Leadership / Support/
Funding Technical capacity (Local training, coaching and behavioral
expertise) Local Demonstrations of feasibility and impact (100-200)
Evaluation data system (to support continuous improvement)
Essential role of Data: Fidelity data AND Outcome data
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Lessons Learned Maintain a clear and unrelenting focus on
student outcomes (academic and social) Select research-validated
practices that provide a multi- tiered system of support. Use data
for decision-making to assess BOTH fidelity and impact. Assume
continuous improvement is essential for sustainability Build the
systems (team structure, policies, data sources) that support high
fidelity implementation Invest in durable, large-scale applications
of effective practices.
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PBIS Science Values Vision Practices that work Practices that
affect quality of life Practices that are practical, durable and
available