Infrastructure Needed to Build, Support and Sustain PBIS Systems

Transcription

1 Infrastructure Needed to Build, Support and Sustain PBIS Systems Snapshot PBIS is an evidence-based framework A is needed to guide activities Implementation with fidelity achieves outcomes Sustainability is essential for long-term change Scale-Up will happen whether you want it or Infrastructure keeps the motor running MIBLSI PBIS Summit: Mt. Pleasant, Michigan Florida Online Resources Save the Date, March 28 31, 2018 for the San Diego, California Manchester Grand Hyatt San Diego, One Market Place Pre-Conference Workshops: MARCH 28 Skill-Building Workshops: MARCH 31 Breakout Sessions Networking Posters Exhibits 1

2 September 28-29, National PBIS Leadership Forum Hilton Chicago 720 S. Michigan Avenue Chicago, IL This two-day forum for school, state, district and regional Leadership Teams and other professionals has been designed to increase the effectiveness of PBIS implementation. Sessions are organized by strands supporting initial through advanced implementation in elementary, middle, and high schools as well as juvenile justice facilities. What is PBIS? Positive Behavioral Interventions and Supports The application of evidence-based strategies and systems to assist schools to improve academic performance, enhance school safety, decrease problem behavior, and establish positive school cultures through a multi-tiered behavioral framework More information available on the Upcoming Events page at Experimental Research on PBIS Features of SWPBIS 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), Prevention 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), Define and teach positive social expectations 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, Acknowledge positive behavior 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, Arrange consistent consequences for problem behavior Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics. On-going collection and use of data for decision-making 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, Continuum of intensive, individual intervention supports Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), Ross, S. W., Endrulat, N. R., & Horner, R. H. (2012). Adult outcomes of school-wide positive behavior support. Journal of Positive Behavioral Interventions. 14(2) Waasdorp, T., Bradshaw, C., & Leaf, P., (2012) The Impact of Schoolwide Positive Behavioral Interventions and Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial. Archive of Pediatric Adolescent Medicine. 2012;166(2): Implementation of the systems that support effective practices U.S. Public Health: 3Logic A few Some All Cancer treatment; nursing homes; dentures; organ transplants Medication; medical treatment; fill cavities; vision correction Check-ups; diet; exercise; vaccinations; fluoride; seatbelts Continuum of Services Wraparound Comprehensive FBA/BIP Simple FBA/BIP Monitoring the progress and outcomes of all students Small Groups Brief Mentoring Check-In/Check-Out (CICO) Monitoring the progress and outcomes of the system Classroom Consultation Classroom-Level PBS Universal PBIS Walker et al. (1996). Integrated approaches to preventing antisocial behavior patterns among school-age children and youth. JEBD, 4,

3 Designing School-Wide Systems for Student Success Academic Systems Intensive, Individual Interventions Individual Students Assessment-based High Intensity Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive 1-5% 1-5% 5-10% 5-10% 80-90% 80-90% Behavioral Systems Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All settings, all students Preventive, proactive Targeted Universal Intensive Soc Studies Science Reading Math Spanish Technology MTSS Continuum of Support for All Academic RtI Framework Targeted Universal Intensive Math Writing. Behavior Referrals /Problem Solving Adult Relationship Attendance Reading Peer Interaction MTSS Continuum of Support for All Academic RtI PBIS Framework Label behavior not people Nurturing Environments? Intensive MTSS Suicidal Ideation Anxiety Continuum Targeted of Support Attendance for All Universal Friendships Reading/Writing Social Skills Whole Child Academic RtI PBIS Mental Wellness Framework Photography Multi-Tier System of Support Changing the triangle: Think of the lava as children moving across the continuum Intensive Supplemental Primary/Universal Tier Tier 213 For Approx GOAL: approx. 5% 100% 20% of Students of studentspass benchmark Tier 1 Core Tier assessments 1 Core Tier 1 Supplemental effective if approx. 80% are meeting Supplemental benchmark assessments with only access to Core. to Intensive pass benchmark Individual assessments. Instruction Tier to 2 pass Effective benchmark if approx % assessments. of students in group improve performance (i.e., gap is closing) Tier 3 Effective if there is progress (i.e., gap closing). 3

