Leadership for Effective
Implementation and
Sustainability of PBIS
Kent McIntosh
University of Oregon
Goals for this Evening
1.
2.
3.
4.
Describe the concepts of implementation
science and sustainability
Share the factors related to promoting
sustainability of PBIS in schools
Provide activities to use in your schools for
sustaining effective practices…as soon as
tomorrow
Provide time to build an action plan
Handouts:
http://www.pbis.org
Support for these projects:
IES: NCSER (R324A120278)
 OSEP: TA Center on PBIS (H326S03002)
 Social Sciences and Humanities Council
of Canada (SRG F09-05052)
 Hampton Endowment Fund (J07-0038)

Investigating
your Systems of
Support
CSI Maps
RESPONSE TO
INTERVENTION
AND THE
THREE TIER MODEL
1-5%
5-15%
Tier 3 - Supports for a Few
Tier 2 - Supports for Some
80-90% Tier 1 - Supports for All
Three Tiered Model of Student Supports
(from Susan Barrett)
get these tiers
of support
These students
+
in order to increase
student success
=
The goal of the tiers is student success, not labeling
CSI Maps
C = Core (Universal)
 S = Strategic (Targeted)
 I = Intensive (Intensive)
 Write down the support provided at each
tier (strategies, programs, interventions)
 Write down how your school identifies
what level of support students need

handout
RESPONSE TO
INTERVENTION
AND THE
THREE TIER MODEL
CSI Maps
C = Core (Universal)
 S = Strategic (Targeted)
 I = Intensive (Intensive)
 Write down the support provided at each
tier (strategies, programs, interventions)
 Write down how your school identifies
what level of support students need

CSI Maps: Interpretation
1.
Identify GAPS in:
Support
2. Assessment
1.
2.
Consider priorities for filling gaps
Discussion
What did you learn?
 What surprised you?

Going Deeper:
Outcomes

Next, put a check mark next to the
practices/interventions/strategies for
which:
 You
collect student outcomes data
 Student outcomes data show improvement
Discussion
What did you learn?
 What surprised you?

What is…
fidelity of implementation?

The extent to which the critical features of
the practice (e.g., PBS) are implemented
as intended
Why assess it?
Helps us improve outcomes for students
 Helps team target next steps and areas for
improvement

Use of Fidelity Data
“Fidelity of implementation of academic and
behaviour interventions is documented
before measuring effects and assigning
worth to them or blaming children (and
teachers) for continuing failure.”
(Algozzine, Putnam, and Horner, 2012)
Good fidelity of implementation
tools…
1.
2.
3.
Identify the critical features of effective
practices
Show the degree to which our
agreements and values are visible in
our daily practice
Should be used to celebrate successes
and continual growth as opposed to
magnifying shortcomings
(adapted from Miller, 2010)
Fidelity of Implementation
Considerations
How do you track that you have
implemented well?
 Now, circle practices/interventions for
which you collect fidelity data

Discussion
What did you learn?
 What surprised you?

Report Out
What happens next?
 Name 2 action plan steps

Action Plan
handout
The WHAT and the HOW
We just took inventory of the WHAT and
organized it by tiers
WHAT = the practices, programs or
strategies themselves
 Now let’s talk about the HOW
HOW = putting them in place

An Introduction to
Implementation
Science
Definitions

What do we mean by implementation?
“A specified set of purposeful activities at the
practice, program, and system level designed to
put into place a program or intervention of known
dimensions with fidelity.”

What is implementation science?
“The study of how to promote implementation.”
Common perception
Implementation Equation
Effective
Interventions
The “WHAT”
Effective
Implementation
The “HOW”
Positive
Outcomes for
Students
(and adults)
“Students cannot
benefit from
interventions they
do not experience.”
Dean Fixsen
The National Implementation
Research Network Monograph

The State of the Art
 Synthesis
of
implementation research
from 1970-2004
 Program development
and replication data
 Qualitative study of
programs
ctndisseminationlibrary.org/PDF/nirnmonograph.pdf
Lessons from Failed Efforts
(Fixsen, 2013)
Longitudinal Studies of a Variety of Comprehensive School Reforms
Evidencebased
Interventions
Actual Supports
Years 1-3
Outcomes
Years 4-5
Every Teacher
Trained
Fewer than 50% of
the teachers
received some
training
Fewer than 10% of
the schools used
the CSR as
intended
Every Teacher
Continually
Supported
Fewer than 25% of
those teachers
received support
Vast majority
of students
did not benefit
Aladjem & Borman, 2006; Vernez, Karam, Mariano, & DeMartini, 2006
Quality Implementation

LETTING IT HAPPEN
 Teachers
are accountable
vs.

