OSEP Center on Positive Behavioral Interventions and Supports

OSEP Center on Positive Behavioral Interventions and Supports George Sugai & Rob Horner12 University of Connecticut & Oregon

Key PBIS Elements: Implementation and Technical Assistance3

1. What is “Positive Behavioral Interventions and Supports?”

 a.k.a. “School-Wide Positive Behavioral Supports” (SWPBS)  PBIS is NOT intervention, program, or curriculum  Key words are “Framework,” “Continuum,” “Academic,” and “All”

2. What is the purpose of the PBIS Center?

 Provide technical assistance to states, regions, districts, and schools on evidence-based, positive behavioral interventions and supports  Establish local behavioral expertise and capacity for identifying, adapting, and sustaining effective school-wide disciplinary practices  Enable all students and their families to experience the best evidence-based practices in support of their academic achievement and social behavior development

3. What outcomes have been 4. documented and associated with PBIS

Schools adop ng SWPBIS by year 16000

14000 implementation? 12000 14,325 Sc h ools A dopting

10000 Sc h ool-w ide P B IS

0 00 01 02 03 04 05 06 07 08 09 2010 2011

1 George Sugai ([email protected]) & Rob Horner ([email protected]) co-directors of the PBIS Center (www.pbis.org) 2 In collaboration with Dean Fixsen and Karen Blase, co-directors of the OSEP Center on State Implementation & Scaling-up of Evidence-based Practices (www.scalingup.org) 3 DRAFT March 23 2011  As of February 2011, 3 states have >1000 and 11 states have >500 PBIS schools  Reductions in office disciplinary incidents (referrals, suspensions)  Improvements in perceptions of organizational health and school climate  Associated improvements in academic achievement  Improvement in implementation of Tier 2 prevention practices  Improvements in special education referrals  Improvements in perceptions of school safety

6. What criteria does PBIS framework 7. use to guide adoption and implementation decisions about evidence-based practices?

10. What is the logic of “multi-tiered 11. continuum of supports?”

 Based on prevention logic  Increasing intensity of intervention based on unresponsiveness to intervention  Basis for selecting, integrating, aligning, and evaluating evidence behavioral practices

13. What would a continuum of PBIS look 14. like in a school?  Label behavior not people  Priority to evidence-based practices  Data based decision rules for determining responsiveness

16. 17. What would a continuum of PBIS look 18. like in a school?

 Identify practices…not people, services, disciplines  Priority to evidence-based practices  Data based decision rules for determining responsiveness

20. 21. 22. 23. What is considered when making decisions? 24.  Practices: effective, efficient, relevant, durable, scalable  Outcomes: educationally and socially relevant and important to students  Data: student progress and implementation fidelity  Systems: training, coaching, evaluation, leadership, political support, funding, visibility, policy

26. How does team-based action-planning and implementation operate? 27.

 Lead and facilitate with team  Establish agreement before implementation  Develop doable action plan  Monitor implementation accuracy  Monitor progress continuously

29. 30. What is the PBIS implementation 31. framework or approach?

 District, regional, and state implementation and action planning  Fixsen and Blase “Implementation drivers”

33. How are data-based decisions 34. supported?

 Are instructional objectives data-based and important?  Are student objectives used to select practices?  Do data exist to support efficacy and effectiveness of practice?  Is student progress being monitored continuously?  Are practices being implemented with fidelity?  Are students making adequate progress and benefitting?  Are interventions being implemented with fidelity?  Are interventions modified based on data on student performance and implementation fidelity? 36. 37. What is relationship between research- 38. based practices and implementation fidelity?

 Research-to-Practice-to-Research

Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch17 .

40. How does implementation progress?  Implementation phase guides technical 41. assistance Where are you in implementation process? Adapted from Fixsen & Blase, 2005  Technical assistance emphasizes • We think we know what we need, so we EXPLORATION & capacity building, organizational ADOPTION ordered 3 month free trial (evidence- efficiency, and continuous regeneration based) • Let’s make sure we’re ready to INSTALLATION  Goal to enable expansion with implement (capacity infrastructure) durability of outcomes, sustainability of INITIAL • Let’s give it a try & evaluate accurate implementation, and efficient IMPLEMENTATION (demonstration) resource utilization FULL • That worked, let’s do it for real IMPLEMENTATION (investment)

SUSTAINABILITY & • Let’s make it our way of doing business CONTINUOUS (institutionalized use) REGENERATION 23

43. How does PBIS relate to response-to- 44. intervention? TEAM IMPLEMENTATION  PBIS is the framework for the FACILITATED W/ FIDELITY behavioral practices and systems of RtI PROBLEM CONTINUUM OF that is integrated with the academic SOLVING EVIDENCE-BASED practices and systems INTERVENTIONS DATA- CONTENT  PBIS is a behavioral example of RtI BASED RtI EXPERTISE & DECISION logic FLUENCY MAKING CONTINUOUS UNIVERSAL PROGRESS SCREENING MONITORING

46. 47. What is PBIS “prevention?” 48.

 Preventing the establishment and occurrence of problem behavior  Teaching and encouraging contextually appropriate social skills  Maximizing academic engagement and success

50. How do practices and systems relate 51. to a multi-tiered logic?

 Practices = what students experience to enhance their academic and social behavior performance  Systems = what adults experience to improve their teaching with students

53. How are evidence-based practices 54. organized?

 Smallest # that has the greatest and most durable student benefits  Empirically-evidence based  Outcome-determined  Invest in the long term for routine implementation  Modify based on student behavior responsiveness 56. 57. How are Tier 2 practices and systems 58. characterized for students whose behaviors are unresponsive to Tier 1?

