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

Data use

Focus ofNEPBISSessions

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

Establishing a Social Culture

Common Vision/Values

Common Language

Common Experience

MEMBERSHIP

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”.

Sch

ool C

limat

e In

dex:

Tot

al S

core

Number of Schools Implementing SWPBIS since 2000

19,054

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, Equity, Efficiency

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

Lite

racy

Ris

k

Tier

I Ri

sk

Tie

r II R

isk

T

ier I

II Ri

sk

Cum

ulati

ve M

ean

OD

Rs

Cumulative Mean ODRs Per Month for 325+ Elementary Schools 08-09

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

PBIS

Science Values

Vision

Practices that work

Practices that affect quality of life

Practices that are practical, durable and available