Rob Horner University of Oregon pbis

1. Using Positive Behavioral Interventions and Supports (PBIS/ PB4L) to Make Schools more Effective and Equitable Currently using PBIS? ------------------------------ Elem, Middle, High? Rob Horner University of Oregon www.pbis.org

2. Goals • Define purpose of PBIS • Define core features of PBIS • Define how PBIS helps schools be more effective learning environments • Define how PBIS helps schools be more equitable learning environments.

3. Why SWPBIS/ PB4L? • The fundamental purpose of SWPBIS is to make schools more effective and equitable learning environments. Predictable Positive Consistent Safe

4. Main Messages • Supporting social behavior is central to achieving academic gains. • School-wide PB4L 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. • PBIS/PB4L will improve the equity within schools.

5. Main Messages • PBIS makes schools moreeffective, equitable, efficient. Effective (academic, behavior) Equitable (all students succeed) Efficient (time, cost)

6. Experimental Research on SWPBIS • SWPBIS Experimentally Related to: • Reduction in problem behavior • Increased academic performance • Increased attendance • Improved perception of safety • Reduction in bullying behaviors • Improved organizational efficiency • Reduction in staff turnover • Increased perception of teacher efficacy • Improved Social Emotional competence Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115 Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473. Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148. Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26. Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics. Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145. Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14. Ross, S. W., Endrulat, N. R., & Horner, R. H. (2012). Adult outcomes of school-wide positive behavior support. Journal of Positive Behavioral Interventions. 14(2) 118-128. Waasdorp, T., Bradshaw, C., & Leaf , P., (2012) The Impact of Schoolwide Positive Behavioral Interventions and Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial.Archive of Pediatric Adolescent Medicine.2012;166(2):149-156 Bradshaw, Pas, Goldweber, Rosenberg, & Leaf, 2012 Freeman, J., Simonsen, B., McCoach D.B., Sugai, G., Lombardi, A., & Horner, ( submitted) Implementation Effects of School-wide Positive Behavior Interventions and Supports on Academic, Attendance, and Behavior Outcomes in High Schools.

7. PBIS is Efficient(Avg. 45 minutes per incident for student 30 min for Admin 15 min for Teacher)

8. Pre PBIS Year 1 Year 2 Year 3

9. What does a reduction of 850 office referrals and 25 suspensions mean? Kennedy Middle School • Savings in Student Instructional time • ODR = 45 min • Suspension = 216 min • 43,650 minutes • 728 hours • 121, 6-hour school days • Savings in Administrative time • ODR = 15 min • Suspension = 45 min • 13,875 minutes • 231 hours • 29, 8-hour days

10. What is School-wide Positive Behavior Intervention and Support (PBIS/PB4L)? • School-wide PBIS/ PB4L is: • A multi-tiered framework for establishing the social culture and behavioral supports needed for a school to achieve behavioral and academic outcomes for all students. • Evidence-based features of SWPBIS/ PB4L • 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

11. Establishing a School-wide, Positive Social Culture Common Language Common Experience Common Vision/Values

12. School-wide Positive Behavioral Interventions and Supports (SWPBIS/ PB4L) • The social culture of a school matters. • A continuum of supports that begins with the whole school and extends to intensive, wraparound support for individual students and their families. • Effective practices with the systems needed for high fidelity and sustainability • Multiple tiers of intensity

13. SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT/ PB4L Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% ~15% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings • Main Ideas: • Invest in prevention first • Multiple tiers of support intensity • Early/rapid access to support ~80% of Students 27

14. Math Remember that the multiple tiers of support refer to our SUPPORT not Students. Avoid creating a new disability labeling system. Behavior Health Reading

15. Schools using PBIS in the U.S.August , 2014 21,611

16. New Zealand Data • Implementing PB4L

17. Using PBIS to AchieveQuality, Equity and Efficiency • QUALITY: Using what works; Linking Academic and Behavior Supports • North Carolina (valued outcomes) • Michigan (behavior and literacy supports) • Commitment to Fidelity Measures • Building functional logic/ theory/ practice (Sanford) • 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