MAKING IT HAPPEN
 Implementation
teams are accountable
Based on Greenhalgh, Robert, MacFarlane, Bate, & Kyriakidou, 2004
How do we MAKE IT HAPPEN?
1.
We pick what’s most likely to work
 Evidence-based
2.
practices
We organize our resources for success
 Multi-tiered
systems of support
 Follow stages of implementation
Exploration
Installation
Initial Implementation
Full Implementation
Sustainability
Stages of Implementation
(Fixsen et al., 2005)
Exploration
Installation
Initial Implementation
Full Implementation
Sustainability
Stages of Implementation
Stage
Exploration
Primary Goal
To determine whether the
practice is a good match for
the community, based on the
needs and resources of the
community and the demands
and benefits of the practice
Key Implementation Activities
-Investigating the practice
-Assessing needs and resources of the
community and the demands and benefits
of the practice
-Developing an implementation plan for the
chosen practice, including action items and
a clear timeline
Stages of Implementation
Stage
Installation
Primary Goal
To prepare and structure the
resources and supports to
build a solid framework for
implementation
Key Implementation Activities
-Ensuring adequate funding and staffing
-Developing mechanisms related to initial
implementation and the day to day routines
of the practice (e.g., referral forms, data
management systems)
-Training the school personnel to implement
the practice
Stages of Implementation
Stage
Initial
Implementation
Primary Goal
To maintain the fidelity and
principles of the practice
throughout the initial
resistance to change
Key Implementation Activities
-Implementing the practice with students
-Structuring a support system for
troubleshooting and professional
development to maintain the fidelity of the
practice and keep morale high
Stages of Implementation
Stage
Full
Implementation
Primary Goal
To continue to carry out the
practice with high fidelity and
monitor effectiveness as the
practice shifts from a new
initiative to the routine
practice (i.e., the status quo)
Key Implementation Activities
-Monitoring fidelity with formal measures
and comparing to fidelity criterion goals
-Assessing practice effectiveness once
fidelity criterion goals are met
Stages of Implementation
Stage
Sustainability
Primary Goal
To respond to shifts in the
community and in original
support for the practice (e.g.,
staff turnover, loss of funding)
and maintain the practice,
with high fidelity, through
these changes
Key Implementation Activities
-Continuing to monitor fidelity and
effectiveness
-Maintaining an awareness of the needs of
the community as they change
-Ensuring proper support and training in the
practice as new staff enter the community
What do we usually do well?
What do we usually not do well?
Exploration
Installation
Initial Implementation
Full Implementation
Sustainability
What are the odds that a given
school initiative will sustain?
(Latham, 1988)
Implementation
Autopsies

What specific experiences have you had
with initiative abandonment?
Get off the Train & Hope Train
5. Wait for
new
problem
1. React to
Problem
Behavior
4. Expect
(Hope) for
Implementation
2. Select
and Add
Practice
3. Hire
Expert to
Train
Practice
Back to your CSI Maps
1.
2.
If you continued on the same or similar
path, what will be the likely result?
What would it look like in your “dream
work world”?
How do we MAKE IT HAPPEN?
1.
We pick what’s most likely to work
 Evidence-based
2.
practices
We organize our resources for success
 Multi-tiered
systems of support
 Follow stages of implementation
3.
We provide support to the adults
who are supporting the students
 Ongoing
coaching
 District systems
Exploration
Installation
Initial Implementation
Full Implementation
Sustainability
Definition

Sustainability
 Durable
implementation of a practice at a
level of fidelity that continues to produce
valued outcomes (McIntosh et al., 2009)
Barriers to Sustainability:
The Three Cs
Antecedent
Behavior
Consequence
Ongoing
Challenge
Select Practices
& Implement
with Fidelity
Student
Outcomes
Changes in Context
Changes in Capacity
Changes in Consequences
- Lack of contextual fit
- Loss of funding
- New challenges exist
- Attrition of key
opersonnel
- Diminished effectiveness
odue to poor fidelity
- Competing initiatives
- Outcomes no longer
operceived as important
Why “admire the problem?”
Identifying barriers (and plans to address
them) is a critical step in systems-level
change (Curtis, Castillo, & Cohen, 2008)
 Sometimes you need to avoid those
obstacles!

