What, Why, How Rob Horner University of Oregon www.pbis.org What: Define the core features of SWPBS Why: Define if SWPBS is appropriate for your school How:
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What, Why, How Rob Horner University of Oregon www.pbis.org What: Define the core features of SWPBS Why: Define if SWPBS is appropriate for your school How: Define the process for implementing SWPBS 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 Logic Core Features Logic for School-wide PBS Schools face a set of difficult challenges today Multiple expectations (Academic accomplishment, Social competence, Safety) Students arrive at school with widely differing understandings of what is socially acceptable. Traditional “get tough” and “zero tolerance” approaches are insufficient. Individual student interventions Effective, but can’t meet need School-wide discipline systems Establish a social culture within which both social and academic success is more likely 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 • 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 © 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 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 Establishing a Social Culture Common Language MEMBERSHIP Common Experience Common Vision/Values Source Discipline Dictionary Researcher/ Social Scientist Definition Pattern of human knowledge, belief, and behavior; customary beliefs, social forms, and material traits of a racial, religious, or social group1 Philosopher Organized practices, artifacts, and narratives; membership within a group in relation to race, ethnicity, primordialism (Cahoone, 1988) Sociologist "Culture...consists in those patterns relative to behavior and the products of human action which may be inherited, that is, passed on from generation to generation independently of the biological genes" (pg. 8) (Parsons, 1949) Psychologist "A culture is a configuration of learned behaviors and results of behavior whose component elements are shared and transmitted by the members of a particular society" (pg. 32) (Linton, 1945) Anthropologist "The manifestations of social habits of a community, the reactions of the individual as affected by the habits of the group in which he lives, and the product of human activities as determined by these habits."(pg. 60) (Boas, 1966) Educator Sum total ways of living developed by a group of human beings to satisfy biological and psychological needs [and] includes patterns of thought, behavior, language, customs, institutions, and material objects2 (Monroe, 2005b) “[Culture] is the values, symbols, interpretations, and perspectives that distinguish one people from another in modernized societies… People within a culture usually interpret the meaning of symbols, artifacts, and behaviors in the same or in similar ways." (Banks, 1989) School-wide PBS • Establishing additional supports for students with more intense needs 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 Math Remember that the multiple tiers of support refer to our SUPPORT not Students. Avoid creating a new disability labeling system. Behavior Health Reading 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 Predictable Consistent Positive Safe Define School-wide Expectations for Social Behavior Identify 3-5 Expectations Short statements Positive Statements (what to do, not what to avoid doing) Memorable Examples: Be Respectful, Be Responsible, Be Safe, Be Kind, Be a Friend, Be-there-be-ready, Hands and feet to self, Respect self, others, property, Do your best, Follow directions of adults Activity: Teaching Matrix Define your school-wide expectations 3-5, Positively stated Core social values Terms that will be comfortable for students, families, staff How will you make the expectations memorable? Teach Behavioral Expectations Transform broad school-wide Expectations into specific, observable behaviors. Use the Expectations by Settings Matrix Teach in the actual settings where behaviors are to occur Teach (a) the words, and (b) the actions. Build a social culture that is predictable, and focused on student success. Curriculum Matrix Location 1 Expectation 1 Expectation 2 Expectation 3 Expectation 4 Expectation 5 Location 2 Location 3 Location 4 Location 5 Location 6 Teaching Behavioral Expectations Define the Expectation(s): Provide a Rationale: Teach the Critical Discrimination: Demonstrate Appropriate Behavior Demonstrate Unacceptable Behavior Practice telling the difference with multiple examples If there is a “signal” teach the signal (when should the appropriate behavior occur?) Teach for fluency (practice)? Reinforcement. How will this skill be maintained? Nolan Why Embed Expectations into Curriculum? •Behavior curriculum does not have to be separate •Helps to eliminate time crunches •Provides a rationale for student- helps students to see how the expectations fit into everyday life •Meets best