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Implementing PBIS in High Schools
Rob Horner
University of Oregon
www.pbis.org
Why PBIS?
• The fundamental purpose of PBIS is to make schools more effective, efficient and equitable learning environments.
Predictable
Consistent
Positive
Safe
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
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
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.
Main Messages• PBIS is a foundation for the next generation of
education.Effective (academic, behavior)
Equitable (all students succeed) Efficient (time, cost)
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
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
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
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
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
PBIS: Building Effective Schools
Schools using PBISAugust , 2014 21,611
Number of Schools Implementation SWPBIS (Tier I) by StateAugust, 2014
14 States with more than 500
schoolsCalifornia
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
Establishing a Social Culture
Common Vision/Values
Common Language
Common Experience
MEMBERSHIP
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
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
Remember that the multiple tiers of support refer to our SUPPORT not Students.
Avoid creating a new disability labeling system.
Reading
Behavior
Math
Health
~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• • • • • •
SYSTEMS
PRACTICESDAT
A
Culturally KnowledgeableStaff Behavior
Culturally Relevant Support for
Student Behavior
OUTCOMES
Culturally Equitable Academic &Social Competence
Culturally ValidDecisionMaking
School-wide PBIS
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
Organizational Structure
• District policy support• School leadership team• Functional data system• District coaching support
Commitment
• Building Administrator• One of top three goals for year• Recognition of multi-year investment• Faculty vote: > 80%
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
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
Consequence System
• Predictable, consistent consequences
• Function-based– Instructional– Prevent escalation– Allow instruction to continue– Avoid inadvertent reward of problem behavior
• Efficient– Attendance
• Restorative conversations
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
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
Classroom Systems
• Effective instruction• 10 core features of effective classrooms
– Expectations– Routines
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.
SWIS Reports
Core SWIS Reports
Additional SWIS Reports
Additional SWIS Reports (cont.)
Data Drill Down
Use the information from the SWIS Dashboard to drill
down and analyze data.
Change the graph type to change the
analysis.
Student Dashboard
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
Family Engagement
• Family involvement important for effective education.
• Many forms
Bully Prevention
• Teach response to problem behavior• Establish adult role• Cyber
Multi-tiered Support
• Tier I is important• Tiers II, and III are essential
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
Implementation Plan
• Whole school
• Freshman Success