Sustainability
Activity
Barriers to Sustainability Worksheet
Barriers to Sustainability Worksheet
Risk Factors/
Barriers
Changes in
Context
Changes in
Capacity
Changes in
Consequences
Plan to Address
Barriers
Barriers to Sustainability:
The Three Cs
Antecedent
Behavior
Consequence
Ongoing
Challenge
Select Practices
& Implement
with Fidelity
Student
Outcomes
Changes in Context
Changes in Capacity
Changes in Consequences
- Lack of contextual fit
- Loss of funding
- New challenges exist
- Attrition of key
opersonnel
- Diminished effectiveness
odue to poor fidelity
- Competing initiatives
- Outcomes no longer
operceived as important
A Sustainable
Community of Practice

Please share:
 A barrier
to sustainability (past or present)
 Your plan for addressing it (if you have one)
Perceived Importance
of Contextual Features
for Sustainability of
PBIS
McIntosh, K., Predy, L., Upreti, G.,
Hume, A. E. & Mathews, S. (2014).
Perceptions of contextual features
related to implementation and
sustainability of School-wide Positive
Behavior Support. Journal of Positive
behavior Interventions, 16, 29-41.
70
60
Number of Responses
50
40
30
20
10
0
Enablers of Sustainability
Most important single perceived
factor in sustainability?

School Administrator Support

Ok…what do we do when…
A committed administrator moves on?
2. An administrator is opposed to PBIS?
1.
Sustaining PBIS through
Administrator Turnover
(Strickland-Cohen, McIntosh, & Horner, 2014)

School Team
 Maintain
the PBIS handbook
 Document support among staff and stakeholders
 Collect and share outcomes data
 Meet with the new administrator

District Team
 Build
PBIS into written policy
 Build PBIS competencies into hiring criteria
 Develop district coaching capacity
Research on Enhancing
Principal Support
(McIntosh, Kelm, & Canizal Delabra, in press)
Interviews with 10 principals initially
opposed or lukewarm to PBIS but are
now champions
 Interview questions:

What helped your active support for PBIS?
2. What hindered your active support for PBIS?
3. What would have made you support PBIS
from the onset?
1.
Helpful Strategies for
Enhancing Principal Support
(McIntosh, Kelm, & Canizal Delabra, in press)

District Actions
“Principal Academies” for new
administrators
 Provide


Basics of PBIS
Role of administrators
 Provide

coaching to schools
Networking
 Arrange
informal conversations with other
principals supportive of PBIS
 Arrange site visits at nearby PBIS schools

At the school
 Help
school staff demonstrate support
Feeling depressed about
barriers?

For schools already implementing PBIS,
barriers are perceived as less important
than facilitators (McIntosh et al., 2014)
…and the presence of common
barriers is only weakly related to
sustained fidelity of implementation
(Turri et al., under review)
U.S. Schools using PBIS
21,278
August, 2015
25000
22500
20000
17500
15000
12500
10000
7500
5000
2500
0
00
01
02
03
04
05
06
07
08
09
10'
11'
12'
13'
14'
15'
16'
17'
18'
Predicting Abandonment of
PBIS (Nese et al., under review)

Of 915 schools, what proportion of schools
were still sustaining PBIS after 5 years?
93%
In what year did schools
abandon PBIS?
% of Abandoning Schools
30%
25%
20%
15%
10%
5%
0%
1
2
3
4
5
Implementation Year
6
7
Four Principles for
Sustaining PBIS
Promote PRIORITY
 Ensure EFFECTIVENESS
 Increase EFFICIENCY
 Use data for CONTINUOUS
REGENERATION

What is PRIORITY?
Importance in comparison to other
practices
 Incorporation into core system
components
 Connection to other initiatives

