Sustaining PBIS:How to Keep a Good Thing Going Strong

Kent McIntosh

University of Oregon

2014 NC PBIS Recognition Celebration

Handouts: http://kentmcintosh.wordpress.com

State and District Partners Stephanie Austin Angel Goodwine Batts Alyson Honeycutt Beth Kolb

Cayce McCamish Teri Putnam Heather Reynolds Laura Winter

Thanks and Acknowledgments

Handouts: http://kentmcintosh.wordpress.com

Staff in… Cabarrus County Carteret County Cleveland County

Davidson County Rockingham County Wayne County

1. Describe the factors promoting sustainability of PBIS in schools

2. Provide strategies for sustaining PBIS …as soon as tomorrow

Session Goals

Handouts: http://kentmcintosh.wordpress.com

SustainabilityDurable implementation of a practice at a

level of fidelity that continues to produce valued outcomes (McIntosh et al., 2009)

Definition

What are the odds that a given school initiative will sustain?

(Latham, 1988)

Promote PRIORITY Ensure EFFECTIVENESS Increase EFFICIENCY Use data for CONTINUOUS

REGENERATION

Four Principles for Sustaining PBIS

Importance in comparison to other practices

Incorporation into core system components

Connection to other initiatives

What is PRIORITY?

Maximize visibilityPresent data to people with resourcesDescribe effects of abandoning support for the

practice Get into written policy Braid project with other initiatives

Show how practice can lead to outcomes of new initiatives

Promoting PRIORITY

What is braiding?

(Bohanon, Goodman, & McIntosh, 2009)

RestorativePractices

Social &EmotionalLearning

Anti-Bullying Initiatives

AcademicRTIMTSS

Reducing Racial

Inequities

School-basedMental Health

1. Identify shared, valued outcomes What are our overall goals?

Steps in Braiding Initiatives

School Climate and Academic AchievementCarmen Gietz

Kent McIntosh

Gietz, C. & McIntosh, K. (2014). Relations between student perceptions of their school environment and academic achievement. Canadian Journal of School Psychology, 29, 161-176.

 

BC Student Satisfaction Survey (1042 schools in BC, over 250,000 students)

Do you know how your school expects students to behave?

At school, are you bullied, teased, or picked on?

Do you feel safe at school? Do you feel welcome at your school?

Significant Predictors of Reading Achievement: Grade 4 Do you know how your school expects

students to behave? At school, are you bullied, teased, or

picked on? Do you feel safe at school? Do you feel welcome at your school?

Significant Predictors of Reading Achievement: Grade 7 Do you know how your school expects

students to behave? At school, are you bullied, teased, or

picked on? Do you feel safe at school? Do you feel welcome at your school?

Can PBIS lead to better academic achievement?

Kelm, J. L., McIntosh, K., & Cooley, S. (2014). Effects of implementing school-wide positive behavior support on social and academic outcomes. Canadian Journal of School Psychology, 29, 195-212.

BC Elementary School Example:Office Discipline Referrals

BC Elementary School Example:Out of School Suspensions

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FSA Results 2007-09: Grade 4

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MTSSMulti-tiered Systems of Support

(Sugai & Horner, 2009) Use of evidence-based practices Focus on prevention for all Continuum of support for those who need it Use of teams Systems for data-based decision making

So…PBIS is an MTSS – for behavior!

So…how is PBIS like MTSS?

1. Proactive, instructional approach may prevent problem behavior and exposure to biased responses to problem behavior

2. Increasing positive student-teacher interactions may enhance relationships to prevent challenges

3. More objective referral and discipline procedures may reduce subjectivity and influence of cultural bias

4. Professional development may provide teachers with more instructional responses

PBIS as a foundation to address discipline disproportionality

(Greflund et al., 2014)

PBIS and Discipline Disproportionality(Vincent, Swain-Bradway, Tobin & May, 2011)

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SWPBISNo SWPBIS

A 5-point

Intervention to Enhance Equity in School Discipline

http://www.pbis.org/school/equity-pbis

1. Use effective instruction to reduce the achievement gap

2. Implement PBIS to build a foundation of prevention

3. Collect, use, and report disaggregated student discipline data

4. Develop policies with accountability for disciplinary equity

5. Teach neutralizing routines for vulnerable decision points

5-point Intervention to Enhance Equity in School Discipline

http://www.pbis.org/school/equity-pbis

http://www.pbis.org/school/equity-pbis

1. Identify shared, valued outcomes What are our overall goals?

2. Defend against activities that don’t help us meet those goals

No free lunches

3. Find common structures (and language) that can be integrated

Teams, data, professional development

Steps in Braiding Initiatives

Newsletters To parents

Monthly/quarterly reports To school staff

Formal presentations To school board To district administrators To PTA To community agencies and businesses

Local news

Make PBIS Efforts Public!