4 Multi-Tiered System of Supports ACADEMIC and BEHAVIOR SYSTEMS Tier 3: Intensive, Individualized Interventions & Supports The most intense instruction and intervention based on individual student need, in addition to and aligned with Tier 1 & 2 academic and behavior instruction and supports. Tier 2: Targeted, Supplemental Interventions & Supports More targeted instruction/intervention and supplemental support, in addition to and aligned with the core academic and behavior curriculum. An Essential Shift in Thinking The central question is not: What about the students is causing the performance discrepancy? but What about the interaction of the curriculum, instruction, learners and learning environment should be altered so that the students will learn? Tier 1: Core, Universal Instruction & Supports General academic and behavior instruction and support provided to all students in all settings. This shift alters everything else Ken Howell Revised Approach to Discipline "We shape our buildings; thereafter they shape us. Winston Churchill Address students' comprehensive needs through the shared responsibility of students, families, schools, and communities Ensures that each student is healthy, safe, engaged, supported, and challenged Sets the standard for comprehensive, sustainable school improvement and provides for long-term student success Change the Conversation From a focus on narrowly defined academic achievement How do we prepare kids to compete in the 21 st century global marketplace? or What will insure that graduates all have command of basic skills? Conversation Changed to one that promotes the long term development and success of children What qualities do we want to encourage in OUR children as they grow toward adulthood? 4

5 MTSS will be the roadmap PBIS Creates Positive School Climates You can change the tires- but don t throw out the bike!!! Coaching School Team Data based problem solving The fundamental purpose of PBIS is to make schools more effective, efficient and equitable learning environments. Effective interventions Predictable Positive Consistent Safe School Leadership Implementation Your Results Are 80% of your students receiving 0-1 referrals? Has your school experienced reductions in discipline incidents? Is your school experiencing increased instructional time? Is your emphasis on prevention? Are you actively teaching and acknowledging the expected behaviors throughout the year? Does your school have an efficient system to address behavior incidents? Does your team use data at least monthly to make decisions? If you change the way you look at things, the things you look at change. 5

6 What is your vision? (Merriam-Webster, 2015) The ability to see sight or eyesight Something you imagine a picture that you see in your mind Something that you see or dream Synonyms: daydream, delusion, dream, hallucination, pipe dream, fantasy Antonyms: shortsightedness First Known Use: 14th Century Establishing a Social Culture Building the Common Language What is currently happening? What is working? EFFECTIVE ORGANIZATIONS Common Experience Strengths What is not working? How can it be better? Common /Values Barriers Quality Leadership What goals would you like to achieve? Based on what you envision, what goals would you like you achieve in: Effective leadership evidenced by teams/individuals who: Establish a clear vision for change Focus on schools Create relationships with stakeholders 5 years? Engage in problem solving 3 years? Identify the correct barriers and goals Apply appropriate strategies based on school needs Evaluate the effectiveness of implemented strategies Invest in professional development 1 year? It takes the leaders to ensure that the goals are a priority! (Leithwood, 2010; Barnhardt, 2009; Crawford & Torgeson, 2007) 6

7 Schools Nationally Using PBIS January, 2017 Im ple ment (Merriam-Webster, 2014) 24,312 Schools Implementing PBIS ,958,000 Students to begin to do or use (something) - a plan to make (something) active or effective to carry out, accomplish to give practical effect to and ensure of actual fulfillment by concrete measures High Schools Synonyms: administer, apply, execute, enforce Antonyms: disregard, ignore, neglect First Known Use: Schools Implementing PBIS January, States with over ' 11' 12' 13' 14' 15' 16' 17' 18' As of July 2017, over 2000 schools trained more than 50% of the state s schools! 2500 schools using PBIS All Florida School Types Demonstrating Positive Student Outcomes in Year 1 Implementation Levels Nation State/Territory District Past initiatives have failed due to lack of integration and alignment of ALL systems School Classroom Student 7

8 Stages of Implementation Focus Stage Description Should we do it Exploration/ Adoption Decision regarding commitment to adopting the program/practices and supporting successful implementation. Tier 1 is Effective for Most Florida Students Across All Levels Getting it right Making it better Installation Initial Implementation Elaboration Continuous Improvement/Re generation Set up infrastructure so that successful implementation can take place and be supported. Establish team and data systems, conduct audit, develop plan. Try out the practices, work out details, learn and improve before expanding to other contexts. Expand the program/practices to other locations, individuals, times- adjust from learning in initial implementation. Make it easier, more efficient. Embed within current practices. Sus tain (Merriam-Webster, 2014) to provide what is needed for (some- one/thing) to exist/continue, to give support/relief to, keep up, prolong, to support as true, legal, or just to deal with/experience (something bad or unpleasant) What is your evidence for sustainability? Synonyms: nourish, nurture Antonyms: dismiss, refuse, reject, repudiate, turn down; combat, contest, fight, oppose, resist; avoid, dodge, elude, escape First Known Use: 13th century 8

9 Non-PBIS Districts Use Corporal Punishment 26x More than PBIS Districts in Florida Online Resources resources_classroom.cfm Scale-Up (Merriam-Webster, 2014) An increase according to a fixed ratio Scaling Up Durable implementation of a practice at a level of fidelity that continues to produce valued outcomes on a scale of social importance First Known Use:

10 Scaling-Up APBS Networks Available Worldwide Within Across Proportion of Schools Implementing PBIS by State - January, States with over 40% of schools using PBIS Michigan Infrastructure Percentage of PBIS Trained Schools Towns Fannin Chi ckamauga Gordon Floyd Cherokee Gainesville Banks City Hall Forsyth Carters ville Polk Hart 50%-69% Commerce Buford Cobb Mari etta Bremen 1%-49% Clarke Soci al Ci rcle Decatur APS Elbert Jackson Barrow Gwinnett 0% Wilkes Walton DeKalb Inactive Greene Carroll Taliaferro Morgan Newton Carrollton Projected FY18 Henry Jasper Coweta Heard Spalding (Merriam-Webster, 2015) 70%-89% Pickens Bartow Rome City Schools trained %-100% Habersham White Lumpkin Cal houn Tri on City Rabun Union Gilmer Walker Putnam Hancock Butts Burke Pike Troup Jones Monroe Washington Upson Wilkinson Bibb Harris Jenkins Crawford Talbot Emanuel Dubl i n Laurens Macon Pulaski Dodge Sumter Wilcox Crisp Treutlen Montgomery Dooly Stewart Screven Johnson Taylor Candler Bulloch Vi dalia Bryan Toombs Chatham Tattnall Telfair Liberty Terrell Lee Clay Irwin Calhoun Dougherty Long Appling Turner Randolph Worth Coffee Wayne Bacon Tift Early Baker Berrien Mitchell Miller Decatur Pierce Atkinson Colquitt Pel ham City Grady Glynn Ware Cook Brantley Clinch Thomas Thomasville Brooks Val dosta Charlton Camden Echols Current as of May 1, 2017 Inactive = GaDOE trained district and school(s), but no longer implementing rg/common/cms/f iles/pbisresources/ FY17%20FALL%20P BIS%20newsletter %20FINAL.pdf The underlying foundation or basic framework (as of a system or organization) The permanent installations required for military purposes The system of public works of a country, state, or region; also: the resources (as personnel, buildings, or equipment) required for an activity Synonyms: basis, foundations, support, framework, structure First Known Use:

11 Build the Infrastructure Why is this important? Why should I do this? What should it look like? Recruit Your Stakeholders Who are your current stakeholders? Who else do you need to recruit? Why do you need these individuals? What will you ask them? What is their role? Main Areas to Address in Building a Comprehensive Model PBIS Service Delivery & Model (adapted from Childs, Kincaid & George, 2010) Data 1) Systems Preparation 2) Service Provision Systems Preparation Service Provision Process Products and Dissemination 3) Process 4) Data 5) Products and Dissemination 11

12 Florida PBIS Project s Service Delivery & Model Systems Preparation District Action Plan District Readiness Checklist School Readiness Checklist New School Profile (demos, ODR, ISS, OSS) Service Provision Training On-going technical assistance Resources FLPBS Districts Coaches Schools Process SCHOOL Mid- Year Reports (Tiers 1-3) SCHOOL End-of- Year Reports (Tiers 1-3) DISTRICT Pre Planning Meeting Survey (Tiers 1-3) Annual District Plans (Tiers 1-3 as desired/ready) Annual District Coordinator Survey (Tiers 1-3) Tier 3 Redesign Districts (Assessment & ) Data SCHOOL IMPLEMENTATION FIDELITY Benchmarks of Quality (Tier 1) School Demographic Data PBS Implementation Checklist (Tiers 1-3) Classroom Assistance Tool (Tiers 1-2) Benchmarks for Advanced Tiers (Tiers 2-3) PBS Walkthrough (Tier 1) Coaching Update (various levels/targets) Model School Applications (Tiers 1-3) IMPACT ON STUDENTS Outcome data (ODR, ISS, OSS) Florida State-wide Assessment Test School Demographic Data Model School Applications RtIB Database SATISFACTION Training Event District Coordinator Annual Survey Technical Assistance Event Survey DISTRICT IMPLEMENTATION Pre YIP Survey/Interview (Tiers 1-3) Yearly Implementation Plans (Tiers 1-3) Tier 3 Implementation Checklist Products and Dissemination Annual Report Revisions to training and technical assistance process PBSES for schools and districts National, State, district, school dissemination activities Website On-line training modules Service Provision What do you offer? Think of your stakeholders Who is interested in what you offer? Who is supporting you? Who is or may be impacted by your services? Who Needs Training? Administrators Teachers and Staff Students Families/Caregivers??? ms/files/pbisresources/family%2 0Engagement%20in%20PBIS.pdf Data Revisit your vision What questions do you have? What do you want to answer? Think of your stakeholders What goals did you establish? What objectives will help you achieve those goals? Based on your questions and goals, determine what types of data you need to collect What types of data are relevant? Implementation Fidelity Tier 1? Classroom? Tier 2? Tier 3? Impact on Students Academic? Behavior? Satisfaction District Implementation Systems Preparation Based on what you are offering and the data you are collecting, what do your systems need to be prepared/get ready? Coaching for readiness What does this take? District action planning Readiness tools for districts and schools Baseline data collection 12

