Rob Horner University of Oregon pbis

1. Using Positive Behavioral Interventions and Supports (PBIS) to Make Schools more Effective and Equitable Rob Horner University of Oregon www.pbis.org Currently using PBIS? ------------------------------ Elem, Middle, High?

2. Goals • Define purpose of PBIS • Define core features of PBIS • Define how PBIS helps schools be more effective learning environments • Define how PBIS helps schools be more equitable learning environments.

3. Why SWPBIS? Predictable Positive Consistent Safe The fundamental purpose of SWPBIS is to make schools more effective and equitable learning environments.

4. Main Messages • Supporting social behavior is central to achieving academic gains. • School-wide PBS is an evidence-based practice for building a positive social culture that will promote both social and academic success. • Implementation of any evidence-based practice requires a more coordinated focus than typically expected.

5. SWPBIS: Building Effective Schools

9. Main Messages • PBIS is a foundation for the next generation of education. Effective (academic, behavior) Equitable (all students succeed) Efficient (time, cost)

10. Experimental Research on SWPBIS • SWPBIS Experimentally Related to: • Reduction in problem behavior • Increased academic performance • Increased attendance • Improved perception of safety • Reduction in bullying behaviors • Improved organizational efficiency • Reduction in staff turnover • Increased perception of teacher efficacy • Improved Social Emotional competence 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 Freeman, J., Simonsen, B., McCoach D.B., Sugai, G., Lombardi, A., & Horner, ( submitted) Implementation Effects of School-wide Positive Behavior Interventions and Supports on Academic, Attendance, and Behavior Outcomes in High Schools.

11. Time / Cost of a Discipline Referral(Avg. 45 minutes per incident for student 30 min for Admin 15 min for Teacher)

12. Pre PBIS Year 1 Year 2 Year 3

13. 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

14. What is School-wide Positive Behavior Intervention and Support (PBIS)? • School-wide PBIS is: • A multi-tiered framework for establishing the social culture and behavioral supports needed for a school to achieve behavioral and academic outcomes 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

15. Establishing a Social Culture Common Language MEMBERSHIP Common Experience Common Vision/Values

17. Schools using PBISJuly , 2014 20,066

18. Number of Schools Implementing SWPBIS by State July 2014 14 States with more than 500 schools Illinois Wisconsin

19. Fidelity of PBIS Implementation Wisconsin

20. National Median .21 .40 .49

22. 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

23. SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings • Main Ideas: • Invest in prevention first • Multiple tiers of support intensity • Early/rapid access to support ~80% of Students 27

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

25. ESTABLISHING CONTINUUM of SWPBS • TERTIARY PREVENTION • Function-based support • Wraparound • Person-centered planning • Check and Connect • TERTIARY PREVENTION ~5% ~15% • SECONDARY PREVENTION • Check in/ Check out • Targeted social skills instruction • Anger Management • Social skills club • First Step to Success • SECONDARY PREVENTION • PRIMARY PREVENTION • Teach SW expectations • Consistent Consequences • Positive reinforcement • Classroom Systems • Parent engagement • Bully Prevention • Data System/ Decision Making • PRIMARY PREVENTION ~80% of Students

26. Using PBIS to AchieveQuality, Equity and Efficiency • QUALITY: Using what works; Linking Academic and Behavior Supports • North Carolina (valued outcomes) • Michigan (behavior and literacy supports) • Commitment to Fidelity Measures • Building functional logic/ theory/ practice (Sanford) • 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

27. Define School-wide Expectationsfor Social Behavior • Identify 3-5 Expectations • Short statements • Positive Statements (what to do, not what to avoid doing) • Memorable • Examples: • Be Respectful, Be Responsible, Be Safe, Be Kind, Be a Friend, Be-there-be-ready, Hands and feet to self, Respect self, others, property, Do your best, Follow directions of adults

28. No Gum No Hats No Backpacks No Running No Violence No Disruption

29. eject violence bey rules top bullying verybody “Stop It”

30. Curriculum Matrix

31. Six Elements of a School Discipline System 1. Policy and Logic 2. Problem Behavior Definitions 3. Discipline Referral Form 4. Guidelines for responding to problem behavior 5. Data System 6. Decision-making Process

