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Implementing PBIS in High Schools Rob Horner University of Oregon www.pbis.org

Implementing PBIS in High Schools Rob Horner University of Oregon

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Page 1: Implementing PBIS in High Schools Rob Horner University of Oregon

Implementing PBIS in High Schools

Rob Horner

University of Oregon

www.pbis.org

Page 2: Implementing PBIS in High Schools Rob Horner University of Oregon

Why PBIS?

• The fundamental purpose of PBIS is to make schools more effective, efficient and equitable learning environments.

Predictable

Consistent

Positive

Safe

Page 3: Implementing PBIS in High Schools Rob Horner University of Oregon

Main Messages• Supporting social behavior is central to achieving academic

gains.

• Efficiency is essential– Never stop doing what already works– Look for smallest change that generates largest student benefit– Never start something new without stopping something you already do

to create needed resources

• Establish a whole-school social culture– Cultural sensitivity– Family and student engagement

Page 4: Implementing PBIS in High Schools Rob Horner University of Oregon

Main Messages

• Function-based support– Implementation of support without attention to function is as

likely to make things worse as it is to make things better

• Invest in Prevention (Tier I)– Define and teach school-wide expectations

• Support behavior of Adults as well as behavior of students.

• Policy matters.– Insufficient, but important

Page 5: Implementing PBIS in High Schools Rob Horner University of Oregon

The vision of the State Board of Education is to create learning environments that prepare students to be successful citizens in the 21st century. The educational community must provide a system that will support students’ efforts to manage their own behavior and assure academic achievement. An effective behavior support system is a proactive, positive, skill-building approach for the teaching and learning of successful student behavior. Positive behavior support systems ensure effective strategies that promote pro-social behavior and respectful learning environments. Research-based positive behavior support systems are appropriate for all students, regardless of age. The principles of Universal Education reflect the beliefs that each person deserves and needs a positive, concerned, accepting educational community that values diversity and provides a comprehensive system of individual supports from birth to adulthood. A positive behavior support policy incorporates the demonstration and teaching of positive, proactive social behaviors throughout the school environment. A positive behavior support system is a data-based effort that concentrates on adjusting the system that supports the student. Such a system is implemented by collaborative, school-based teams using person-centered planning. School-wide expectations for behavior are clearly stated, widely promoted, and frequently referenced. Both individual and school-wide learning and behavior problems are assessed comprehensively. Functional assessment of learning and behavior challenges is linked to an intervention that focuses on skill building. The effectiveness of the selected intervention is evaluated and reviewed, leading to data-based revisions. Positive interventions that support adaptive and pro-social behavior and build on the strengths of the student lead to an improved learning environment. Students are offered a continuum of methods that help them learn and maintain appropriate behavior and discourage violation of codes of student conduct. In keeping with this vision, it is the policy of the State Board of Education that each school district in Michigan implement a system of school-wide positive behavior support strategies.

Adopted September 12, 2006

Michigan State Board of Education Positive Behavior Support Policy

…it is the policy of the State Board of Education that each school district in Michigan implement a system of school-wide positive behavior support strategies.

Page 6: Implementing PBIS in High Schools Rob Horner University of Oregon

Main Messages• PBIS is a foundation for the next generation of

education.Effective (academic, behavior)

Equitable (all students succeed) Efficient (time, cost)

Page 7: Implementing PBIS in High Schools Rob Horner University of Oregon

Experimental Research on SWPBIS

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., (2012 )Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics, 130(5) 1136-1145.

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, C. P., Pas, E. T., Goldweber, A., Rosenberg, M., & Leaf, P. (2012). Integrating schoolwide Positive Behavioral Interventions and Supports with tier 2 coaching to student support teams: The PBISplus Model. Advances in School Mental Health Promotion, 5(3), 177-193. doi:10.1080/1754730x.2012.707429 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.

SWPBIS Experimentally Related to:1. Reduction in problem behavior2. Increased academic performance3. Increased attendance4. Improved perception of safety5. Reduction in bullying behaviors

6. Improved organizational efficiency7. Reduction in staff turnover8. Increased perception of teacher efficacy

9. Improved Social Emotional competence

Page 8: Implementing PBIS in High Schools Rob Horner University of Oregon

Time Cost of aDiscipline Referral

(Avg. 45 minutes per incident for student 30 min for Admin 15 min for Teacher)