13 Process Based on what you offer, the data you collect, the readiness activities needed, what would be your ideal evaluation process? How does this fit with your stakeholder needs? Funders Implementers When do you collect data? Why? What do you do with the information? Process Considerations Keep in mind the purpose of the data being collected Who will benefit from the data? How many times of year should it be collected? Why? The timeline process may vary across stakeholders School District State Products and Dissemination Based on what you offer, the data you collect and the process in which you collect the data What types of products will you develop? Think of your stakeholders What do your implementers need? How will you disseminate them? What delivery mechanism can reach many different types of audiences? Informed Decisions The data drive the products developed Dissemination process guided by stakeholders The products and dissemination inform the service delivery model Do your readiness tasks need to change? Systems preparation Do your services need to be revised? Service provision Does your evaluation timeline and/or data collected need to change? process and evaluation data Florida PBIS Project s Service Delivery & Model What will your comprehensive service delivery and evaluation model look like? Systems Preparation District Action Plan District Readiness Checklist School Readiness Checklist New School Profile (demos, ODR, ISS, OSS) Service Provision Training On-going technical assistance Resources FLPBS Districts Coaches Schools Process SCHOOL Mid- Year Reports (Tiers 1-3) SCHOOL End-of- Year Reports (Tiers 1-3) DISTRICT Pre Planning Meeting Survey (Tiers 1-3) Annual District Plans (Tiers 1-3 as desired/ready) Annual District Coordinator Survey (Tiers 1-3) Tier 3 Redesign Districts (Assessment & ) Data SCHOOL IMPLEMENTATION FIDELITY Benchmarks of Quality (Tier 1) School Demographic Data PBS Implementation Checklist (Tiers 1-3) Classroom Assistance Tool (Tiers 1-2) Benchmarks for Advanced Tiers (Tiers 2-3) PBS Walkthrough (Tier 1) Coaching Update (various levels/targets) Model School Applications (Tiers 1-3) IMPACT ON STUDENTS Outcome data (ODR, ISS, OSS) Florida State-wide Assessment Test School Demographic Data Model School Applications RtIB Database SATISFACTION Training Event District Coordinator Annual Survey Technical Assistance Event Survey Products and Dissemination Annual Report Revisions to training and technical assistance process PBSES for schools and districts National, State, district, school dissemination activities Website On-line training modules Systems Preparation Infrastructure Service Provision Process Data Products and Dissemination DISTRICT IMPLEMENTATION Pre YIP Survey/Interview (Tiers 1-3) Yearly Implementation Plans (Tiers 1-3) Tier 3 Implementation Checklist 13

14 Action Plan Team Members: Build the Infrastructure Long Term Goal//Mission Statement: By Category/Guiding Principle: Area of Focus/Priority: 1 Year Measureable Goal: What is next? How Will We Measure the Goal? # Task/Activities that will help us reach the goal What do you need to accomplish this? Who is responsible? By When? % Progress (Est.) Comments Not started In progress Completed Not started In progress Completed Not started In progress Completed Not started In progress Completed Not started In progress Completed What will you do first? Who do you need to recruit? What are your timelines? Managing Complex Change Skills Skills Incentives Incentives Resources Action Plan Action Plan = = Change Confusion Resources Action Plan = Anxiety Resources Action Plan = Resistance Action Plan = Frustration = False Starts Skills Skills Incentives Skills Incentives Resources 2015 FY2014 Georgia s PBIS Strategic Plan Incentives Resources PBIS Mission: To improve school climate in Georgia schools through the Positive Behavioral Interventions and Supports (PBIS) framework. GaDOE PBIS will take lead on objective Adapted from Knoster, T. What are the pieces in your puzzle? Unknown Georgia agency will take lead on objective Combined GaDOE PBIS & unknown Georgia agency will take lead on objective Define and Connect Your Pieces Sustainability Scale-up Implementation Implementation Scale-up Sustainability Infrastructure Infrastructure 14

15 Graduate Certificate in Positive Behavior Support Putting the Pieces Together Your vision will drive the implementation so that you can successfully sustain as you scale-up based on the infrastructure you established Nation Climate Change Equity, Discipline, & Culture In Summary Implementation Fidelity Need a foundation that provides a safe and orderly environment that is conducive to learning Need leadership to guide change Bullying & Hate School Climate Family Engagement Need data to guide problem-solving Need effective teaching in the content areas Need a diverse team-based approach ESSA & School Climate Alignment & Integration Need to be willing to do things differently! Implementation Blueprint There are really only three types of people: Those who make things happen; Those who watch things happen; and Those who ask, What happened? Which one of these people are you going to be? Ann Landers 15