School-wide Positive Behavioral Interventions and Supports (SWPBIS): Coaching for Effective Implementation Rob Horner University of Oregon pbis.org uoecs.org.

School-wide Positive Behavioral Interventions and Supports (SWPBIS): Coaching for Effective Implementation

Rob HornerUniversity of Oregonpbis.org uoecs.org

GoalsCurrent status of SWPBIS

nationallySWPBIS in KentuckyCoaching

Who When How Why

Lessons Learned

PurposeThe purpose of SWPBIS is to

make schools more effective learning environments for all students.

A Concern

We are narrowing the vision of education in the United States.

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

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

Establishing a Social Culture

Common Vision/Values

Common Language

Common Experience

MEMBERSHIP

© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008

Sobering Observation

"All organizations [and systems] are designed, intentionally or unwittingly, to achieve precisely the results they get."

R. Spencer Darling

Business Expert

Rise in Incidence of Autism

Reduction in Incidence of Mental Retardation and

Learning Disabilities

The Oregon Department of Education has released graduation rates for all public high schools.

Nearly one-third of all high school students don't receive a diploma after four years of study.

by Betsy Hammond,

The Oregonian Monday June 29, 2009,

Systems ChangeEffective practices produce

effective outcomes only within effective systems

We have invested in defining effective practices but not in defining the systems needed for these practices to produce effective outcomes.

The challenge of too many initiatives

Early Intervention Literacy

Math

Wraparound

Positive Behavior SupportFamily Support

Response to Intervention

Equity

© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008

Alignment for Systems change

Literacy

Wraparound

Math

Family Support

Behavior Support

ALI

GN

MEN

TEarly

Intervention

Resp

on

se t

o

Inte

rventi

on

/Pre

ven

tion

Student Outcomes

Primary Prevention

Universal Screening

Multi-tiered Support

Early Intervention

Progress Monitoring

Systems to support

practices

SYSTEMS

PRACTICESDAT

A

SupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence, Academic Achievement and Safety

SupportingDecisionMaking

School-wide PBIS

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

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

SCHOOL-WIDE POSITIVE BEHAVIOR

SUPPORT

27

K

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

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

SCHOOL-WIDE POSITIVE BEHAVIOR

SUPPORT

27

Tertiary Prevention:Specialized

IndividualizedSystems for Students with

High-Risk Behavior

Secondary Prevention:Specialized Group

Systems for Students with At-Risk BehaviorPrimary Prevention:

School-/Classroom-Wide Systems for

All Students,Staff, & Settings

~80% of Students

~15%

~5%

School-Wide Positive Behavior

Support

~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• • • • • •

Remember that the multiple tiers of support refer to our SUPPORT not Students.

Avoid creating a new disability labeling system.

Reading

Behavior

Math

Health

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.

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

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.

Number of Schools Implementing SWPBIS since 2000

00 01 02 03 04 05 06 07 08 09 2010 2011 20120

2000

4000

6000

8000

10000

12000

14000

16000

1800017,123 Schools

Count of School Implementing SWPBIS by State

August, 2011

Alab

ama

Alas

ka

Ariz

ona

Arka

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Calif

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a

Colo

rado

*

Conn

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Del

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Flor

ida*

Geo

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Haw

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Idah

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Illin

ois

Indi

ana

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Kans

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Kent

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Loui

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Mai

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Mar

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200

400

600

800

1000

1200

1400

1600

1800

12 States > 500 Schools

IllinoisKentucky

Proportion of School Implementing SWPBIS by State

August, 2011

Alab

ama

Alas

ka

Ariz

ona

Arka

nsas

Calif

orni

a

Colo

rado

*

Conn

ectic

ut

Del

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Flor

ida*

Geo

rgia

Haw

aii

Idah

o

Illin

ois

Indi

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Iow

a*

Kans

as*

Kent

ucky

Loui

sian

a*

Mai

ne

Mar

ylan

d*

Mas

sach

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s

Mic

higa

n

Min

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ta

Mis

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Mis

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Mon

tana

*

Neb

rask

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Nev

ada

New

Ham

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New

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New

Mex

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New

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k

Nor

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Nor

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0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

1

Kentucky

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.

Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics.

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):149-156

Experimental Research on SWPBIS• Reduced problem behavior• Improvements in academic achievement

• Enhanced perception of organizational

health & safety• Improved school climate• Reductions in teacher’s reports of bullying

behavior• Improved social emotional functioning

• Improved teacher effectiveness

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 doesn’t 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• Achieving Academic Success involves

creating a positive school climate.

• The importance of a positive school climate is

greater for those students at risk for

academic failure than for those not at risk.

• Building a positive school climate without

delivering high quality instruction will be

insufficient to achieve student academic

outcomes.

Using PBIS to AchieveQuality, 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

Coaching within SWPBISA Context for CoachingCoaching Defined (What is it?)The Outcomes of Coaching

(Why?)Who/When/ How

© Fixsen & Blase, 2008

Performance Assessment (fidelity)

Coaching

Training

Selection

Effective PBISImplementationC

ompet

ency

Drive

rs

Com

pet

ency

Drive

rs

Systems Intervention

Facilitative Administration

Decision Support Data System

Org

anization

Drivers

Org

anization

Drivers

AdaptiveTechnical

Leadership DriversLeadership Drivers

Implementation Drivers

Reliable Student Benefits

Coaching DefinedCoaching is the active and iterative delivery of:

◦ (a) prompts that increase successful behavior, and ◦ (b) corrections that decrease unsuccessful

behavior.◦ (c) problem solving to adapt core concepts and

practices to the local context.

