School-wide Positive Behavior Supports

1. School-wide Positive Behavior Supports Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Intervention & Supports pbis.org

2. pbis.org • School-wide Positive Behavior Support: Implementers’ Blueprint and Self-Assessment • Evaluation Blueprint for School-Wide Positive Behavior Support • Blueprint for School-wide Positive Behavior Support Training and Professional Development

3. Starting Point…. • Educators cannot “make” students learn or behave • Educators can create environments to increase the likelihood students learn and behave • Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity

4. The Challenge • The “core curriculum” is often “punishment” to try and reduce problem behavior in school • However, “punishing” problem behaviors (without a proactive support system) is associated with increases in (a) aggression, (b) vandalism, (c) truancy, and (d) dropping out. (Mayer, 1995, Mayer & Sulzar-Azaroff, 1991, Skiba & Peterson, 1999)

5. The Good News… Research reviews continue to indicate that effective responses to significant behavioral challenges in school include: • Social Skills Training • Academic Restructuring • Behavioral Interventions = instructional strategies - “teaching”

6. School-wide Positive Behavior Support SWPBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior OSEP Center on PBIS

7. SWPBS is not... • Not specific practice or curriculum…it’s a general approach to preventing problem behavior • Not limited to any particular group of students…it’s for all students • Not new…its based on long history of behavioral practices & effective instructional design & strategies

8. School-wide Positive Behavior Support • Problem solving framework • Systematic implementation of evidence-based practices • Layers in increasingly more intensive environmental supports to increase the likelihood students learn and behave

9. Social Competence & Academic Achievement Positive Behavior Support OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

10. Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Designing School-Wide Systems for Student Success 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

11. Continuum of Supports Math Science Spanish Soc skills English Reading Horses

12. Essential Features at the School Level • Teams of educators within the school (administrator) • Data-based decision making • Instructional Focus • Teach & Practice • Acknowledge student mastery of social skills • Positive Feedback

13. Universal School-Wide Features • Clearly define expected behaviors (Rules) • All Settings • Classrooms • Procedures for teaching & practicing expected behaviors • Procedures for encouraging expected behaviors • Procedures for discouraging problem behaviors • Procedures for data-based decision making • Family Awareness and Involvement

14. Benton Primary School

15. RAH – at Adams City High School(Respect – Achievement – Honor)

16. Tier II (small group) • Efficient and effective way to identify at-risk students • Screen • Data decision rules • Teacher referral • Informal assessment process to match intervention to student need • Small group Social Skill Instruction • Self-management • Academic Support • Part of a continuum – must link to universal school-wide PBS system

17. Tier III (individualized support) • When small group not sufficient • When problem intense and chronic • Driven by Functional Behavioral Assessment • Connections to Mental Health and Community Agencies • Part of a continuum – must link to universal school-wide PBS system

18. Outcomes

20. Alton High SchoolAverage Referrals per Day

21. Other High School Outcomes…. • Triton High School • 48% Free and reduced lunch • 59% reduction in suspension • Halved the drop out rate • Mountain View High School • 30% free and reduced lunch • 30% reduction in ODR • Last to first in achievement in district

22. A&D = Alcohol and Drug; ABS = Anti-social Behavior Scale

25. Randomized Controlled Trials Examining PBIS 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. 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. • Reduced major disciplinary infractions • Improvements in academic achievement • Enhanced perception of organizational health & safety • Improved school climate • Reductions in teacher’s reports of bullying behavior

26. Tier II & IIISmall Group and Individual Interventions Supporting Students At-Risk and those with Disabilities Within Their Home School

31. Classroom Intervention within SW-PBS • Subject: • Seven years old • Identified with EBD and ADHD • Setting • General education 2nd grade classroom with 19 other students • Concern • Student exhibits high rates of off-task • Student shouts out answers and questions and comments at high rates and often inappropriate Stichter, J. P., Lewis, T. J., Johnson, N., & Trussell, R. (2004). Toward a structural assessment: Analyzing the merits of an assessment tool for a student with E/BD. Assessment for Effective Intervention, 30, 25-40

34. Missouri School-wide PBS

35. The Challenge • Increase student performance by 2020 • Strategic Goals • All Missouri children will enter kindergarten prepared to be successful in school • All Missouri student will graduate college and career ready • Missouri will prepare, develop and support effective educators

36. The Challenge • Missouri Public Schools • Districts – 524 • Schools – 2400 • Teachers – 70,000 • Students – 900,000 • Students with IEP – 115,000

37. Partnership • University of Missouri Center School-wide Positive Behavior Support • OSEP Center for Positive Behavioral Interventions and Supports • Department of Elementary and Secondary Education • Heidi Atkins-Lieberman • Stephen Barr • Chris Nicastro • Regional Professional Development Centers

40. MO SWPBS Training Plan

42. Participation in MO SWPBS

43. Fidelity of Implementation

47. Missouri SW-PBS pbismissouri.org