Transcript Creating and Sustaining Effective Schools: The Vision, Values and Science guiding School-wide Positive Behavior Support Rob Horner University of Oregon www.pbis.org.

Creating and Sustaining Effective Schools:
The Vision, Values and Science guiding
School-wide Positive Behavior Support
Rob Horner
University of Oregon
www.pbis.org
Assumptions
• Some people here are new to School-wide PBIS
• Some are very experienced with School-wide
PBIS
• All are concerned about the near-term future
Goals
• Define the logic and core features of school-wide
positive behavior support.
• Emphasize link between vision, values, science
and practical behavior support
• Encourage sustained emphasis on building
sustainable, whole-school systems that support
both behavior and academic success
Vision
• Create a society with the opportunities and
supports that allow all citizens access to a high
quality of life.
Vision
• Supporting social behavior in schools is central
to achieving academic gains and educational
success
Vision
• Problem behavior continues to be the primary
reason why children and young adults are
excluded from school, home, recreation,
community, and work.
Vision
• Problem behavior is a threat to personal quality
of life.
Values
• Our success lies in our unwavering commitment
to the best interest of individuals and their
families.
• What we do in the name of PBIS is not about a
model, a brand or a manual. It is about the
thoughtful construction of effective places to
live, learn and play.
Values
• Support individuals within the context of their
families.
• Honor the guidance and support provided
FROM families
Vision
• Schools, homes, work places and communities
will achieve success only in the context of a
predictable, consistent, positive and safe social
culture.
Establish a Predictable, Consistent, Positive
and Safe Social Culture
Common
Language
MEMBERSHIP
Common
Experience
Common
Vision/Values
Science
• To establish an effective social culture we:
▫ Define, teach, and reward behavioral expectations
▫ Provide consistent, predictable consequences for
problem behavior
▫ Use data to guide implementation and assess impact
over time.
Science
• Science guided by our values and vision
• Programs and practices guided by our science
Wraparound
Math
Primary
Prevention
Early Intervention
Literacy
ALIGNMENT
Response to Intervention/Prevention
Alignment for Systems change
Universal
Screening
Multi-tiered
Support
Wraparound
Early
Math
Intervention
Family Support
Behavior Support
Student Outcomes
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
Progress
Monitoring
Systems to
support
practices
Reduction in Incidence of Mental
Retardation and Learning
Disabilities
© Dean Fixsen,
The Oregon Department
Karen Blase, of Education
Robert Horner,
George Sugai,rates for all
has released graduation
2008
public high schools.
Sobering Observation
Nearly one-third of all high school
students don't receive a diploma
after four years of study.
"All organizations [and systems] are designed,
by Betsy
intentionally or unwittingly,
toHammond,
achieve
Rise in Incidence
Autism
Oregonian Monday June 29, 2009,
precisely
theofresults
theyTheget."
R. Spencer Darling
Business Expert
Lessons learned from School-wide PBS
• Build a continuum of supports
that begins with the whole
school and extends to
intensive, wraparound support
for individual students and
their families.
What is
School-wide Positive Behavior Support?
• School-wide PBS is:
▫ A systems approach 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-PBS
▫
▫
▫
▫
▫
▫
▫
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
Science
• Establishing additional supports for students
with more intense needs
A Foundation
• Braiding proven practices with practical
systems:
 Policies, Team meetings, Data Systems
SWPBS
Practices
Classroom
Non-classroom
• Smallest #
• Evidence-based
• Biggest, durable effect
Student
Family
States Implementing SWPBS
10,000+ schools in 48 states
1200
Number of Schools
1000
Illinois
800
600
400
200
0
1
3
5
7
9
States
11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55 57 59 61 63 65 67 69 71
12.4 - Mean Percentage Students (2007-08 Reg Ed) (Majors Only)
26%
25%
10
%
100%
2.5%
7.5%
90%
8%
15%
9%
17%
6%
13%
80%
70%
60%
Students 6+
50%
90%
77%
74%
81%
Students 2 to 5
40%
Students 0 or 1
30%
20%
10%
0%
Pre-K
K-6
Elementary
N = 1679
6-9
Middle
443
9-12
High
163
K8-12
K (8-12)
24
12.5 - Mean Percentage ODRs (2007-08 Reg Ed) (Majors Only)
74%
100%
32%
83%
83%
45%
45%
40%
38%
38%
41%
90%
80%
70%
42%
60%
50%
Students 6+
Students 2 to 5
40%
Students 0 or 1
30%
17%
26%
20%
19%
17%
10%
0%
Pre-K
K-6
6-9
9-12
Elementary
Middle
High
N = 1679
443
163
K8-12
K (8-12)
246
Linking School-wide PBS to
improvement in social behavior AND
academic outcomes.