practices approach -Hands on activities -Meets all learning styles (oral, visual, kinesthetic) -Higher order learning activates (synthesize, analyze, etc.) Embedding Expectations into Current Daily Curriculum Social Studies •Have students research different cultures to find out how they define “Respectful” •Talk about how different historical events occurred because of conflict and come up with solutions on how the conflict could have been resolved Embedding Expectations into Current Daily Curriculum Language Arts and Reading •Use a novel that has an expectation as a theme •Discuss characters in a novel and how they did not show respect, then have the students write the story with the character showing respect •Have the students develop their own expectations and/or rules and then have them write a persuasive essay or debate why theirs should be used instead of the school’s Embedding Expectations into Current Daily Curriculum Fine Arts (Music, Art, Computers, Graphics) •When choosing a school play, choose one with a theme centered around one of the school expectations or write your own play •Have the students compose a song/rap with the expectation •Have students come up with a campaign for promoting expectations to the entire student body Embedding Expectations into Current Daily Curriculum •Science and/or Math •Have students develop a hypothesis about what they think are the top behavior problems at school. Have them survey students, parents, & teachers; make graphs; and reach a conclusion about the hypothesis •Have the students count the number of tickets redeemed monthly for prizes & graph them. You can include ratio of number of tickets to student, # of tickets per teacher, etc. Activity List your expectations and your locations on the Teaching matrix Select one location in the school Define how you would teach the expectations in that location. Present “words”…expectations Present rationale, and definitional rule Present positive examples Present negative (non) examples Provide an activity in which all students practice On-going Reward of Appropriate Behavior Every faculty and staff member acknowledges appropriate behavior. 5 to 1 ratio of positive to negative contacts System that makes acknowledgement easy and simple for students and staff. Different strategies for acknowledging appropriate behavior (small frequent rewards more effective) Beginning of class recognition Raffles Open gym Social acknowledgement Cougar Traits in the Community Student Name __________________________________ Displayed the Cougar Trait of: Respect Responsibility Caring Citizenship (Circle the trait you observed) Signature _____________________________________________ If you would like to write on the back the details of what you observed feel free! Thank you for supporting our youth. Brag Box I would like to share that Mr./Mrs. Miss _________, ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ To build staff moral we began recognizing the positive things we were seeing among the adults in our building. Are Rewards Dangerous? “…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.” ◦ Judy Cameron, 2002 ◦ Cameron, 2002 ◦ Cameron & Pierce, 1994, 2002 ◦ Cameron, Banko & Pierce, 2001 “The undermining effect of extrinsic reward on intrinsic motivation remains unproven” Steven Reiss, 2005 Use of rewards in Education Akin-Little, K. A., Eckert, T. L., Lovett, B. J., & Little, S. G. (2004). Extrinsic reinforcement in the classroom: Bribery or best practices. School Psychology Review, 33, 344-362 “What the Worlds Greatest Managers Do Differently” -- Buckingham&Coffman2002,Gallup Interviewswith1millionworkers,80,000 managers,in400companies. Create working environments where employees: 1. Know what is expected 2. Have the materials and equipment to do the job correctly 3. Receive recognition each week for good work. 4. Have a supervisor who cares, and pays attention 5. Receive encouragement to contribute and improve 6. Can identify a person at work who is a “best friend.” 7. Feel the mission of the organization makes them feel like their jobs are important 8. See the people around them committed to doing a good job 9. Feel like they are learning new things (getting better) 10. Have the opportunity to do their job well. Low High Predictable 1 2 3 4 5 Consistent 1 2 3 4 5 Positive 1 2 3 4 5 Safe 1 2 3 4 5 SWPBS possible? SWPBS is needed in our school? SWPBS benefits our students, staff, families? Reduction in problem behavior Increased attendance and academic engagement Improve academic performance Reduction in referrals to special education Improve family involvement in school Improved perception of school as a “safe environment” Improved perception of teacher efficacy 1200 California Number of Schools 1000 Illinois 800 600 400 200 0 1 3 5 7 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 States 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 Sustaining School-wide