Promoting PRIORITY

Maximize visibility
 Present
data to people with resources
 Describe 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
What is braiding?
(Bohanon, Goodman, & McIntosh, 2009)
Summary Statement
Desired
Alternative
Typical
Consequence
Maintaining
Consequence
Setting Events
Triggering
Antecedents
Behavior
Presence of
PBIS Coach
Prevalence
of
Problem
Behavior
Implement
PBIS
Acceptable
Alternative
Reductions
In
Problem
Behavior
Social &
Emotional
Learning
Restorative
Practices
Anti-Bullying
Initiatives
Academic
Achievement
School-based
Mental Health
Family
Engagement
Reducing
Racial
Inequities
Steps in Braiding Initiatives
1.
Identify shared, valued outcomes

2.
Defend against activities that don’t help
us meet those goals

3.
What are our overall goals?
No free lunches
Find common structures (and language)
that can be integrated

Teams, data, professional development
Sustainability
Activity
Braiding worksheet
handout
MTSS Initiative Alignment
Worksheet
1.
2.
3.
Identify a new initiative you want to
implement (e.g., PBS, MTSS) and write it
at the top
Write all existing initiatives in the first
column
Complete the rows to find the value
added by adopting the new initiative
Make PBIS Efforts Public!

Newsletters
 To

Monthly/quarterly reports
 To

parents
school staff
Formal presentations
 To
school board
 To district administrators
 To PTA
 To community agencies and businesses

Local news
Newsletters
What is EFFECTIVENESS?
Extent to which the practice results in
desired outcomes
 Effects must be attributed to the practice

Positive Referrals vs. ODRs:
FG Leary Fine Arts School, Chilliwack, BC
35000
400
350
30000
250
20000
200
15000
150
10000
100
5000
50
0
0
2006-07
2007-08
2008-09
2009-10
Office Discipline Referrals
Positive Referral Slips
300
25000
ODR's
Positives
Ensuring EFFECTIVENESS
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

Measures to assess FIDELITY
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

What is EFFICIENCY?
Relationship between continued effort and
continued effectiveness
 Weighed against other potential practices

Increasing EFFICIENCY

Get it down on paper
 Lesson
plans
 Schedules
 Agendas

Focus on efficient team meetings
Working Smarter Team Matrix
Initiative,
Committee
Purpose
Outcome
Target
Group
Staff
Involved
SIP/SID/
etc
Attendance
Committee
Character
Education
1. Eliminate all initiatives that do NOT have a defined
purpose and outcome measure
Safety
Committee
2. Combine initiatives that have the same outcome
measure and same target group
School Spirit
Committee
3. Combine initiatives that have 75% of the same staff
Discipline
Committee
4. Eliminate initiatives that are not tied to School
Improvement Goals
DARE
Committee
PBIS Team
handout
Sample Team Matrix
Initiative,
Committee
Purpose
Outcome
Target
Group
Staff
Involved
SIP/SID
Attendance
Committee
Increase
attendance
Increase % of students
attending daily
All
students
Eric, Ellen,
Marlee
Goal #2
Character
Education
Improve
character
Improve character
All
students
Marlee, J.S.,
Ellen
Goal #3
Safety
Committee
Improve safety
Predictable response to
threat/crisis
All
students
Has not met
Goal #3
School Spirit
Committee
Enhance
school spirit
Improve morale
All
students
Has not met
Discipline
Committee
Improve
behavior
Decrease office referrals
All
students
Ellen, Eric,
Marlee, Otis
DARE
Committee
Prevent drug
use
All
students
Don
PBIS Team
Implement 3tier model
All
students
Eric, Ellen,
Marlee, Otis,
Emma
Decrease ODRs, increase
attendance, enhance
academic engagement,
improve grades
Goal #3
Goal #2
Goal #3
What is CONTINUOUS
REGENERATION?
Collection of data to monitor fidelity,
outcomes and context
 Adaptation over time while keeping critical
features intact
 Ongoing investment in building local
capacity

Using data for CONTINUOUS
REGENERATION

Adjust practices for a changing
environment
 Priority
 Effectiveness
 Efficiency

Connect with a
community of practice
Create Communities of Practice
Share fairs, networking sessions, district
mini-conferences, web-based sharing
 Opportunities for school teams to:

 Celebrate
successes
 Learn from peers
 Steal ideas
 Continue momentum
 Invite important stakeholders
Legal Downloads
http://www.pbismissouri.org
 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/

Using Data for Decision Making
Sifton Elementary, Vancouver, WA
60
50
Total ODRs
40
Playground
30
Classroom
20
10
0
October
November
Sifton Playground Challenge
Using Data for Decision Making
Sifton Elementary, Vancouver, WA
60
50
Total ODRs
40
Playground
30
Classroom
20
10
0
October
November
Using Data for Decision Making
Sifton Elementary, Vancouver, WA
60
50
Total ODRs
40
Playground
30
Classroom
20
10
0
October
November
Cautions for
Continuous Regeneration
When you keep it fresh…
…avoid lethal mutations
 Consider the critical features of what makes
PBIS effective

 Reward
systems – recognition of their success
Not a scrap of paper without recognition
 Not insincere praise
 Not the same for everyone!

Sustainability
Activity
PBIS Systems Checkup
handout
Research on PBIS
Sustainability
What is the strongest
predictor of PBIS
sustainability?
McIntosh, K., Mercer, S. H., Hume, A. E.,
Frank, J. L., Turri, M. G., & Mathews, S.
(2013). Factors related to sustained
implementation of School-wide Positive
Behavior Support. Exceptional Children,
79, 293-311.
What is more important to
sustainability?

Having a supportive administrator?

Having a strong PBIS team?
Results: Predictive Model

Model fit indices acceptable (except χ2)

χ2 (731) = 881.55, p < .001, CFI = .96, TLI = .96,
RMSEA = .03
R 2 = .45
 Factors

 Priority
(B = .14, SE = .39, p > .05)
 Team Use of Data (B = .61, SE = .24, p < .05)
 District Priority (B = -1.14, SE = .66, p > .05)
 Capacity Building (B = .98, SE = .43, p < .05)
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
School
5.38
Priority
**
.07
Sustained
PBIS
Fidelity
Team Use of
Data
District
Priority
.47
-.34
Sustained
PBIS
Fidelity
Capacity
Building
.41
What is more important to
sustainability?

Having a supportive administrator

Having a strong PBIS team
Takeaways
PBIS is most sustainable with a supportive
administrator and a strong team
 If administrators take too much of a lead,
sustainability can suffer
 School teams can benefit from training in
running meetings and using data
 District systems (coaching, training,
CoPs) enable both admins and teams

Your Turn!
Find someone next to you:
1. Do you have a champion in your school?
2. How would your systems fare if that person
moved on?
3. What steps do you need to take to ensure
that you’ll continue the work?

What critical features
predict sustained PBIS
implementation?
Mathews, S., McIntosh, K., Frank, J. L.,
& May, S. (2014). Critical features
predicting sustained implementation of
school-wide positive behavior support.
Journal of Positive Behavior
Interventions, 16, 168-178.
Research Questions
1.
2.
To what extent do school personnel ratings
of implementation of PBIS systems
significantly predict sustained
implementation and levels of problem
behavior?
Within any statistically significantly
predictive PBIS systems, which critical
features of these systems significantly
predict sustained implementation?
PBIS Self-Assessment Survey
(Sugai, Horner, & Todd, 2000)

Four Systems
 School-wide
 Non-classroom
 Classroom
 Individual
Which system best predicts
sustained implementation (BoQ)
3 years later?
 School-wide
 Non-classroom
 Classroom
 Individual
Which system best predicts
student outcomes (ODRs)
3 years later?
 School-wide
 Non-classroom
 Classroom
 Individual
Which features best predict
sustained implementation?











Expected behaviors defined clearly
Problem behaviors defined clearly
Expected behaviors taught
Expected behaviors acknowledged regularly
Consistent consequences
CW procedures consistent with SW systems
Options exist for instruction
Instruction/materials match student ability
High rates of academic success
Access to assistance and coaching
Transitions are efficient
Lessons learned for sustaining
School-wide PBIS

Focus on bringing PBIS into the classroom
 Consistency
with SW systems
 High rates of acknowledgment for prosocial
behavior