◦Coaching is done by someone with credibility and experience with the target skill(s)

Knowledge of SWPBIS, Knowledge of Behavioral Theory

◦Coaching is done on-site, in real time ◦Coaching is done after initial training

Coaching is NOT training

◦Coaching is done repeatedly (e.g. monthly)◦Coaching intensity is adjusted to need

Outcomes of Coaching School team improves Precision and Fluency with

SWPBIS skills developed during training

PBIS procedures are Adapted to fit local contexts and challenges

Increased fidelity of overall SWPBIS implementation

Rapid redirection from miss-applications

Team improves Problem Solving ◦ Especially use of data for problem solving

Improved Sustainability Most often due to ability to increase coaching intensity at critical

points in time.

Training Outcomes Related to Training Components

Training Outcomes

Training Components

Knowledge of Content

Skill Implementation

ClassroomApplication

Presentation/ Lecture

PlusDemonstration

Plus Practice

Plus Coaching/ Admin SupportData Feedback

10% 5% 0%

30% 20% 0%

60% 60% 5%

95% 95%

95%Joyce & Showers, 2002

0

1

2

3

4

5

6

7

Sep Oct Nov Dec J an Feb Mar Apr May

Avg

. R

efer

rals

per

Day

05-06 06-07

Example of the Impact of Coaching on Student Outcomes:Average Major Discipline Referrals per Day per Month

Coach goes on leave

0

1

2

3

4

5

6

7

Sep Oct Nov Dec J an Feb Mar Apr May

Avg

. R

efer

rals

per

Day

05-06 06-07

Example of the Impact of Coaching on Student Outcomes:Average Major Discipline Referrals per Day per Month

Coach returns from leave

Coach goes on leave

Coaching vs. TrainingCoaching involves active

collaboration and participation, but not group instruction.

◦Small group◦Build from local competence◦Sustainable

Who should be a coachCoaching Competencies

Necessary Preferred

Knowledge about SWPBIS core features

Able to attend team meetings at least monthly (Time)

Ability to attend coaches meetings/ work with leadership team

Knowledgeable about school operating systems

Participate in team training

Knowledgeable about SWPBIS Fidelity and Outcome Measures

Knowledge about behavioral theory and behavior support practices (universal, targeted, individual)

Skilled in collection and use of data for problem solving and decision-making.

Defined organizational role * The job description, and authority to match the responsibility

Activity: Rate your current skills/knowledgeTrainer Core Requirements Current Self-Assessment

Low High

Knowledge about SWPBIS Tier I (School-wide expectations) Tier II (CICO, First Step, Study Skills, etc.) Tier III (FBA, BSP, Wraparound, Mental Health)

1 2 3 4 51 2 3 4 51 2 3 4 5

Experience with Team Imp (stages) 1 2 3 4 5

Coordination with Leadership Team 1 2 3 4 5

Use of Assessment and Evaluation Data (Using data for decision making)

1 2 3 4 5

Knowledge of School Systems 1 2 3 4 5

Time/Availability/ Professional Connections

1 2 3 4 5

What Coaches DoWork with team during initial SWPBIS training

Meet with new teams monthly on-site until they meet Tier I criterion

Telephone/email contact as needed (with on-going teams)

Pre-correct Self-assessment (EBS Survey, Team Checklist, BoQ, MATT) Action planning Activity implementation On-going evaluation

School self-evaluation efforts State-wide Initiative evaluation efforts (SET)

Guide State-wide initiative Feedback to Taskforce/ Leadership Team

Commitment of CoachesTeam Support

◦ First Year (1-5 teams) (participate in training and planning)

◦ Second Year (Maintain initial teams, start 3-5 new teams)

◦ Future Years (10-15 teams total)FTE commitment

◦ 20-50%Roles/Background

◦ Behavior Specialists, Special Education Teachers

◦ Consultants, Administrators◦ School Psychologists, Counselors, Social

Workers

Guiding Principles for Effective Coaching

Build local capacity Become unnecessary…but remain available

Maximize current competence (action planning)

Never change things that are working Always make the smallest change that will have the biggest impact

Focus on valued outcomes Tie all efforts to the benefits for children

Emphasize Accountability Measure and report; measure and report; measure and report.

Build credibility through: (a) consistency, (b) competence with behavioral

principles/practices, (c) relationships, (d) time investment.

Pre-correct for success

Sustainability/ ScalingAcknowledge that there are

Stages of Implementation

School Level

Implementation Takes

Time: 2 – 4 Years

EXPL

ORATIO

N

INST

ALLA

TIO

N

IN

ITIA

L

IMPL

EMEN

TATI

O

N

FULL

IMPL

EMEN

TATI

O

N

Sages of ImplementationHow long at a district level?

How long at a state level?How long at a national level? Fixsen & Blase 2012

SummarySWPBIS is effective, possible and scalable

Coaching is a core function within SWPBIS implementation

Coaching makes a difference

Coaching involves a complex set of skills Each of us should be able to identify the next set of

coaching skills we are developing.

Coaching affects: Initial implementation Sustained implementation Scaling of SWPBIS implementation