PBS efforts Jennifer Doolittle, 2006 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. Enrollment ODR/100 780 2.5 760 2 740 1.5 720 700 1 680 0.5 660 0 640 Pre PBIS 05-06 Pre PBIS 05-06 Post PBIS 08-09 % Meeting Reading AND Math EOG 70 Post PBIS 08-09 Staff Turnover 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% 60 50 40 30 20 10 Pre PBIS 05-06 0 Pre PBIS 05-06 Post PBIS 08-09 Post PBIS 08-09 EOG Reading Proportion of Students Meeting State Academic Standard Dr. Bob Algozzine 100 95 90 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 0.60 0.70 ODRs per 100 Students Office Discipline Referrals 0.80 0.90 1.00 Steve Goodman [email protected] www.cenmi.org/miblsi 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 larger scale implementation. Total of 512 schools in collaboration with 45 of 57 ISDs (79%) 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 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Began MiBLSi Implementation 2000 School 2001 District 2002 2003 Year 2004 2005 High School Student writing to her grade school principal I write to you today as a former Jackson Elementary school student who wishes to convey her fondest of gratitude toward a fantastic school. As I grow older and move from state to state, I never forget my roots and where my future began…. Though I had only attended Jackson for roughly four years during kindergarten, first, second, and third grade, I realize now that those years were just as important as any other and I am proud to say that I was once a Jaguar. Without further ado, I would like to state that nine years later I still remember your kindness, your positivity, and most of all the three R's: Respect yourself, Respect others, and Respect property. Those three lessons have stuck with me throughout the years, from age eight to seventeen, and have bettered me as a human being. In essence, I simply dropped by to express my thanks, and to reassure the staff of Jackson Elementary that their hard work does not go to waste, and that even the simplest of actions or words can spur on a revolution. Thank you very much for giving me the opportunity to live my life to its fullest. Sincerely, Team Training: 3-4 Events per year over a 2-3 year period Teams: Administrator, 3-7 individuals, district coach Coaching/Trainer capacity District coach District/County trainers Leadership Team Policies, Hiring, Annual Eval, Orientation, Evaluation Fidelity, and Impact Nine Implementation Steps Build commitment Establish implementation team Self-Assess for local adaptation of SWPBS Define and teach expectations Establish system for recognizing positive behavior Establish consequences for problem behavior Establish classroom management structure Collect and use data for decision-making Establish function-based support for students with more severe support needs. Visibility Funding Political Support Policy Leadership Team Active Coordination Training Coaching Behavioral Expertise Evaluation Local School/District Teams/Demonstrations 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 Training Coaching Collaboration (meeting time) Data 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 Organizational Systems 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 Teams in a School Universal Team Plans SW & Classwide supports Universal Support Progress Monitoring Team Monitors effectiveness and fidelity (overall and for each student) Tier II Group w. individual feature BIPs Sept. 1, 2009 FBA Team Conducts FBA, develops BIP NOT a standing team Brief FBA/ BIP Your Organization 1. 2. 3. List name of teams in 1st row, List functions or activities of team in 2nd row Use bottom cluster of boxes for student interventions (programs). Use arrows to indicate “student movement” (if youth don’t respond to X intervention, where do they go next?) Illinois Team Organization for 3-Tiered PBIS System of Support Universal Team Secondary Systems Team Problem Solving Team Tertiary Systems Team Plans SW & Class-wide supports Uses Process data; determines overall intervention effectiveness Standing team; uses FBA/BIP process for one youth at a time Uses Process data; determines overall intervention effectiveness Universal Support CICO Brief SAIG Group w. individual feature Brief FBA/BIP Sept. 1, 2009 FBA/ BIP Complex FBA/BIP WRAP 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 Defined 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 Knowledge of Content Skill Implementation Classroom Application Presentation/ Lecture 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 Avg. Referrals per Day Coach returns from leave 7 6 5 4 3 Coach goes on leave 2 1 0 Sep 05-06 Oct 06-07 Nov Dec Jan Feb Mar Apr May School-wide PBIS is an approach for investing in making the school a more effective social and educational setting for all students. Core features of RTI are an effective framework for improving Behavior and Academic Support