Focus on quality differentiated instruction
across academic domains
 Student
instruction at their level
SETTING
Expectations
Matrix
All
Settings
Hallways
Playground
Cafeteria
Library/
Computer
Lab
Study, read,
compute.
Sit in one
spot.
Assembly
Respect
Ourselves
Be on task.
Give your
best effort.
Be
prepared.
Walk.
Have a plan.
Eat all
your food.
Select
healthy
foods.
Respect
Others
Be kind.
Hands/feet
to self.
Help/share
with
others.
Use normal
voice
volume.
Walk to
right.
Play safe.
Include
others.
Share
equipment.
Practice
good table
manners
Whisper.
Return
books.
Listen/watch.
Use
appropriate
applause.
Recycle.
Clean up
after self.
Pick up
litter.
Maintain
physical
space.
Use
equipment
properly.
Put litter in
garbage can.
Replace
trays &
utensils.
Clean up
eating
area.
Push in
chairs.
Treat books
carefully.
Pick up.
Treat chairs
appropriately.
Respect
Property
Classroom
Classroom Procedures/Routines
EXPECTATIONS
Class-Wide
Arrival
Cooperative
Learning
Groups
Independent
Seat Work
Whole Group
Identify Attention Signal…….Teach, Practice, Reinforce
Be Respectful
Be
Responsible
Be Safe
Classroom Procedures/Routines
Class-Wide
EXPECTATIONS
Cooperative
Learning
Groups
Arrival
Independent
Seat Work
Whole Group
Identify Attention Signal…….Teach, Practice, Reinforce
Be Respectful
•
•
•
•
Be
Responsible
•
•
•
•
•
Be Safe
•
•
Listen to others •
Use inside
voice
Use kind words •
Ask permission
Enter/exit
classroom
prepared
Use inside
voice
Be prepared •
Follow
directions
•
Be a problem
solver
Make choices
that support
your goals
Keep hands, •
feet, and
objects to self
Organize your
self
Walk
Place materials •
in correct area
Begin warm-up •
promptly
•
Use Time
•
Wisely
Contribute
•
Complete your
part
Be a TASK
master
Use your
neighbour
•
Use Materials •
Carefully
Keep hands, •
feet, and
•
objects to self
Walk
•
Listen to others •
•
Accept
differences
•
•
Use kind words
•
Encourage
others
Use quiet
voice
Follow
directions
•
•
•
•
•
•
Eyes/ears on
speaker
Raise hand to
speak
Contribute to
learning
Follow
directions
Take notes
Meet your
goals
Stay at seat
Keep hands,
feet, and
objects to
self
What do long-term
sustainers tell us about
sustainability?
Andreou, T. E., McIntosh, K., Ross, S.
W., & Kahn, J. D. (2015). Critical
incidents in sustaining school-wide
positive behavioral interventions and
supports. Journal of Special Education,
49, 157-167.
Settings and Participants
Three schools and their school district in
rural British Columbia
 Sustained PBIS systems for over a
decade with minimal provincial support
 17 educators

4
District administrators (current or former)
 4 Principals (current or former)
 6 General education teachers
 3 Special education teachers
Method

Qualitative interview questions:
What helps sustainability of PBIS?
2. What hinders sustainability of PBIS?
1.
Findings: 13 Categories







Continuous Teaching
Positive
Reinforcement
SWPBIS Team
Effectiveness
Staff Ownership
Adaptation
Community of
Practice
Involving New
Personnel






Use of Data
Access to External
Expertise
Maintaining Priority
School Administrator
Involvement
Staff Turnover
Conflict of Personal
Beliefs/Mistaken
Beliefs
Positive Reinforcement

“They believe that what we’re doing is
actually making a difference because we
see change in behavior.”

“If people find a very positive environment
with children…they’re very respectful and
so on…then you want to...It reinforces that
what we’re doing is right and we don’t
want to lose that, we want to keep going.”
Staff Ownership

“If it is given to you from the principal, then
there is an automatic reaction, the
question is whether I have to do it or I
don't have to do it...Coming from a
teacher…there is a reason for why you’re
doing it, because it makes my job easier,
because I can tell you as a colleague, hey
I'm doing this and it's…staff driven. Not
being told to do it.”
Involving New Personnel

“First year teachers, they’re overwhelmed,
but we kept saying, you know, we’d love to
see you at a meeting, you know, it would
really help out. And so when they go there
it just automatically includes, “you need to
start understanding how it really works.”
A District Planning Tool
for Sustainability

