Moving School-wide PBIS Forward with Quality, Equity and Efficiency 2011 Tennessee School-wide PBIS State Conf

1. Moving School-wide PBIS Forward with Quality, Equity and Efficiency2011 Tennessee School-wide PBIS State Conf Rob Horner, University of Oregon www.pbis.orgwww.uoecs.org

2. Goals • Themes that unite us • Focus on • Quality • Equity • Efficiency

3. The goal of School-wide Positive Behavioral Interventions and Supports (SWPBIS) is to create schools that are more effective learning environments

4. Themes that Unite Us • “Positive behavioral Interventions and supports” is the rational integration of: • (a) valued outcomes, • (b) behavioral and biomedicalscience, • (c) validated procedures, and • (d)systemschange • … to enhance quality of life, and minimize/prevent problem behaviors. • ___________________________________ Ted Carr, Glen Dunlap, Bob Koegel, Jacki Anderson, Wayne Sailor, George Sugai

6. Functional Behavioral Assessment Teaching Social, Academic and Communication Skills Remove Rewards for Problem Behavior Enhance Rewards for Desired Behavior Environmental Redesign

7. Procedures and Systems • Intensive Intervention • Individualized, functional assessment based behavior support plan • Universal Prevention • Identify expectations • Teach • Monitor • Acknowledge • Correct • Targeted Intervention • Check-in, Checkout • Social skills training • Mentoring • Organizational skills • Self-monitoring Continuum of Supports

8. As You Attend Sessions • What are the valued outcomes? • What are the specific procedures? • What is the science? • What are the systems for achieving implementation and sustainability?

9. Quality, Equity, Efficiency

10. Quality (PBIS works) Evidence-based Practices Behavior Support Family Systems Social skills development Equity (PBIS works for all) All Students Race/ Ethnicity Disability Gender Sexual Preference Efficiency (PBIS saves time and money) Procedures and Systems Practical Acceptable Effective/ Better Economical

11. School-wide Positive Behavioral Interventions and Supports (PBIS) • Build a continuum of supports that begins with the whole school and extends to intensive, wraparound support for individual students and their families.

12. What is School-wide Positive Behavior Interventions and Supports? • School-wide PBIS is: • A systems framework for establishing the social culture and intensive behavioral supports needed for a school to be an effective learning environment for all students. • Evidence-based features of SW-PBIS • 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

13. School-wide PBIS: Outcomes • Reduction in problem behavior • Improved academic performance • Improved perceived school safety • Reduction in staff turnover Examining the Evidence Base for School-Wide Positive Behavior Support 2010 Focus on Exceptional Children, 49, (8) 1-14.

14. Math Remember that the multiple tiers of support refer to our SUPPORT not Students. Avoid creating a new disability labeling system. Behavior Health Reading

15. Schools adopting SWPBIS by year 14,325 Schools Adopting School-wide PBIS

16. Schools use SWPBIS (Feb, 2011) 11 states with over 500 schools 3 states with over 1000 schools Illinois Florida Texas Tennessee

17. Percentage of Schools using SWPBIS by State 1 state > 60% 5 states > 40% 7 states > 30% Delaware Illinois Maryland Tennessee

18. Tennessee PBIS Data • Approximately 1700 public schools • 950,000 students

19. Using PBIS to AchieveQuality, Equity and Efficiency • QUALITY: Using what works; Linking Academic and Behavior Supports • Steve Goodman (valued outcomes) • Commitment to real implementation • Fidelity • Coaching • 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

20. Pre PBIS Year 1 Year 2 Year 3

21. 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

22. Oregon Department of EducationProposed Policy on Scale-worthy Practices Not Effective Traditional Promising Scale Worthy Dr. Dianna Carrizales-Englemann

23. Oregon Department of EducationProposed Policy on Scale-worthy Practices • Practice addresses a core educational outcomes (e.g. reading, math, writing, graduation, social behavior) • Practice is operationally defined • Practice includes formal systems/ strategies for professional development. • Practice includes formal system for measuring both fidelity and impact on student outcomes. • Practice includes strategies for sustainability and continuous improvement • Practices has been proven feasible, socially acceptable and effective in at least 50 schools in Oregon. • Practice is documented as evidence-based Dr. Dianna Carrizales-Englemann

24. Schools

25. Summary • PBIS is expanding to an increasingly wide range of settings/ disciplines. • We need to remain clear about the themes that unite us • SWPBIS 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