1000 Referrals/yr

2000 Referrals/yr

Administrator Time

500 Hours 1000 Hours

Teacher Time 250 Hours 500 Hours

Student Time 750 Hours 1500 Hours

Totals 1500 Hours 3000 Hours

Page 9: Implementing PBIS in High Schools Rob Horner University of Oregon

0

300

600

900

1200

1500

To

tal O

ffic

e D

isc

iplin

e R

efe

rra

ls

95-96 96-97 97-98 98-99School Years

Kennedy Middle School

Pre PBIS Year 1 Year 2 Year 3

Page 10: Implementing PBIS in High Schools Rob Horner University of Oregon

What does a reduction of 850 office referrals and 25 suspensions mean? Kennedy Middle

School

Savings in Administrative time

ODR = 15 min Suspension = 45 min

13,875 minutes231 hours

29, 8-hour days

Savings in Student Instructional time

ODR = 45 min Suspension = 216 min

43,650 minutes728 hours

121, 6-hour school days

Page 11: Implementing PBIS in High Schools Rob Horner University of Oregon

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

Page 12: Implementing PBIS in High Schools Rob Horner University of Oregon

PBIS: Building Effective Schools

Page 13: Implementing PBIS in High Schools Rob Horner University of Oregon
Page 14: Implementing PBIS in High Schools Rob Horner University of Oregon

Schools using PBISAugust , 2014 21,611

Page 15: Implementing PBIS in High Schools Rob Horner University of Oregon

Number of Schools Implementation SWPBIS (Tier I) by StateAugust, 2014

14 States with more than 500

schoolsCalifornia

Page 16: Implementing PBIS in High Schools Rob Horner University of Oregon

What is School-wide Positive Behavior Intervention and Support (PBIS)?

• School-wide PBIS 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 PBIS– 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

Page 17: Implementing PBIS in High Schools Rob Horner University of Oregon

Establishing a Social Culture

Common Vision/Values

Common Language

Common Experience

MEMBERSHIP

Page 18: Implementing PBIS in High Schools Rob Horner University of Oregon
Page 19: Implementing PBIS in High Schools Rob Horner University of Oregon

School-wide Positive Behavioral Interventions and Supports (SWPBIS)

• 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

Page 20: Implementing PBIS in High Schools Rob Horner University of Oregon

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

SCHOOL-WIDE POSITIVE BEHAVIOR

SUPPORT

27

Main Ideas:1. Invest in prevention first2. Multiple tiers of support

intensity3. Early/rapid access to

support

Page 21: Implementing PBIS in High Schools Rob Horner University of Oregon

Remember that the multiple tiers of support refer to our SUPPORT not Students.

Avoid creating a new disability labeling system.

Reading

Behavior

Math

Health

Page 22: Implementing PBIS in High Schools Rob Horner University of Oregon

~80% of Students

~15%

~5%

ESTABLISHING CONTINUUM of PBIS

SECONDARY PREVENTION• Check in/ Check out• Targeted social skills instruction• Anger Management• Social skills club• First Step to Success

TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning• Check and Connect•

PRIMARY PREVENTION• Teach SW expectations• Consistent Consequences• Positive reinforcement• Classroom Systems• Parent engagement• Bully Prevention

SECONDARY PREVENTION• • • • •

TERTIARY PREVENTION• • • • •

PRIMARY PREVENTION• • • • • •

Page 23: Implementing PBIS in High Schools Rob Horner University of Oregon

SYSTEMS

PRACTICESDAT

A

Culturally KnowledgeableStaff Behavior

Culturally Relevant Support for

Student Behavior

OUTCOMES

Culturally Equitable Academic &Social Competence

Culturally ValidDecisionMaking

School-wide PBIS

Page 24: Implementing PBIS in High Schools Rob Horner University of Oregon

Tier I PBIS Core FeaturesConsequences

for Problem Behavior

School-wide Expectations

System to Acknowledge

Behavior

Commitment

Classroom Systems

Data based Decision System

Bully Prevention

Family Engagement

Tier I PBIS

Organizational Support and

Structure

Page 25: Implementing PBIS in High Schools Rob Horner University of Oregon

Organizational Structure

• District policy support• School leadership team• Functional data system• District coaching support

Page 26: Implementing PBIS in High Schools Rob Horner University of Oregon

Commitment

• Building Administrator• One of top three goals for year• Recognition of multi-year investment• Faculty vote: > 80%

Page 27: Implementing PBIS in High Schools Rob Horner University of Oregon

School-wide Social Expectations• 3-5 positively stated expectations

– Define what you WANT– Core values of the social culture

• Memorable

• Defined with input from faculty, families and students

• Selected and presented with cultural sensitivity

• Defined as observable behaviors– State what you DO, not who you ARE.

