moving pbs forward with quality, equity and efficiency 2011 apbs conference
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Moving PBS Forward with Quality, Equity and Efficiency 2011 APBS Conference. Rob Horner, University of Oregon www.pbis.org www.uoecs.org. George Sugai. Goals. Context for conference Themes that unite us Focus on our contribution in a near future Quality Equity Efficiency. Focus of - PowerPoint PPT PresentationTRANSCRIPT
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Moving PBS Forward with Quality, Equity and Efficiency 2011 APBS Conference
Rob Horner, University of Oregon
www.pbis.org www.uoecs.org
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George Sugai
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Goals
• Context for conference
• Themes that unite us
• Focus on our contribution in a near future QualityEquityEfficiency
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Family Systems
Community
Juvenile Justice
Early Intervention
Mental Health
Autism Spectrum Disorder
School-wide PBIS
Focus ofAPBSSessions
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Themes that Unite Us
• “Positive behavior support” is the rational integration of: (a) valued outcomes, (b) behavioral and biomedical science, (c) validated procedures, and (d) systems change
… to enhance quality of life, and minimize/prevent problem behaviors.
_______________________________________ Ted Carr, Glen Dunlap, Bob Koegel, Jacki Anderson,
Wayne Sailor, George Sugai
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Functional Behavioral Assessment
Environmental Redesign
Teaching Social, Academic and
Communication Skills Remove Rewards for Problem
Behavior
Enhance Rewards for Desired Behavior
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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
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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?
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Family Systems
Community
Juvenile Justice
Early Intervention
Mental Health
Autism Spectrum Disorder
School-wide PBIS
Focus ofAPBSSessions
Consider attending at least one session that is outside your personal interest area.
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Relevance of PBS Today
• We know more than we do.
• We need to focus on doing what works.
• Funding limitations force careful allocation of resources.
• Large scale use of PBS will mean finding ways to achieve the core features in different ways for different contexts. Different paths to a common goal
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Quality, Equity, Efficiency
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Quality
(PBS works)
Evidence-based
Practices
Behavior Support
Family Systems
Social skills development
Equity
(PBS works for all)
All StudentsRace/ Ethnicity
DisabilityGender
Sexual Preference
Efficiency(PBS saves time
and money)
Procedures and Systems
PracticalAcceptableEffective/ BetterEconomical
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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.
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What is School-wide Positive Behavior Interventions and Supports?
• School-wide PBIS is: A systems 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 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
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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.
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Schools adopting SWPBIS by year
00 01 02 03 04 05 06 07 08 09 2010 20110
2000
4000
6000
8000
10000
12000
14000
16000
14,325 Schools Adopting
School-wide PBIS
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Schools use SWPBIS (Feb, 2011)
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New
Mex
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New
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Ohi
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Penn
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200
400
600
800
1000
1200
1400
1600
11 states with over 500 schools
3 states with over 1000 schools
Illinois
Florida TexasMaryland
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Alab
ama
Alas
ka
Ariz
ona
Arka
nsas
Calif
orni
a
Colo
rado
*
Conn
ectic
ut
Del
awar
e
Flor
ida*
Geo
rgia
Haw
aii
Idah
o
Illin
ois
Indi
ana
Iow
a*
Kans
as*
Kent
ucky
Loui
sian
a*
Mai
ne
Mar
ylan
d*
Mas
sach
usett
s
Mic
higa
n
Min
neso
ta
Mis
siss
ippi
Mis
sour
i*
Mon
tana
*
Neb
rask
a
Nev
ada
New
Ham
pshi
re
New
Jers
ey*
New
Mex
ico
New
Yor
k
Nor
th C
arol
ina*
Nor
th D
akot
a*
Ohi
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Okl
ahom
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Ore
gon*
Penn
sylv
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Rhod
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land
Sout
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Sout
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Percentage of Schools using SWPBIS by State 1 state > 60%
5 states > 40%
7 states > 30%
Illinois
Maryland
Delaware
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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
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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
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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
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Oregon Department of EducationProposed Policy on Scale-worthy Practices
Dr. Dianna Carrizales-Englemann
Not Effective
Traditional Promising Scale Worthy
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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
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Schools
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Summary• PBS is expanding to an increasingly wide range
of settings/ disciplines.
• We need to remain clear about the themes that unite us
• PBS is more relevant today than ever because of the promise we bring: Quality, Equity, Efficiency
• Leave the APBS 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
PBS to your students and families
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