32. General Procedure for Dealing with Problem Behaviors Observe problem behavior Is behavior major? Find a place to talk with student(s) NO YES Ensure safety Problem solve Write referral & Escort student to office Problem solve Determine consequence Determine consequence Follow procedure documented Follow documented procedure Does student have 3? NO YES Follow through with consequences Send referral to office File necessary documentation File necessary documentation Follow up with student within a week

34. Classroom Systems

35. On-going Reward of Appropriate Behavior • Every faculty and staff member acknowledges appropriate behavior. • 5 to 1 ratio of positive to negative contacts • System that makes acknowledgement easy and simple for students and staff. • Different strategies for acknowledging appropriate behavior (small frequent rewards more effective) • Beginning of class recognition • Raffles • Open gym • Social acknowledgement

36. Acknowledge & Recognize

38. Cougar Traits in the Community Student Name __________________________________Displayed the Cougar Trait of: RespectResponsibilityCaringCitizenship(Circle the trait you observed)Signature _____________________________________________If you would like to write on the back the details of what you observed feel free! Thank you for supporting our youth.

39. Are Rewards Dangerous? • “…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.” • Judy Cameron, 2002 • Cameron, 2002 • Cameron & Pierce, 1994, 2002 • Cameron, Banko & Pierce, 2001 • “The undermining effect of extrinsic reward on intrinsic motivation remains unproven” • Steven Reiss, 2005 • Akin-Little, K. A., Eckert, T. L., Lovett, B. J., & Little, S. G. (2004). Extrinsic reinforcement in the classroom: Bribery or best practices. School Psychology Review, 33, 344-362 Use of rewards in Education

40. “What the Worlds Greatest Managers Do Differently” -- Buckingham & Coffman 2002, GallupInterviews with 1 million workers, 80,000 managers, in 400 companies. • Create working environments where employees: • 1. Know what is expected • 2. Have the materials and equipment to do the job correctly • 3. Receive recognition each week for good work. • 4. Have a supervisor who cares, and pays attention • 5. Receive encouragement to contribute and improve • 6. Can identify a person at work who is a “best friend.” • 7. Feel the mission of the organization makes them feel like their jobs are important • 8. See the people around them committed to doing a good job • 9. Feel like they are learning new things (getting better) • 10. Have the opportunity to do their job well.

41. Activity • How do we acknowledge the social behavior of students? • 1. Individual students • 2. Groups/Classrooms • 3. Whole school

42. Family Engagement

43. Academic Engagement

44. Families Families • Partnership with families • What three things could most families do that would make the biggest positive impact on student educational success? • Options • Show interest • (ask how the day went) • Help with homework • (time, place, support, knowing) • Communication with school • (events, needs, what is working, and what is not working)

45. Team Activity: • How can your school engage families: • What are 1-3 reasonable things families can do that would make a difference? • What would be the best way to share this information with families? How would we know if we had been successful? Families Academic Engagement

46. Decisions based on data • Are we implementing PBIS (implementing Tier I)? • TIC, or PBIS Imp Inventory • Universal Screening (Identify students needing more support) • Office Discipline Referrals • Is our school-wide PBIS system working? (Adapt procedures) • ODR/school day/ month • Ability to “drill down” to define problems with precision • Are Tier II, Tier III systems working? (Adapt procedures) • CICO, ISIS or equivalent

47. Ask: What is our current “pattern?” What is typical? What is possible? What is needed? 75th Percentile Median 25th Percentile

48. Data System for Decision-making • Efficient system to summarize and report the data

49. Baseline ISIS-fidelity Teacher Beh Sarah Pinkelman 2014 Is there a functional relation between introduction of daily measures of BSP fidelity and impact (via the Individual Student Information System: ISIS), and change in (a) the fidelity of BSP implementation and (b) student behavior? Acad Engage Student ProbBeh

50. Available at www.pbis.org or www.fieldtestassessment.org or www.pbisassessment.org Other PBIS Fidelity Measures School-wide Evaluation Tool (SET) Team Implementation Checklist (TIC) Benchmarks of Quality (BoQ)