Rob Horner University of Oregon www.pbis.org Affirm core features of school-wide PBS Frame issues of behavior support within an RTI framework Provide a self-assessment for.
Download ReportTranscript Rob Horner University of Oregon www.pbis.org Affirm core features of school-wide PBS Frame issues of behavior support within an RTI framework Provide a self-assessment for.
Rob Horner University of Oregon www.pbis.org Affirm core features of school-wide PBS Frame issues of behavior support within an RTI framework Provide a self-assessment for use in planning at the school and district level. 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. Never stop doing what already works Always look for the smallest change that will produce the largest effect Avoid defining a large number of goals Do a small number of things well Do not add something new without also defining what you will stop doing to make the addition possible. Collect and use data for decision-making Adapt any initiative to make it “fit” your school community, culture, context. Families Students Faculty Fiscal-political structure Establish policy clarity before investing in implementation LAUSD Discipline Foundation Policy.pptx Context • Problem behavior continues to be the primary reason why individuals in our society are excluded from school, home, recreation, community, and work. Problem Behaviors Insubordination, noncompliance, defiance, late to class, nonattendance, truancy, fighting, aggression, inappropriate language, social withdrawal, excessive crying, stealing, vandalism, property destruction, tobacco, drugs, alcohol, unresponsive, not following directions, inappropriate use of school materials, weapons, harassment 1, harassment 2, harassment 3, unprepared to learn, parking lot violation, irresponsible, trespassing, disrespectful, disrupting teaching, uncooperative, violent behavior, disruptive, verbal abuse, physical abuse, dress code, other, etc., etc., etc. • Vary in intensity • Exist in every school, home and community context • Place individuals at risk physically, emotionally, academically and socially Context • Problem behavior is a threat to personal quality of life. Context • Our success lies in our unwavering commitment to the best interest of individuals and their families. • What we do in the name of PBS is not about a model, a brand or a manual. It is about the thoughtful construction of effective places to live, learn, work and play. Reduction in Incidence of Mental Retardation and Learning Disabilities Sobering Observation © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 Rise in funding for education without rise in academic outcomes "All organizations [and systems] are designed, intentionally or unwittingly, to achieve Rise in Incidence Autism precisely theofresults they get." R. Spencer Darling Business Expert Systems Change • Effective practices produce effective outcomes only within effective systems • We have invested in defining effective practices but not in defining the systems needed for these practices to produce effective outcomes. Context • 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 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 Common Language MEMBERSHIP Common Experience Common Vision/Values School-wide PBS • Establishing additional supports for students with more intense needs PBS is about more than behavior • Through PBS we are creating school cultures that allow a larger range of students to succeed. ▫ We became the world’s leading nation largely because of our emphasis on mass education at a time when other countries educated only elites. We have lost that advantage. -Claudia Goldin, Lawrence F. Katz, 2008 SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT ~5% ~15% Primary Prevention: School-/ClassroomWide Systems for All Students, Staff, & Settings ~80% of Students 27 Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior 20 School-Wide Positive Behavior Support Primary Prevention: School-/ClassroomWide Systems for All Students, Staff, & Settings ~5% ~15% ~80% of Students Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Multi-tier Model Academic Systems Behavioral Systems Intensive, Individual Interventions •Individual Students •Assessment-based •High Intensity •Of longer duration 5-10% Targeted Group Interventions •Some students (at-risk) •High efficiency •Rapid response Universal Interventions •All students •Preventive, proactive 1-5% 80-90% Intensive, Individual Interventions •Individual Students •Assessment-based •Intense, durable procedures 1-5% 5-10% 80-90% Targeted Group Interventions •Some students (at-risk) •High efficiency •Rapid response Universal Interventions •All settings, all students •Preventive, proactive Dona Meinders, Silvia DeRuvo; WestEd, California Comprehensive Center Responsiveness to Intervention Academic + Social Behavior Intensive Targeted Universal George Sugai Few Some All RTI Continuum of Support for ALL Dr. Laura Riffel Positive Behavior Support Universal School-Wide Data Collection and Analyses School-Wide Prevention Systems (rules, routines, arrangements) Analyze Student Data Targeted Interviews, Questionnaires, etc. Observations and ABC Analysis Multi-Disciplinary Assessment & Analysis Group Interventions Simple Student Interventions Intensive Complex Individualized Interventions Team-Based