Lucille Eber Ed.D Statewide Director, IL PBIS Network National PBIS TA Center

1. Building Safe and Drug Free Schools through the PBIS Framework Lucille Eber Ed.D Statewide Director, IL PBIS Network National PBIS TA Center • December 2, 2010 Wisconsin Dells, WI

2. Big Ideas • School-wide PBIS as a framework to build safe and drug-free schools • Bully-prevention example • Consider similar application with AODA prevention

3. 4 Principles for Creating Safe Schools and Reducing Problem Behavior(Olweus, 2003) setting firm limits on unacceptable behavior, ensuring consistent application of sanctions for violations of rules, providing positive adult role models, and motivating staff to develop positive interest and involvement in the lives of students. These 4 principles require school-wide support to be effective and sustainable.

4. Consortium to Prevent School Violence FACT SHEET #1: Overview of School Violence PreventionMatthew J. Mayer, Ph.D., Rutgers University March, 2008 • Background • Key Issues • Research Summary: What Works and What Does NOT Work • Specific Recommendations • Cautions • Resources

5. CPSV Fact Sheet (cont.)Key Issues to be Concurrently Addressed: • Responding to risk factors across ecological levels: individual, peer, family, school, & neighborhood • Providing a balanced approach that improves students’ investment and bonding to school • While also providing a school-wide system of rules and behavioral expectations that are communicated and implemented in a firm, fair, and consistent manner • Offering general supports for all students as well as several levels of more specialized and intensive supports for a smaller percentage of students with greater needs • Collecting and analyzing data to identify needs areas and drive responsive school practices

6. CPSV Fact Sheet (cont.)RESEARCH SUMMARYWhat DOES Work Well: • Early intervention programs that ameliorate emerging problems in the academic, and social-emotional-behavioral domains • School-wide behavioral expectations taught with multiple methods and reinforced consistently over time • Cognitive-behavioral interventions for anger/aggression can reduce aggressive behaviors • Structured team-based threat assessment can help schools respond thoughtfully to potential threats • Programs that simultaneously address multiple levels of the student’s ecology (e.g., school, peer, family) tend to be more successful in reducing problem behaviors • Embedded opportunities to practice newly learned behaviors (e.g., anger management) in the everyday context of life at school help students internalize these desired

7. CPSV Fact Sheet (cont.)RESEARCH SUMMARYWhat DOES NOT Work Well: • Profiling approaches to identify potentially dangerous students don’t work and hurt innocent students • Zero tolerance policies do very little to prevent or reduce school violence • Physical security measures such as metal detectors as a stand-alone approach do not reduce overall levels of violence and disruption at schools, though weapon-carrying may be reduced • Repeated suspension of students with behavior problems does little to change anti-social behaviors and often accelerates a negative cycle of school failure and delinquency • Primarily punitive disciplinary approaches that neither teach nor reinforce appropriate behavior are not very effective at changing student behavior

8. Positive Behavioral Interventions & Supports “PBIS” is a research-based systems approach designed to enhance the capacity of schools to… • Effectively educate all students, including students with challenging social behaviors • Adopt & sustain the use of effective instructional practices (Lewis & Sugai, 1999; Sugai et al., 1999; Sugai & Horner, 1994, 1999)

9. SWPBS is…

10. Critical Features of SW-PBIS Team driven process Instruction of behaviors/social skills Data-based decision-making Instruction linked to evaluation Defines social culture of the school

11. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior School-wide Positive Behavior Support ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

12. Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES 15 Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS “BULLY BEHAVIOR” PRACTICES Supporting Student Behavior

13. Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems ODRs, Attendance, Tardies, Grades, DIBELS, etc. Tier 2/Secondary Tier 3/ Tertiary Check-in/ Check-out Intervention Assessment Social/Academic Instructional Groups Daily Progress Report (DPR)(Behavior and Academic Goals) Individualized Check-In/Check-Out, Groups & Mentoring (ex. CnC) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Brief Functional Behavioral Assessment/ Behavior Intervention Planning (FBA/BIP) Complex FBA/BIP SIMEO Tools: HSC-T, RD-T, EI-T Illinois PBIS Network, Revised Aug.,2009 Adapted from T. Scott, 2004 Wraparound

14. Core Features of a Response to Intervention (RtI) Approach • Investment in prevention • Universal Screening • Early intervention for students not at “benchmark” • Multi-tiered, prevention-based intervention approach • Progress monitoring • Individualized interventions commensurate with assessed level of need (at tiers 2 and 3) • Use of problem-solving process at all 3-tiers • Active use of data for decision-making at all 3-tiers • Research-based practices expected at all 3-tiers

15. What SW-PBIS is NOT • A curriculum, or a packaged program • Just about tangible reinforcement • Just about discipline or school rules • A Special Education program

16. Questions to Guide IL- PBIS Implementation: • How do we decide what data to collect/examine/use? • How do we use the data to help us decide how to spend our time? • Implementation • Effect • Integrity/Fidelity • Capacity • Sustainability • If we train schools, do they implement? • If schools implement, do students/schools benefit? • Do students with greater needs benefit from implementation? • If schools implement, is there fidelity? • If schools implement, is there sustainability? Over time?