Participating Schools
2000 Model Demonstration Schools (5)
2004 Schools (21)
2005 Schools (31)
2006 Schools (50)
2007 Schools (165)
2008 Schools (95)
2009 Schools (150*)
The strategies and organization
for initial implementation need
to change to meet the needs of
Total of 512 schools in larger scale implementation.
collaboration with 45 of 57
ISDs (79%)
Average Major Discipline Referral per 100 Students by Cohort
180
160
140
120
100
80
60
40
20
0
Cohort 1 (n=15)
Cohort 2 (n=19)
Cohort 3 (n=34)
2004-2005
2005-2006
2006-2007
2007-2008
Cohort 4
Percent of Students meeting DIBELS Spring Benchmark
for Cohorts 1 - 4 (Combined Grades)
100%
Spring ’09: 62,608 students
assessed in cohorts 1 - 4
90%
5,943
students
assessed
80%
70%
8,330
students
assessed
16,078
students
assessed
32,257
students
assessed
60%
50%
40%
30%
20%
10%
0%
Cohort 1
2003-04
2004-05
Cohort 2
2005-06
Cohort 3
2006-07
2007-08
Cohort 4
2008-09
Percent of Students at DIBELS Intensive Level across year
by Cohort
Percent of Students at DIBELS Intensive
Intervention Level
30%
25%
20%
15%
10%
5%
0%
Cohort 1
2003-04
2004-05
Cohort 2
2005-06
2006-07
Cohort 3
2007-08
Cohort 4
2008-09
Percent of students
Participating School Example:
Fourth Grade Reading MEAP Results
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Began MiBLSi
Implementation
2000
School
2001
District
2002
2003
Year
2004
2005
North Carolina
Positive Behavior Support Initiative
100
95
90
EOG Reading
85
80
Schools with Low
ODRs and High
Academic Outcomes
75
Reading
Linear (Reading)
70
rxy = -.44
(n = 36)
65
60
55
50
0.00
0.10
0.20
0.30
0.40
0.50
ODRs
0.60
0.70
0.80
0.90
1.00
Dr. Bob Algozzine
Commitment to Using Data
• Are we doing what we said we would do?
▫ Measure if SWPBS is in place?
▫ Use the data to guide action planning
• Assess student needs, and intervene early
• Assess if our efforts are benefiting students
Are we doing what we said we would do?
• Assessing the extent to which
we are implementing what we
claim to implement
Iowa Checklist 01-05, PK-6 % Fully & Partially Implemented
Team
ChecklistSchool
Individual
Team Checklist Data
100%
90%
80%
70%
• Use of the data for decisionmaking
60%
50%
40%
30%
20%
10%
1
1
1
2
2
3
3
4
4
4
4
Start Up Full Implementation
4
5
5
Start Up Part Implementation
5
6
6
7
03-Jun-05
08-Nov-04
7
08-Mar-05
03-Aug-04
01-Nov-03
01-Sep-03
6
01-Mar-04
07-Nov-03
5
06-Feb-04
11-Sep-03
05-Aug-03
05-Nov-03
21-Apr-03
4
01-Sep-03
31-Oct-02
28-Feb-03
12-Sep-02
24-Nov-04
3
01-Mar-05
12-Aug-04
02-Jun-05
22-Jan-04
2
01-Feb-05
23-Feb-04
05-Aug-03
05-Nov-03
0%
7
7
Assessing Need for Behavior Support
• 2. Universal Screening
• Collect information on all
students at least twice a year
• Use data for decision-making
Multiple Tiers of Support
• Targeted interventions for
students “at risk”
• Intensive, Individualized
interventions for students with
more significant needs
• Early Intervention
Cumulative Mean ODRs
Jennifer
Frank, Kent McIntosh, Seth May
12
10
Cumulative Mean ODRs Per Month
for 325+ Elementary Schools 08-09
8
0-1
6
2-5
6+
4
2
0
Aug
Sept
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
Jun
Assessing Impact on Individual Students
• Progress Monitoring
• Collection of data on a
monthly, weekly, daily rate
• Use of data for decisionmaking
Current Research
• School-wide PBS is “evidence-based”
▫ Reduction in problem behavior
▫ Increases in academic outcomes
 Horner et al., 2009
 Bradshaw et al., 2006; in press
• Behavioral and Academic gains are linked
 Amanda Sanford, 2006
 Jorge Preciado, 2006
 Kent McIntosh
• School-wide PBS has benefits for teachers and staff as
well as students.
 Scott Ross, 2006
Current Research
• Sustaining School-wide PBS efforts
 Jennifer Doolittle, 2006
• High School Academic / Behavior Support
 Jessica Swain-Bradway, 2009
Implications
• Use values to guide what we address, how we
intervene, and how we determine if we are
successful
• Use science to define effective interventions
• Use implementation technology to change
organizational systems so they use effective
interventions.
Build the Vision
Apply the Values
Master the Science
• If you are new to PBIS
 Learn the core features, practices, outcomes
• If you are already engaged in PBIS
 Use Fidelity measures (Team Checklist, SET, BoQ)
 Extend School-wide efforts to students with more intense
needs
• If you are in a decision-making role
 How to implement PBIS for systems change
 How to scale-up practices that are effective and practical
Values
Science
Practices that
affect quality
of life
Practices
that work
PBIS
Vision
Practices
that are
practical,
durable and
available