Rob Horner University of Oregon www.pbis.org OSEP TA-Center on PBS

1. Rob Horner University of Oregon www.pbis.org OSEP TA-Center on PBS

2. Congratulations on 10 years of impressive achievement in Maryland • Review the core features of school-wide PBS • Provide a national perspective for celebrating the successes in Maryland • Link behavioral and academic outcomes

3. Supporting social behavior is central to achieving academic gains. • Invest in prevention first • Focus on the whole-school • Systems to support effective practices • Adopt Multi-tiered support practices. • SWPBS includes secondary and tertiary supports

4. Context • Problem behavior continues to be the primary reason why individuals in our society are excluded from school, home, recreation, community, and work.

5. 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 Problem Behaviors

6. Sobering Observation Reduction in Incidence of Mental Retardation and Learning Disabilities The Oregon Department of Education has released graduation rates for all public high schools. Nearly one-third of all high school students don't receive a diploma after four years of study. by Betsy Hammond, The Oregonian Monday June 29, 2009, © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 "All organizations [and systems] are designed, intentionally or unwittingly, to achieve precisely the results they get."R. Spencer Darling Business Expert Rise in Incidence of Autism

7. 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

8. Common Language MEMBERSHIP Common Experience Common Vision/Values

9. School-wide PBS • Establishing additional supports for students with more intense needs

10. 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 27

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

13. February 2009 Heather R. Reynolds NC Department of Public Instruction Bob Algozzine Behavior and Reading Improvement Center http://www.dpi.state.nc.us/positivebehavior/

14. State PBS Coordinator Heather R Reynolds Dr. Bob Algozzine

15. 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.

16. Dr. Bob Algozzine Schools with Low ODRs and High Academic Outcomes Proportion of Students Meeting State Academic Standard Office Discipline Referrals per 100 Students

17. Creating support systems and sustained implementation of a data-driven, problem-solving model June 24, 2009

18. 2000 Model Demonstration Schools (5) 2004 Schools (21) 2005 Schools (31) 2006 Schools (50) 2007 Schools (165) 2008 Schools (95) 2009 Schools (150*) Total of 512 schools in collaboration with 45 of 57 ISDs (79%)

19. Aug. ‘09…………Jun ’10 Aug ’11…………Jun ’12 • Foundation Phase • Grant Development/Set Up • Schoolwide PBS/Reading • Sustainability Phase • On-Going Data Review • Outcome-Based Decision Making Aug ’10……………June ’11 • Implementation Phase • Schoolwide PBS/Reading • Targeted PBS/Reading • Intensive PBS/Reading Moving in a New Direction!

20. 1,792 office discipline referrals @ 15 minutes per incident = 26,880 minutes = 448 hours/8 days= 56 days lost instructional time

21. Clear goals/objectives Research-based instructional practices Instructional time Instructional leadership Responsive intervention program Assessment Professional development

23. Percent of Students meeting DIBELS Spring Benchmark for Cohorts 1 - 4 (Combined Grades) Spring ’09: 62,608 students assessed in cohorts 1 - 4 5,943 students assessed 32,257 students assessed 8,330 students assessed 16,078 students assessed

24. Percent of Students at DIBELS Intensive Level across year by Cohort

26. “Bullying” is aggression, harassment, threats or intimidation.

27. Bullying behavior typically becomes more likely because the “victims” or “bystanders” provide rewards for bullying behaviors. • Social attention • Social recognition • Social status

28. To decrease bullying behaviors an essential goal must be to decrease the reward that other students (bystanders and victims) provide. • All “bully proofing” skills are more effective if the school has first established a set of school-wide behavioral expectations.

29. Predictable, consistent, positive and safe social culture (expectations defined, taught, acknowledged) Stop Change in the rewards for bullying. Change in likelihood of bullying Everyone can identify “respectful” and non-respectful behavior. Walk Talk

30. 1.88 .88 3.14 Baseline Acquisition Full BP-PBS Implementation Rob School 1 Number of Incidents of Bullying Behavior Bruce Cindy School 2 Scott Anne School 3 Ken 72% School Days

31. 19% decrease 28% increase BP-PBS, Scott Ross

32. 22% decrease 21% increase BP-PBS, Scott Ross

33. 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.

34. Values Science Practices that affect quality of life Practices that work SWPBS Vision Practices that are practical, durable and available