2012 National PBIS Leadership

Forum

Hyatt

Regency O’Hare

RosemontIllinois

Assessing the Impact of PBIS on Students with IEPs

Session B7 | October 18, 2012 | 11:30am – 12:45 pm

Lucille Eber, Illinois PBIS NetworkNanci Johnson, University of Missouri

Tary Tobin, University of Oregon

Putting outcomes for

students with IEP’s into the context of schools as systems

to educate and support ALL

students.

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 INTERVENTIONS and

SUPPORT

Educational Outcomes for Youth with

Emotional & Behavioral Disabilities• 40%-60% drop out of high school (Wagner, 1991;

Wehman, 1996; Wagner, Kutash, Duchnowski, & Epstein, 2005)• Experience poorer academic performance than

students with LD (Lane, Carter, Pierson & Glaeser, 2006)• 10%-25% enroll in post-secondary education

(compared to 53% of typical population) (Bullis & Cheney, 1999)

• High rates of unemployment/underemployment post-school (Bullis& Cheney, 1999; Kortering, Hess & Braziel, 1996; Wagner, 1991; Wehman, 1996)

• High rates of MH challnges, poverty, incarceration (Alexander, et al., 1997; Kortering, et. al., 1998; Lee and Burkham, 1992; Wagner, 1992)

Youth with EBD….• Disengaged from school/family/

community• Most likely disability group to be in a

segregated academic setting• Highest rates of disciplinary infractions• Perceived by teachers as having

significantly lower levels of social competence and school adjustment (Lane, Carter, Pierson, & Glaeser, 2006)

Students with Individualized

Education Programs

and Involvement in Office

Discipline ReferralsTary Jeanne Tobin

University of Oregon

NATIONAL DATA

What do we know about school discipline referrals and special education students?

• Students with disabilities tend to be over-represented in school discipline (Cooley, 1995; Fabelo et al., 2011; Krezmien, Leone, & Achilles, 2006; Rausch & Skiba, 2006; SRI International, 2006; Zhang, Katsiyannis, & Herbst, 2004).

Could PBIS help?• With Positive Behavioral

Interventions and Supports (PBIS, Horner et al., 2009; Sailor, Dunlap, Sugai, & Horner, 2009; Sugai & Horner, 2010), many schools have been able to reduce rates of discipline referrals for the school as a whole (Bradshaw, Debnam, Koth, & Leaf, 2009; Simenson et al., 2012).

Does PBIS help students with disabilities?• “If schools are able to reduce

discipline referral rates for major offences for the school as a whole,

• will the number of students in special education (i.e., students with an IEP) who receive discipline referrals be reduced?”

SWIS Records from Schools

across the Nation Studied• The School Wide Information

System (SWIS, May et al., 2006; see http://www.swis.org). SWIS often is used for decision-making with PBIS (Tobin, 2006).

Criteria• SWIS data for 3 years: 2008-2009, 2009-

2010, and 2010-2011• At least a 10% decrease in rate of major

ODRs from the first to the last year• At least 5% of the students in their SWIS

data had an IEP• Not an alternative or juvenile justice

school• Entered their enrollment and

number of school days

Total Number of All Students with ODRs for All Schools (N = 85) Meeting

Criteria

Year 1 2008-2009

Year 2 2009-2010

Year 3 2010-2011

16,00017,00018,00019,00020,00021,00022,00023,000

22,399 20,890 18,709

Total Number of Students with ODRs and IEPs

Year 1 2008-2009

Year 2 2009-2010

Year 3 2010-2011

3,2003,3003,4003,5003,6003,7003,8003,9004,000

3,940 3,547 3,492

Main Point of National Data Study

• If schools use PBIS and reduce their rates of major ODRs for the school as a whole, the number of students with disabilities who receive ODRs also will be reduced.

ILLINOIS DATA

Why Illinois? • More schools using PBIS than any

other state• More schools meeting the national

study criteria than any other state • Information on (a) the total number

of students with IEPs in each school and (b) the year when the school first started to use PBIS in formats that could be combined with SWIS data

Information about Each School included the Illinois Study

• Number of major ODRs for two school years, 2009-2010 and 2010-2011

• Total number of students in the school with an IEP

• Not just those who also had an ODR.

Total Number of All Students with ODRs in Illinois Schools with Reduced

Rates

2009-2010 2010-20110

2,0004,0006,0008,000

10,00012,00014,000

12,745 10,503

Total Number of Students with ODR and IEP in Illinois Schools with

Reduced Rates

2009-2010 2010-20113,2003,3003,4003,5003,6003,7003,8003,900

3,852 3,454

Research Question and Answer for Illinois

• “If schools were able to reduce discipline referral rates for major offences for the school as a whole, was the number of students in special education (i.e., students with an IEP) who received discipline referrals reduced?”