Newsletters

Extent to which the practice results in desired outcomes

Effects must be attributed to the practice

What is EFFECTIVENESS?

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Positive Referrals vs. ODRs:FG Leary Fine Arts School, Chilliwack, BC

Focus on FIDELITY OF IMPLEMENTATION Assess it regularly Use it to enhance what you

already do Share data showing how

fidelity is related to effects

Ensuring EFFECTIVENESS

Team Implementation Checklist (TIC) PBIS Self-Assessment Survey (SAS) School-wide Evaluation Tool (SET) School-wide Benchmarks of Quality (BoQ) Benchmark of Advanced Tiers (BAT) Monitoring Advanced Tiers Tool (MATT) PBIS Tiered Fidelity Inventory (TFI)

Available at: http://pbisapps.org

Measures to assess FIDELITY

Relationship between continued effort and continued effectiveness

Weighed against other potential practices

What is EFFICIENCY?

Get it down on paperLesson plansSchedulesAgendas

Focus on efficient team meetings

Increasing EFFICIENCY

Collection of data to monitor fidelity, outcomes and context

Adaptation over time while keeping critical features intact

Ongoing investment in building local capacity

What is CONTINUOUS REGENERATION?

Adjust practices for a changing environmentPriorityEffectivenessEfficiency

Connect with a community of practice

Using data for CONTINUOUS REGENERATION

Share fairs, networking sessions, district mini-conferences, web-based sharing

Opportunities for school teams to:Celebrate successesLearn from peersSteal ideasContinue momentum Invite important stakeholders

Create Communities of Practice

http://www.pbisillinois.org http://bcpbs.wordpress.com http://pbismaryland.org http://www.cenmi.org/miblsi http://www.modelprogram.com/ http://www.PBISmn.org/ http://www.PBISvideos.org/

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Using Data for Decision MakingSifton Elementary, Vancouver, WA

Sifton Playground Challenge

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Using Data for Decision MakingSifton Elementary, Vancouver, WA

When you keep it fresh……avoid lethal mutations

Consider the critical features of what makes PBIS effectiveReward systems – recognition of their success

Not a scrap of paper without recognition Not insincere praise Not the same for everyone!

Cautions for Continuous Regeneration

Something for Tomorrow

Teachers are given a stamped, pre-addressed postcard for each student in their classrooms at the start of the year

GOAL: send a quick, positive note home for each student in the school

“Positive Parent Postcards”

Provide students with a school-wide matrix (with blank expectation by setting cells)

Have students write (or draw) expectations for each area

Use results to:Revise matrix to include more

“student-friendly” examples Identify areas or expectations that need

reteaching

“The Blank Matrix Activity”

“Train and Hope”Not an effective approach to implement a

practice “Implement and Hope”

Not an effective way to sustain a practice

Create a Plan to Sustain from the Start

3 big ideas to plan for sustainability…

Let the outcomes drive the selection of practices

Identify the valued outcomes for everyoneNo one has ever been bullied or nagged into

long-term sustainability Measure and use data in decision making

1. Start with the Ending

If the fidelity drops, the effects stop Plan for your champions to move on/up

Who is the most essential person right now? Focus on POSITIONS, not PERSONS

Districts: Create positions tied to the practice Titles, Job Descriptions, FTE

Schools: Cycle people on and off the PBIS team New staff on Veterans off

2. Death, Taxes, and… …Turnover

Environments change – Adjust to changes

New ideas keep the practice novel Spread the practice

To new settingsTo new systems

3. If you keep doing what you’re doing, you MAY NOT keep getting what you’re getting

Contact Information

Kent McIntoshSpecial Education Program

1235 University of Oregon

Eugene, OR 97403

kentm@uoregon.edu

Handouts: http://kentmcintosh.wordpress.com

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