PBIS Leadership Team Self-Assessment
 A self-assessment
and action planning tool for
district, regional, or state leadership teams
 An integrated action plan for sustainability
 Available for free at: http://pbis.org
A School Team Planning Tool for
Sustainability

The SUBSIST Checklist
 A research
validated self-assessment and
action planning tool for school teams and
coaches
 An integrated action plan for sustainability
 Available for free at:
http://kentmcintosh.wordpress.com
Sustainability
Activity
SUBSIST Checklist
SUBSIST Checklist:
Self-Assessment for Sustainability
1. Complete Self-Assessment
 What
do we have in place?
 What would be the one addition that would
make the biggest difference?
2. Create an Action Plan to enhance
sustainability
Identify WHO will do WHAT by WHEN
handout
A Sustainable
Community of Practice

Please share:
 One
of your school’s sustainability strengths
What’s working, strategies, ongoing activities, etc.
 How you overcame an obstacle

 Your
top action plan task
Something for
Tomorrow
“Positive Parent Postcards”
Teachers are given a stamped, preaddressed 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

“The Blank Matrix Activity”
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
Your Turn Again
(time permitting)

In one word, what have you found to be
the single greatest FACILITATOR of
sustainability?
Your Turn Again
(time permitting)

In one word, what have you found to be
the single greatest BARRIER to
sustainability?
Your Turn Again
(time permitting)
Complete the following steps with your
team or on your own:
1. What are the three things that you think
would make the most impact on your
school’s systems?
2. Create an action plan:

Consider WHO will do WHAT by WHEN
Contact Information

Kent McIntosh
Special Education Program
University of Oregon
kentm@uoregon.edu
@_kentmc
Cannon Beach, Oregon
© GoPictures, 2010
Handouts: http://kentmcintosh.wordpress.com
Selected References
Coffey, J., & Horner, R. H. (2012). The sustainability of school-wide positive
behavioural interventions and supports. Exceptional Children, 78, 407-422.
Curtis, M. J., Castillo, J. M., & Cohen, R. (2008). Best practices in system-level
change. In A. Thomas & J. P. Grimes (Eds.), Best practices in school
psychology V (pp. 887-901). Bethesda, MD: National Association of School
Psychologists.
Gietz, C. & McIntosh, K. (2014). Relations between student perceptions of their
school environment and academic achievement. Canadian Journal of
School Psychology, 29, 161-176.
Hume, A. E., & McIntosh, K. (2013). Construct validation of a measure to
assess sustainability of school-wide behavior interventions. Psychology in
the Schools, 50, 1003-1014.
Mathews, S., McIntosh, K., Frank, J. L., & May, S. (2014). Critical features
predicting sustained implementation of school-wide positive behaviour
support. Journal of Positive Behavior Interventions, 16, 168-178.
Selected References
McIntosh, K., Horner, R. H., & Sugai, G. (2009). Sustainability of systems-level
evidence-based practices in schools: Current knowledge and future
directions. In W. Sailor, G. Sugai, R. H. Horner, G. Dunlap (Eds), Handbook
of positive behavior support (pp. 327-352). New York: Springer.
McIntosh, K., MacKay, L. D., Hume, A. E., Doolittle, J., Vincent, C. G., Horner,
R. H., & Ervin, R. A. (2011). Development and initial validation of a measure
to assess factors related to sustainability of school-wide positive behaviour
support. Journal of Positive Behavior Interventions, 13, 208-218. doi:
10.1177/1098300710385348
McIntosh, K., Mercer, S. H., Hume, A. E., Frank, J. L., Turri, M. G., & Mathews,
S. (2013). Factors related to sustained implementation of school-wide
positive behaviour support. Exceptional Children, 79, 293-311.
McIntosh, K., Predy, L. K., Upreti, G., Hume, A. E., Turri, M. G., & Mathews, S.
(2014). Perceptions of contextual features related to implementation and
sustainability of school-wide positive behaviour support. Journal of Positive
Behavior Interventions, 16, 29-41.
Vaughn, S., Klingner, J., & Hughes, M. (2000). Sustainability of research-based
practices. Exceptional Children, 66, 163-171.