Wraparound Interventions Dr. Terry Scott: Adapted from George Sugai, 1996 © Terrance M. Scott, 2001 ESTABLISHING CONTINUUM of SWPBS ~5% ~15% •• •• •• •• •• •• •• •• •• •• ~80% of Students •• •• •• •• •• •• TERTIARY TERTIARY PREVENTION PREVENTION Function-based support Wraparound Person-centered planning SECONDARY SECONDARY PREVENTION PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club PRIMARY PRIMARY PREVENTION PREVENTION Teach SW expectations Proactive SW discipline Positive reinforcement Effective instruction Parent engagement Supporting Social Competence, Academic Achievement and Safety School-wide PBS OUTCOMES Supporting Student Behavior Supporting Decision Making SYSTEMS Supporting Staff Behavior School-wide PBS • Braiding proven practices with practical systems: Policies, Team meetings, Data Systems SWPBS Practices Classroom Non-classroom • Smallest effort • Evidence-based • Biggest, durable effect Student Family CLASSROOM SCHOOL-WIDE 1.Classroom-wide positive expectations taught & encouraged 1. School-wide commitment and team structure for discipline 2. Clear set of positive expectations & behaviors taught to all students 4. Continuum of procedures for encouraging expected behavior INTERVENTION PRACTICES 5. Continuum of procedures for discouraging inappropriate behavior 2.Classroom routines & cues taught & encouraged 3.Ratio of 5 positive to 1 negative adult-student interaction 4.Active supervision 5.Redirections for minor, infrequent behavior errors 6.Functional physical layout 6. Procedures for on-going collection and use of data for decision-making 7.Effective academic instruction & curriculum INDIVIDUAL STUDENT 1.Personnel with behavioral competence available at school & district levels 2.Function-based behavior support planning 3.Team- & data-based decision making 4.Comprehensive person-centered planning & wraparound processes 5.Targeted social skills & self-management instruction 6. Individualized instructional & curricular accommodations NONCLASSROOM 1.Positive expectations & routines taught & encouraged FAMILY ENGAGEMENT 1.Continuum of positive behavior support for all families 2.Frequent, regular positive contacts, 2.Active supervision by all staff (Scan, communications, & acknowledgements move, interact) 3.Formal & active participation & involvement as 3.Precorrections & reminders equal partner 4.Positive reinforcement 4.Access to system of integrated school & community resources Support the choices of individuals within the context of their families. Honor the guidance and support provided FROM families Over 9000 schools involved in SWPBS ◦ ◦ ◦ ◦ ◦ ◦ Pre-school Elementary Middle Schools High Schools K to (8-12) Alternative/JJ 117 5669 1943 931 124 344 1200 California Number of Schools 1000 Illinois 800 600 400 200 0 1 3 5 7 States 9 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 Scott Spaulding, Claudia Vincent Pbis.org/evaluation/evaluation briefs California Hawaii 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 School-wide PBS has benefits for teachers and staff as well as students. Amanda Sanford, 2006 Jorge Preciado, 2006 Kent McIntosh Scott Ross, 2006 Sustaining School-wide PBS efforts Jennifer Doolittle, 2006 PBIS in Illinois Lucille Eber Ed.D. IL PBIS Network July 17, 2008 Developing Local Systems of Care for Children and Adolescents with Mental Health Needs and their Families Training Institutes Nashville, TN number of schools 1000 900 800 700 600 500 400 300 200 100 0 874 520 394 587 654 444 303 120 184 23 Year Year Year Year Year Year Year Year Year Year 1 2 3 4 5 6 7 8 9 10 9/98 9/00 9/01 6/02 6/03 6/04 6/05 6/06 6/07 6/08 9 PBS slope = -1.15 8 7 6 5 4 PBS Non PBS slope = -.37 Non-PBS Linear (PBS) 3 2 1 0 2003-04 2004-05 2005-06 14 PBS Slope = -1.85 12 10 8 Non PBS Slope = -,34 PBS Non-PBS 6 Linear (PBS) 4 2 0 2003-04 2004-05 2005-06 February 2009 Heather R. Reynolds NC Department of Public Instruction Bob Algozzine Behavior and Reading Improvement Center http://www.dpi.state.nc.us/positivebehavior/ State PBS Coordinator Heather R Reynolds Dr. Bob Algozzine Dr. Bob Algozzine Non-PBS Comparison Levels of behavior risk in schools implementing PBS were comparable to widely-accepted expectations and better than those in comparison schools not systematically implementing PBS. Office Discipline Referral Risk in North Carolina 100 90 80 70 60 50 40 30 20 10 0 2004-05 (N=21) 2005-06 (N=35) 2006-07 (N=66) 2007-08 (N=110) Comparison (N=5) 6+ ODR 5 3 4 4 10 2-5 ODR 12 9 11 11 23 0-1 ODR 83 88 85 85 67 EOG Reading Proportion of Students Meeting State Academic Standard Dr. Bob Algozzine 100 95 90 85 80 75 Schools with Low ODRs and High Academic Outcomes Reading Linear (Reading) 70 rxy = -.44 (n = 36) 65 60 55 50 0.00 0.10 0.20 0.30 0.40 0.50 0.60 0.70 0.80 ODRs Office Discipline Referrals per 100 Students 0.90 1.00 Steve Goodman [email protected] www.cenmi.org/miblsi 300 250 2000 Model Demonstration Schools (5) 2004 Schools (21) 200 2005 Schools (31) 150 2006 Schools (50) 2007 Schools (165) 100 50 0 2003-2004 2004-2005 Existing SchoolsNew Schools 2005-2006 2006-2007 Major Discipline Referrals 160 90 140 80 120 70 60 50 100 DIBELS Benchmark 80 40 60 30 40 20 20 10 0 0 2003-2004 Cohort 1 (n=16 schools) 2004-2005 2005-2006 Cohort 2 (n=24 schools) 2006-2007 Major Discipline Referrals per 100 students Percent Students at Benchmark (schoolwide) 100 Percentofstudents 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 2000 Began MiBLSi Implementation 2001 School District 2002 2003 Year 2004 2005 Implementation occurs in stages: Exploration Installation Initial Implementation Full Implementation Innovation Sustainability Fixsen, Naoom, Blase, Friedman, & Wallace, 2005 2 – 4 Years Work smarter not harder Provide the organizational systems to support effective practices Working Smarter Initiative, Project, Committee Purpose Outcome Target Group Staff Involved SIP/SID/ etc Attendance Committee Character Education 1. Eliminate all initiatives that do NOT have a defined purpose and outcome measure. Safety Committee 2. Combine initiatives that have the same outcome measure and same target group School Spirit Committee 3. Combine initiatives that have 75% of the same staff Discipline Committee 4. Eliminate initiatives that are not tied to School Improvement Goals. DARE Committee EBS Work Group Sample Team Matrix Initiative, Committee Purpose Outcome Target Group Staff Involved SIP/SID/ etc Attendance Committee Increase attendance % of students attending All students Eric, Ellen, Marlee Goal #2 Character Education Improve character Student behavior? All students Marlee, J.S., Ellen Goal #3 Safety Committee Improve safety Safety Dangerous students Jim, Eric, Diane Goal #3 School Spirit Committee School spirit Improved spirit All students Ellen, Billie Jo, Justin Discipline Committee Improve behavior Improve discipline Bullies, repeat offenders Ellen, Eric, Marlee, Otis Goal #3 DARE Committee Decrease drug Unclear use High risk drug users Don ?? PBIS Work Group Implement 3tier model All students Eric, Ellen, Marlee, Otis, Emma Goal #2 Goal #3 Office referrals, Attendance, Grades Policy and commitment Administrative Leadership Team-based implementation Team training Team time to meet and plan Access to data systems that are useful for decision-making(office discipline referrals) Universal screening Progress monitoring Coaching After initial training, a majority of participants (211 of 213) demonstrated knowledge of practices, but poor implementation. Decision-makers should pair training prior to implementation with on-going rehearsal and performance feedback (coaching) Test, et al 2008 © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 Coaching is the active and iterative delivery of: ◦ (a) prompts that increase successful behavior, and ◦ (b) corrections that decrease unsuccessful behavior. ◦ Coaching is done by someone with credibility and experience with the target skill(s) ◦ Coaching is done on-site, in real time ◦ Coaching is done after initial training ◦ Coaching is done repeatedly (e.g. monthly) ◦ Coaching intensity is adjusted to need Training Outcomes Related to Training Components Training Outcomes Training Components Presentation/ Lecture Knowledge of Content Skill Implementation Classroom Application 10% 5% 0% Plus Demonstration 30% 20% 0% Plus Practice 60% 60% 5% Plus Coaching/ Admin Support Data Feedback 95% 95% 95% Joyce & Showers, 2002 Coach returns from leave 7 6 Avg.ReferralsperDay 5 4 3 Coach goes on leave 2 1 0 SepOctNov DecJanFebMarAprMay 05-0606-07 Continuum of Support Practices Emphasis on “Foundation Supports” and investment in prevention. Emphasis on the organizational systems needed to implement practices with fidelity and durability. Collection and use of data for decisionmaking 1. Effective and Efficient Foundation Practices ◦ Establishing a Universal System of Support Effective Curriculum Unambiguous Instruction Adequate intensity Reward System Error Correction System 2. Universal Screening Collect information on all students at least twice a year Use data for decisionmaking 3. Continuum of Evidence-based Practices Targeted interventions for students “at risk” Intensive, Individualized interventions for students with more significant needs Early Intervention Progress Monitoring Collection of data on a monthly, weekly, daily rate Use of data for decision-making 5. Fidelity Monitoring Individual School Team Checklist Team Checklist Data Iowa Checklist 01-05, PK-6 % Fully & Partially Implemented 100% 90% 80% Assessing the extent to which we are implementing what we claim to implement 70% 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 Use of the data for decision-making District policy Clear statement of values, expectations, outcomes Evaluation capacity to conduct universal screening and progress monitoring assessments District provides efficient options for universal screening and progress monitoring measures Recruitment and hiring Expectations defined in job announcements Professional development Focused strategies for staff development in core skills Annual evaluations Expectations assessed as part of annual evaluations Recruitment of individuals with training, coaching, and implementation skills Advanced skills in literacy supports Advanced skills in behavior supports Building PBS Capacity ◦ At the classroom level ◦ At the whole-school level ◦ At the district and SELPA level ◦ At the state level School-wide PBS is an approach for investing in making the school a more effective social and educational setting. Core features of RTI are an excellent FIT with School-wide PBS. RTI brings significant implications for organizational decisions at the school and district level.