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Moving PBIS Forward with Quality, Equity and Efficiency 2013 NEPBIS Conference
Rob Horner, University of Oregon
www.pbis.org www.uoecs.org
Goals
• Context for conference
• Themes that unite us
• Current and future directions for PBISQualityEquityEfficiency
As You Attend Sessions
• What are the specific procedures?
• How do the procedure benefit students?
• What is the science supporting recommendations in the session?
• What are the systems for achieving implementation and sustainability?
Challenge: A New Message
• Re-designing future education • Effective practices (Quality)• Efficient practices (Efficient)• Equitable practices (Equity)
KEY MESSAGE:As Resources are ADDED
back to Education we must be prepared to use those
resources differently, better, more efficiently
than we have in the past
• What
• Quality
• Equity
• Efficiency
• How
• Evidence-based practices
• Multi-tiered Systems of Support
• Organizational Systems that support effective practices
Themes Affecting Education:Multi-tiered Systems, Evidence-based Practices, Organizational Systems
Performance Assessment (Fidelity)
Coaching
Training
Selection
Systems Intervention
Facilitative Administration
Decision Support Data System
Com
pete
ncy
Organization
Effective Implementation
Multi-tiered Systems of Support
Evidence-based Practices
Organizational Systems
Functional Behavioral Assessment
Environmental Redesign
Teaching Social, Academic and
Communication Skills Remove Rewards for Problem
Behavior
Enhance Rewards for Desired Behavior
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
Federal SPENDING on K-12 Education under the Elementary and Secondary Education Act and NAEP READING Scores (Age 9)
Continuum of Supports
Universal Prevention•Identify expectations•Teach•Monitor•Acknowledge•Correct Targeted Intervention
•Check-in, Checkout•Social skills training•Mentoring•Organizational skills•Self-monitoring
Intensive Intervention•Individualized, functional assessment based behavior support plan
Procedures and Systems
The Promise of SWPBIS
• The fundamental purpose of SWPBIS is to make schools more effective learning environments.
Predictable
Consistent
Positive
Safe
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 Behavior Interventions and Support?”
• School-wide PBIS is:
A framework for establishing the social culture and behavioral supports needed for a school to be an effective learning environment for all students.
• Evidence-based features of SWPBIS
Prevention
Define and teach positive social expectations
Acknowledge positive behavior
Arrange consistent consequences for problem behavior
On-going collection and use of data for decision-making
Continuum of intensive, individual intervention supports.
Implementation of the systems that support effective practices
Elements of Effective School Climate
Clear expectationsCaring relationshipsMeaningful participationPerceived school safetySchool connectednessLow violence perpetrationLow violence victimizationLow harassment and bullyingLow substance use at school
Adam Voight | Gregory Austin | Thomas Hanson
A Climate for Academic Success: How School Climate Distinguishes Schools That AreBeating the Achievement Odds (2013)
Goal & Results
• The goal of this study is to determine what makes successful schools different from other schools. Rather than define success in absolute terms—such as the percentage of students who are proficient on a standardized test—this study’s definition is based on whether or not a school is performing better than predicted given the characteristics of the students it serves. Using data from over 1,700 California public middle and high schools, 40 schools were identified that consistently performed better than predicted on standardized tests of math and English language arts achievement. These schools were labeled “beating-the-odds” (BTO) schools
• “The results of this study show that ‘Beating The Odds’ schools had substantially more positive levels of school climate than other schools”.
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
Main Ideas:1.Invest in prevention first2.Multiple tiers of support intensity3.Early/rapid access to support
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
Quality
(PBIS works)
Evidence-based
Practices
Behavior Support
Family Systems
Social skills development
Equity
(PBIS works for all)
All StudentsRace/ Ethnicity
DisabilityGender
Sexual Preference
Efficiency(PBIS saves time
and money)
Procedures and Systems
PracticalAcceptableEffective/ BetterEconomical
Experimental Research on SWPBIS
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.
Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics.
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.
Ross, S. W., Endrulat, N. R., & Horner, R. H. (2012). Adult outcomes of school-wide positive behavior support. Journal of Positive Behavioral Interventions. 14(2) 118-128.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 Bradshaw, Pas, Goldweber, Rosenberg, & Leaf, 2012
Bradshaw, C., Waasdorp, T., & Leaf P. (in press) Examining the variation in the impact of School-wide Positive Behavioral Interventions and Supports. Pediatrics
SWPBIS Experimentally Related to:1.Reduction in problem behavior2.Increased academic performance3.Increased attendance4.Improved perception of safety5.Reduction in bullying behaviors
6.Improved organizational efficiency7.Reduction in staff turnover8.Increased perception of teacher efficacy9.Improved Social Emotional competence
Office Discipline Referrals per 100 students per school day Illinois 2011-12
OD
R p
er 1
00 p
er d
ay
N = 92 schools N = 486 schools
Eber et al., 2013
Mean Students Suspended per yearIllinois 2011-12
Mea
n co
unt
of s
tude
nts
susp
ende
d
N = 81 schools N = 347 schools
Eber et al., 2013
Mean Days of Student Suspension per yearIllinois 2011-12
Mea
n sc
hool
sus
pens
ion
days
N = 80 schools N = 416 schools Eber et al., 2013
Using PBS to AchieveQuality, Equity and Efficiency• QUALITY: Using what works; Linking Academic and Behavior
Supports Steve Goodman (valued outcomes) Commitment to Fidelity Measures
• 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
Being Practical• Implement SWPBIS locally
• One Example: Tier II and Tier III behavior support• Identify students in need of more support• Conduct assessment (behavioral, academic, social, mental health)• Develop an individualized plan
• Technically sound• Contextually appropriate
• Implement
• How to do this efficiently?• Kathleen Strickland-Cohen
Preliminary Evidence:When PBIS is linked to reduction in ODRs does reduction occur for students from all ethnic groups?
From: Vincent, Cartledge, May & Tobin, 2009
Main Messages:1.Reduction in ODRs occurred for all ethnic groups
2.Racial disproportionality remained, just at a lower level of intensity.
0
300
600
900
1200
1500
Tota
l O
ffic
e D
iscip
line R
efe
rrals
95-96 96-97 97-98 98-99School Years
Kennedy Middle School
Pre PBIS Year 1 Year 2 Year 3
What does a reduction of 850 office referrals and 25 suspensions mean?Kennedy Middle School
Savings in Administrative time
ODR = 15 min
Suspension = 45 min
13,875 minutes
231 hours
29, 8-hour days
Savings in Student Instructional time
ODR = 45 min
Suspension = 216 min
43,650 minutes
728 hours
121 6-hour school days
Use the Systems within PBIS
• Multi-tiered approach includes both practices and organizational systems Behavior support Literacy support Math/Numeracy support Writing support Mental health support Social Emotional Learning
• Engineering Effective Education Combine the compassion of personal relationships
with the science of human learning and behavior.
Summary• PBIS is expanding to an increasingly wide range of
settings/ disciplines.
• We need to remain clear about the themes that unite us
• PBIS is more relevant today than ever because of the promise we bring: Quality, Equity, Efficiency
• Leave the Conference energized Impressed by the knowledge of your peers Informed about practices and procedures that work Clear about how you will bring the promise of PBIS to
your students and families