Transcript School-wide Positive Behavior Support: Linking Social and Academic Gains Washington Association of School Administrators Rob Horner University of Oregon www.pbis.org www.swis.org.

School-wide Positive Behavior Support:
Linking Social and Academic Gains
Washington Association of School Administrators
Rob Horner
University of Oregon
www.pbis.org
www.swis.org
Main Messages
• 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.
What is
School-wide Positive Behavior Support?
• School-wide PBS is:
 A systems approach for establishing the social culture and
individualized behavioral supports needed for schools to be effective
learning environments for all students.
• Evidence-based features of SW-PBS






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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 interventions.
Administrative leadership – Team-based implementation (Systems
that support effective practices)
Establishing a Social Culture
Common
Language
MEMBERSHIP
Common
Experience
Common
Vision/Values
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
Wash
~80% of Students
Nation
Michigan: Distribution of Elementary Reading
Intervention Level
100%
90%
24%
56%
80%
Goodman
70%
60%
33%
Amanda
50%
40%
24%
Jorge
30%
20%
43%
Kent
20%
10%
0%
All Students
Students with 6+ ODRs
(n = 4074)
Reading Intervention Level (based on DIBELS)
Benchmark
Strategic
Intensive
(n = 201)
Miora
Dr. Steve Goodman
A link between SWPBS and Improved
Academic Achievement
• Randomized Control Trial
RCT
The current technology of
Implementation
• 94-142 and IDEA
▫ Focus on Access to Education
▫ Access to services
• NCLB and RtI
▫ Focus on Outcomes
▫ Shift to Implementation of Effective Practices
Implementation
© Dean Fixsen,
Karen Blase,
Robert Horner,
George Sugai,
2008
•An effective intervention is one thing
•Implementation of an effective
intervention is a very different thing
•Dean Fixsen
Implementation Systems
• "All organizations [and systems] are
designed, intentionally or unwittingly, to
achieve precisely the results they get."
R. Spencer Darling
• The single most efficient strategy for changing an
organization/system is to define, measure and
repeatedly report the outcomes most valued by that
organization/system.
•
Thomas Gilbert, 1978
Unintended Effects
• Too often our systems are organized to meet
administrative requirements, not achieve
student outcomes
• Conflicting programs
• Conflicting funding streams
• Redundancy
• Lack of coordination across programs
• Nonsensical rules about program access
• Extreme complexity and fiscal inefficiency
Our education system has grown up through a
process of “disjointed incrementalism”
(Reynolds, 1988)
Gifted
SPED
Title I
K-12 Education
Migrant
At-Risk
ELL
Proposed Solution
• Combine Response to Intervention with
Conventional Problem Solving Model
Define
Problem
Data Used
for
Evaluation
Develop
Plan
Implement
Define
Problem
Data Used
for
Evaluation
Develop
Plan
Implement
Scale Up
© Dean Fixsen,
Karen Blase,
Robert Horner,
George Sugai,
2008
• Innovative practices do not fare well
in old organizational structures and
systems
• Organizational and system changes
are essential to successful
implementation
▫ Expect it
▫ Plan for it
Visibility
Political
Support
Funding
Leadership Team
Active Coordination
Training
Coaching
Behavioral
Expertise
Local Demonstration Schools
Evaluation
Implementation is not linear
• Capacity development must often lead
implementation
Schools adopting SWPBIS in Illinois
Lucille Eber
900
800
700
600
500
400
300
200
100
0
99
00
01
02
03
04
05
06
07
08
Priority
Effectiveness
Valued
Outcomes
DataBased
Prob.
Solving
Identifying
& Modifying
Practices
Continuous
Regeneration
Implementation
Efficiency
Lessons Learned from
School-wide Positive Behavior Support
• Invest in state, district, building capacity
• Local leadership team
• The role of evaluation
• The role of coaching
• The shift from centralized demonstrations to
regional scaling.
• Continuous improvement for sustainability
Summary
• Effective technical assistance begins by understanding the
core outcomes valued by an organization/system.
• New practices need to be effective, efficient, acceptable, and
substantively better than what we already do.
• Implementation is a new technology
▫ Implementation will occur in stages
▫ Implementation will require iterative change
▫ Implementation will focus as much on sustainability as on initial
fidelity.
• Scaling up requires becoming the “norm”