17. Measuring Implementation and Fidelity • Team Implementation Checklist (TIC) • School-wide Evaluation Tool (SET) • Self Assessment Survey (SAS) • IS-SET • IL Phases of Implementation

18. Impact Measures Indicate change in staff perceptions and staff behavior, and Change in student behavior Measures include: Discipline data Achievement Data Placement Data

19. Gurrie Middle School, LaGrange School District 105: SET Scores and ODR Rates Across Two Years

20. School Safety and SET Fidelity in Illinois PBIS Schools Partially Implementing (n=83) Fully Implementing (n=302)

21. Comparison of Partially & Fully Implementing Illinois PBIS Schools on Fifth Grade ISAT Reading Scores 2006-07 Partially Implementing (n=96) Fully Implementing (n=207)

22. AYP Comparisons Between Partially & Fully Implementing Illinois PBIS Schools 2006-07 Partially Implementing (n=182) Fully Implementing (n=288)

23. Mean Suspensions and BoQ 70% Fidelity (IL 2009-10)

24. More Students Access Tier 2/3 Interventions When Tier 1/ Universal is in Place FY09 School Profile Tool Students Accessing Tier 2/Tier 3 Interventions

25. Applying the PBIS Framework • Safe Schools • Bully Prevention • AODA • Other?

26. 8 SW-PBIS Logic Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, salable, & logical for all students (Zins & Ponti, 1990)

27. www.pbis.org

28. SWPBS: Preventing & Reducing Effectiveness of Bullying Behavior George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut Aug 18, 2010

29. Bullying Behavior Scott Ross, University of Oregon “Bullying” is aggression, harassment, threats or intimidation when one person has greater status, control, power than the other.”

30. Continuum of Support for ALL Anger man. Prob Sol. Ind. play Adult rel. Attend. Coop play Peer interac Label behavior…not people Dec 7, 2007

31. Prevention of Bullying Behavior Involves Both: • teaching all students the skills needed to meet their social needs without bullying, and • changing aspects of the school culture that may promote aggressive behavior, two components that are often lacking in typical anti-bullying programs (Olweus, 2003).

32. Fully Implementing IL PBIS Schools Have Fewer ODRs related to Bullying Behavior Disrespect Harassment Fighting Aggression

33. Average ODRs for ‘Bullying’ BehaviorsComparison of Fully & Partially Implementing IL PBIS Schools 43% Difference! 2009-10

34. AODA • How to Define the Behavior? • How to Measure the Behavior?

35. Good Things About Bullying Efforts • Increased problem awareness • More curriculum development and research • Greater focus on all students • More emphasis on prevention

36. ‘Issues’ w/current efforts • Labeling kids • Generic intervention responses • Non-data based decisions & interventions • Over-emphasis on student ‘responsibility’ for change • Not enough attention on ALL kids

37. Challenges to Effectiveness of Bully Prevention Efforts • Bullying behavior has broad range of features • Difficult to conceptualize and measure • Repetitive nature • Power dynamics • Lack of program maintenance • Even if initial positive results achieved • Effectively addressing bystanders in the intervention

38. More about the Challenges • Labeling and Attempting to Punish Bullies can Increase Incidents of Bullying • Stand-alone Programs are Difficult to Implement and Sustain • Anti-Bullying Programs are Often More Reactive than Preventive

39. Doesn’t Work Works • Label student • Exclude student • Blame family • Punish student • Assign restitution • Ask for apology • Teach targeted social skills • Reward social skills • Teach all • Individual for non-responsive behavior • Invest in positive school-wide culture

40. Six Features of PBIS that Contribute to Effective Application of Bully Prevention • The use of empirically-tested instructional principles to teach expected behavior outside the classroom to all students. • The monitoring and acknowledgement of students for engaging in appropriate behavior outside the classroom. • Specific instruction and pre-correction to prevent bullying behavior from being rewarded by victims or bystanders. • The correction of problem behaviors using a consistently administered continuum of consequences. • The collection and use of information about student behavior to evaluate and guide decision making. • The establishment of a team that develops, implements, and manages How can these be applied to AODA?

41. Is Behavior an Issue?

42. Mean % Students 2009-2010 Majors Only Most are responsive…but some need a bit more. 9% 19% 24% 18% 91% 81% 76% 82% N = 2565 713 266 474

43. And we know who they are! Mean % ODRs 2009-2010 Majors Only 74% 82% 84% 79% 18% Students: 9% 19% 24%

44. K-6 Problem Behavior ODR Aggression-fighting & disrespect

45. 6-9 Problem Behavior ODR Disrespect

46. 9-12 Problem Behavior ODR Disrespect + tardy, skip, truant

47. A three part approach to school-wide Bully Prevention Establish a whole-school social culture where positive behavior is “expected” and rewards for bullying are NOT provided. Provide training and support for adults to (a) train, (b) precorrect, and (c) provide consequences for bullying Provide direct, individualized support for students who engage in “bullying” or “victim” behaviors. APPLICATION FOR AODA PREVENTION?

48. ESTABLISHING CONTINUUM of SWPBS • TERTIARY PREVENTION • TERTIARY PREVENTION • Function-based support • Wraparound • Person-centered planning ~5% ~15% • SECONDARY PREVENTION • SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club • PRIMARY PREVENTION • PRIMARY PREVENTION • Teach SW expectations • Proactive SW & classroom discipline • Positive reinforcement • Effective instruction • Parent engagement • Active supervision ~80% of Students

49. MUST….. • Be easy & do-able by all • Be contextually relevant • Result in early disengagement • Increase predictability • Be pre-emptive • Be teachable • Be brief

50. 2. Precorrect