• Answer: Yes.

Average Percent of Students With and Without ODRs 2009-11

(N=361 schools)

65% 66%

35% 34%

0%

25%

50%

75%

100%

General Ed Special Ed

Without ODRs With ODRS

Perc

enta

ge o

f Stu

dent

s

Alton Middle School, Alton CUSD 11, SPP Data Demonstrates Access to General Education Settings for

Students with IEPs

Replication District CUSD 300 Starts to

Turn Curve of SPP Indicators in Desired Direction

OSS for Illinois High School Students with RENEW Plans

(N=39 Students)

50 31141 1210

50

100

150

Time 1 Time 2

OSS ODR

Num

ber o

f OSS

an

d OD

Rs

Alton High School Student ODRs and GPA During RENEW

(N=3 Students)

6

4.3

1.842.16

1

2

3

4

1234567

Time 1 Time 2

ODR GPA

Num

ber o

f ODR

s

GPA

(4.0

= A

)

Student’s Behavior Improvement with RENEW

4

1

11

00

5

10

15

Time 1 Time 2

ODR OSS

Num

ber o

f ODR

s and

OSS

Student’s Improved Behavioral

and Academic Outcomes3

12

4

3

1

2

3

4

Time 1 Time 2

School Placement RiskPasses Tests & QuizzesBehaves in Unsupervised School Settings

4=Hi

gh R

isk;1

=Low

Ri

sk

4=Al

ways

; 1=N

ever

IL PBIS Number of Schools Applying for Recognition & Percentage of Implementing Schools that Applied

3.56 3.612.28 2.332.17 2.2801234

Time 1 Time 2Attends SchoolPartic ipates in Classroom Discussions & ActivitiesPays Attention in C lass

4=Al

ways

; 1=N

ever

District Invests in Tier 3 Coaching

Improved Outcomes for Students with IEPs

Students with IEPs Benefit Equally from PBIS

12% 8% 4%0%

5%

10%

15%

2009-10 2010-11 2011-12

IL PBIS Number of Schools Applying for Recognition & Percentage of Implementing Schools that Applied

Perc

enta

ge o

f ODR

s

Missouri Schoolwide

Positive Behavior SupportContextual Information:

Student DemographicsSchool Implementation Levels

Amer. Indian

Asian Black Hispanic Multi-race Pac. Isle White IEP F/R Lunch0

10

20

30

40

50

60

70

80

90

100

SY-2012 Student Demographics, by SW-PBS Status

Non-PBS PBS Missouri

Group

Perc

ent o

f al

l stu

dent

s

2007 2008 2009 2010 2011 201230

35

40

45

50

55

60

2007-2012 F/R Lunch Students, by SW-PBS Status

Non-PBS** SW-PBS Missouri

Year

Perc

ent o

f al

l stu

dent

s*

** Includes inactive PBS schools * Axis truncated for clarity

2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-20120

25

50

75

100

125

150

175

200

225

250

275

300

MO SW-PBS Implementation

Preparation Emerging Bronze Silver Gold

Year

Scho

ol C

ount

by

Reco

gniti

on Le

vel

MO SW-PBS Implementation and

Outcomes for Students with IEPs

• Attendance• Regular Class Placement Greater

than 79%

2007 2008 2009 2010 2011 201291

92

93

94

95

96

97

2007 - 2012 Attendance by SW-PBS Implementation Level (All Students)

Prep Emerging Bronze SilverGold Non-PBS** MO

Year

Perc

ent

all

atten

danc

e*

** Includes inactive PBS schools * Axis truncated for clarity

Attendance & Placement

• Students with IEPs in MO SW-PBS schools implementing with fidelity across tiers of support have attendance as good if not better than those of ALL Missouri schools or Non-SW-PBS schools

• Students with IEPs in MO SW-PBS schools implementing with fidelity across tiers of support have Regular Education placement at greater than 79% is in most cases equal to or greater than Non-SW-PBS schools

MO SW-PBS Implementation and

Outcomes for Students with IEPs• Missouri Assessment Program (MAP)

– Communication Arts– Math

“MAP” Communication Arts & Math

• Trends for Students with IEPs in MO SW-PBS schools on the Missouri Assessment Program (MAP) year end tests show improvements over time by levels of implementation/recognition across both Communication Arts and Math.