60. 61. 62. 63. 64. 65. 66. 67. 68.

69. Self-Assessment of Classroom and Non-Classroom Settings

70. Supervision Self-Assessment4

71. Name______72. Date______

73. Setting □ Hallway □ Entrance □ Cafeteria 75. Time Start______74. □ Playground □ 76. Time End ______Other______

4 Draft 3-10-04 Sugai 77. Tally each Positive Student Contacts 79. T o 78. t a l

# 80. Ratio5 of Positives to Negatives: _____: 1 81. Tally each Negative Student Contacts 83. T o 82. t a l

# 85. 1. Did I have at least 4 positive for 1 negative student contacts? 86. Yes No

2. Did I move throughout the area I was supervising? 87. Yes No

3. Did I frequently scan the area I was supervising? 88. Yes No

4. Did I positively interact with most of the students in the area? 89. Yes No

5. Did I handle most minor violations of behavior expectations quickly and 90. Yes quietly? No

6. Did I follow school procedures for handling major violations of behavior 91. Yes expectations? No

7. Do I know our school-wide behavior expectations (positively stated rules)? 92. Yes No

8. Did I positively acknowledge at least 5 different students for displaying 93. Yes our school-wide behavior expectations No

94. Overall active supervision score: 98. # 95. 7-8 “yes” = “Super Supervision” Yes______96. 5-6 “yes” = “So-So Supervision”

5 To calculate, divide # positives by # of negatives. 97. <5 “yes” = “Improvement Needed” 99. 100. Action Planning 101. The purposes of this assessment are to (a) determine the extent to which effective non-classroom management practices are in place and (b) develop an action plan for enhancement/maintenance based on this information. This assessment and action plan can be completed as a “self-assessment” or by an observer. 1. Pick a typical non-classroom setting6 that has a specific learning outcome/objective. 2. During the activity, count number of positive and negative student contacts that occur during the activity. 3. After the activity, a. Sum the number of positive and negative contacts and calculate the ratio of positive to negative contacts. b. Assess whether each nonclassroom management practice was evident. c. Sum the number of “yes” to determine overall classroom management score. d. Based on your score, develop an action plan for enhancement/maintenance. 102.

103. Action Plan

1 105. Current Level 106. Enhancement/Maintenance 0 of Performance Strategies7 4 . #

1 108. 109. 0 7 .

1 111. 112. 1 0 .

6 Setting or activity in which academic instruction or teacher/staff-directed activities are not available to engage students (e.g., cafeteria, playground, common areas, bus, hallways, parking lots, assemblies, sporting events). 7 What? When? How? By When? 1 114. 115. 1 3 .

1 117. 118. 1 6 .

119. 120. Classroom Management Self-Assessment

121. Teacher______Rater______122. Date______

123. Instructional Activity 124. Time Start______125. Time End ______

126. Tally each Positive 12 129. Tally each Negative 131. To Student Contacts 8. Student Contacts tal # Tot 127. 130.

132. Ratio8 of Positives to Negatives: _____ to 1

133. Classroom Management Practice 134. Rating

I have arranged my classroom to minimize crowding and distraction 135. Yes No

2. I have maximized structure and predictability in my classroom (e.g., explicit 136. classroom routines, specific directions, etc.). Yes No

3. I have posted, taught, reviewed, and reinforced 3-5 positively stated 137. expectations (or rules). Yes No

4. I provided more frequent acknowledgement for appropriate behaviors than 138. inappropriate behaviors (See top of page). Yes No

5. I provided each student with multiple opportunities to respond and participate 139. during instruction. Yes No

6. My instruction actively engaged students in observable ways (e.g., writing, 140. verbalizing) Yes No

7. I actively supervised my classroom (e.g., moving, scanning) during instruction. 141. Yes No

8. I ignored or provided quick, direct, explicit reprimands/redirections in 142. response to inappropriate behavior. Yes No

9. I have multiple strategies/systems in place to acknowledge appropriate 143. behavior (e.g., class point systems, praise, etc.). Yes No 144. 10. In general, I have provided specific feedback in response to social and academic

8 To calculate, divide # positives by # of negatives. behavior errors and correct responses. Yes No

145. Overall classroom management score:

146. 10-8 “yes” = “Super” 149. 147. 7-5 “yes” = “So-So” # Yes____ 148. <5 “yes” = “Improvement Needed” 150. 151. Action Planning 152. The purposes of this assessment are to (a) determine the extent to which effective general classroom management practices are in place and (b) develop an action plan for enhancement/maintenance based on this information. This assessment and action plan can be completed as a “self-assessment” or by an observer. 1. Pick a teacher-led/directed activity that has a specific learning outcome/objective. 2. During the activity, count number of positive and negative student contacts that occur during the activity. 3. After the activity, a. Sum the number of positive and negative contacts and calculate the ratio of positive to negative contacts. b. Assess whether each classroom management practice was evident. c. Sum the number of “yes” to determine overall classroom management score. d. Based on your score, develop an action plan for enhancement/maintenance. 153.

154. Action Plan

1 156. Current Level 157. Enhancement/Maintenance 5 of Performance Strategies9 5 . #

1 159. 160. 5 8 .

1 162. 163. 6 1 .

1 165. 166. 6

9 What? When? How? By When? 1 168. 169. 6 7 .

170. 171.