Restorative

Language and

Commitment

Page 28: Implementing PBIS in High Schools Rob Horner University of Oregon

Acknowledgement System

• Regular recognition for socially appropriate behavior.– Establish an environment with at least a 4 to 1 ratio

of “positive” to “negative” social contact

• Recognition is age-appropriate, functional, and efficient

• Group as well as individual recognitionvideo

Page 29: Implementing PBIS in High Schools Rob Horner University of Oregon

Consequence System

• Predictable, consistent consequences

• Function-based– Instructional– Prevent escalation– Allow instruction to continue– Avoid inadvertent reward of problem behavior

• Efficient– Attendance

• Restorative conversations

Page 30: Implementing PBIS in High Schools Rob Horner University of Oregon

Six Elements of a School Discipline System

2. Problem Behavior Definitions

3. Discipline ReferralForm

4. Guidelines for responding to problem behavior

5. Data System

6. Decision-making Process

1. Policy and Logic

Page 31: Implementing PBIS in High Schools Rob Horner University of Oregon

Observe Problem Behavior

Warning/Conference with Student

Use Classroom Consequence

Complete Minor Incident Report

Does student have 3 MIR slips

for the same behavior in the same quarter

•Preparedness•Calling Out•Classroom Disruption•Refusal to Follow a Reasonable Request (Insubordination)•Failure to Serve a Detention•Put Downs•Refusing to Work•Inappropriate Tone/Attitude•Electronic Devices•Inappropriate Comments•Food or Drink

•Weapons•Fighting or Aggressive Physical Contact•Chronic Minor Infractions•Aggressive Language•Threats•Harassment of Student or Teacher•Truancy/Cut Class•Smoking•Vandalism•Alcohol•Drugs•Gambling•Dress Code•Cheating•Not w/ Class During Emergency•Leaving School Grounds•Foul Language at Student/Staff

Write referral to office

Administrator determines

consequence

Administrator follows through

on consequence

Administrator provides teacher

feedback

Write the student a

REFERRAL to the main office

•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning

•Once written, file a copy with administrator

•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)

SIDE BAR on Minor Inc ident Repor t s

•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning

•Once written, file a copy with administrator

•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)

SIDE BAR on Minor Inc ident Repor t s

Is behavior office

managed?

ClassroomManaged

Office Managed

No Yes

Page 32: Implementing PBIS in High Schools Rob Horner University of Oregon

Classroom Systems

• Effective instruction• 10 core features of effective classrooms

– Expectations– Routines

Page 33: Implementing PBIS in High Schools Rob Horner University of Oregon

Data Use

• Right information in the right form at the right time– Fidelity of use– Impact on student outcomes– Able to address core concerns

• Disproportionality, Attendance,

• Rubric for both identifying problems, and developing practical solutions.

Page 34: Implementing PBIS in High Schools Rob Horner University of Oregon

SWIS Reports

Page 35: Implementing PBIS in High Schools Rob Horner University of Oregon

Core SWIS Reports

Page 36: Implementing PBIS in High Schools Rob Horner University of Oregon

Additional SWIS Reports

Page 37: Implementing PBIS in High Schools Rob Horner University of Oregon

Additional SWIS Reports (cont.)

Page 38: Implementing PBIS in High Schools Rob Horner University of Oregon

Data Drill Down

Use the information from the SWIS Dashboard to drill

down and analyze data.

Change the graph type to change the

analysis.

Page 39: Implementing PBIS in High Schools Rob Horner University of Oregon

Student Dashboard

Page 40: Implementing PBIS in High Schools Rob Horner University of Oregon

It is NOT just about the data

• Effective use of data for problem solving

• Team foundations– Effective roles (facilitator, minute taker, data analyst)– Use of publically displayed minutes/agenda– Team agreements

• Problem Solving– Define problems with precision– Comprehensive solutions– Action planning– Follow up with both fidelity and impact data

Page 41: Implementing PBIS in High Schools Rob Horner University of Oregon

Family Engagement

• Family involvement important for effective education.

• Many forms

Page 42: Implementing PBIS in High Schools Rob Horner University of Oregon

Bully Prevention

• Teach response to problem behavior• Establish adult role• Cyber

Page 43: Implementing PBIS in High Schools Rob Horner University of Oregon

Multi-tiered Support

• Tier I is important• Tiers II, and III are essential

Page 44: Implementing PBIS in High Schools Rob Horner University of Oregon

Implementation Plan

• Feb-May 2015– Establish commitment, organizational supports,

data system, expectations, and reward/consequence systems

– Hold student focus groups– Hold family engagement opportunities

• Aug-Sept 2015– Launch with students

Page 45: Implementing PBIS in High Schools Rob Horner University of Oregon

Implementation Plan

• Whole school

• Freshman Success