18. Define School-wide Expectationsfor 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

19. Tier I: PBIS Corrective Consequences Team Rewards Classroom Systems Decision System Expectations Family Bully Prevention

20. Classroom Systems Classroom Expectations Classroom Routines See work of ----------------------------------- Brandi Simonson Tim Lewis Terry Scott Effective Instruction Opportunities to Respond Constructive Feedback Active Supervision High rate of positives Functional Consequences Physical Space matches Function

21. Designing Classroom Routines

22. Family Engagement

23. Academic Engagement

24. Families • Partnership with families • What three things could most families do that would make the biggest positive impact on student educational success? • Options • Show interest • (ask how the day went) • Help with homework • (time, place, support, knowing) • Communication with school • (events, needs, what is working, and what is not working) Families

25. Team Activity: • How can your school engage families: • What are 1-3 reasonable things families can do that would make a difference? • What would be the best way to share this information with families? How would we know if we had been successful? Families Academic Engagement

26. Bully Prevention • Scott Ross

27. Available at www.pbis.org

28. Ross, S. W., & Horner, R. H. (2009). Bully prevention in positive behavior support. Journal of Applied Behavior Analysis, 42(4), 747-759. Three Schools Six students identified for high rates of verbal and physical aggression toward others. Whole school implementation of SWPBIS Whole school addition of Stop-Walk-Talk Direct observation of problem behavior on playground.

29. 1.88 .88 3.14 72%

30. 19% decrease 28% increase BP-PBS, Scott Ross

31. 22% decrease 21% increase BP-PBS, Scott Ross

32. Discipline Disproportionality • A central element affecting the equity and effectiveness of education

33. Elementary Schools:Compare proportion of students enrolled to proportion of students with an ODR Risk Ratio = 1.81 % Enrolled % with an ODR

34. Preliminary Evidence:When PBIS is linked to reduction in ODRs does reduction occur for students from all ethnic groups? From: Vincent, Cartledge, May & Tobin, 2009

35. Recommendations for Addressing Discipline Disproportionality in EducationKent McIntosh, Erik J. Girvan, Robert H. Horner, & Keith Smolkowski • 1. Effective Instruction • Curriculum, Explicit presentation, Opportunity to respond, Timely and contingent feedback • 2. Implement PBIS • 3. Collect and use disaggregated discipline data • 4. Address “explicit bias” with clear policies, regulations and accountability. • 5. Address “implicit bias” with neutralizing routines. • Identify times / situations when untended bias may occur • Teach self-direction routines when these times/situations occur

36. Measuring Fidelity of PBIS • Very important for initial and sustained implementation • To date… too many tools • New Fidelity Tool …. Combination of Best Features • Strong technical validity • Done with Coach and Team • Can be done in 15 min per Tier • Can be used for initial assessment, progress monitoring and identification of exemplars • Results in action plan

37. Available October 2014 at www.pbis.org or www.fieldtest.pbisassessment.org or www.pbisassessment.org Other PBIS Fidelity Measures School-wide Evaluation Tool (SET) Team Implementation Checklist (TIC) Benchmarks of Quality (BoQ) Strong Technical Adequacy 15 min per tier Done with Coach and Team Useful for: Initial Assessment Progress Monitoring (by Tier) Identification of Exemplars

38. PBIS Implementation Inventory

41. TFI Item report

42. Tiers II and III: PBIS Elevated Rewards Prevent rewards for problem behavior Emphasis on Prevention Team safety Increased structure Decision System Assessment used to tailor / individualize support Family/ Wrap around Teaching

43. Fidelity Measures at Tier III • Sarah Pinkelman

44. Summary • PBIS is a framework for improving the effectiveness and equity of schools • PBIS is evidence-based • Building a cohesive and clear social culture matters • Invest in prevention • Use data to BOTH guide implementation and improve student outcomes.

45. Effective Efficient Practices that work Practices that are practical, durable and available PBIS PB4L Equitable Practices that benefit all