Moving School-wide PBIS Forward with Quality, Equity and Efficiency 2011 Tennessee School-wide PBIS State Conf

Rob Horner, University of Oregon

www.pbis.org www.uoecs.org

Goals

• Themes that unite us

• Focus onQualityEquityEfficiency

• The goal of School-wide Positive Behavioral Interventions and Supports (SWPBIS) is to create schools that are more effective learning environments

Themes that Unite Us• “Positive behavioral Interventions

and supports” is the rational integration of: (a) valued outcomes, (b) behavioral and biomedical science, (c) validated procedures, and (d) systems change

… to enhance quality of life, and minimize/prevent problem behaviors.

___________________________________ Ted Carr, Glen Dunlap, Bob Koegel, Jacki Anderson,

Wayne Sailor, George Sugai

Functional Behavioral Assessment

Environmental Redesign

Teaching Social, Academic and

Communication Skills Remove Rewards for Problem

Behavior

Enhance Rewards for Desired Behavior

Continuum of Supports

Universal Prevention•Identify expectations•Teach•Monitor•Acknowledge•Correct Targeted Intervention

•Check-in, Checkout•Social skills training•Mentoring•Organizational skills•Self-monitoring

Intensive Intervention•Individualized, functional assessment based behavior support plan

Procedures and Systems

As You Attend Sessions

• What are the valued outcomes?

• What are the specific procedures?

• What is the science?

• What are the systems for achieving implementation and sustainability?

Quality, Equity, Efficiency

Quality

(PBIS works)

Evidence-based

Practices

Behavior Support

Family Systems

Social skills development

Equity

(PBIS works for all)

All StudentsRace/ Ethnicity

DisabilityGender

Sexual Preference

Efficiency(PBIS saves time

and money)

Procedures and Systems

PracticalAcceptableEffective/ BetterEconomical

School-wide Positive Behavioral Interventions and Supports (PBIS)

• Build a continuum of supports that begins with the whole school and extends to intensive, wraparound support for individual students and their families.

What is School-wide Positive Behavior Interventions and Supports?

• School-wide PBIS is: A systems framework for establishing the social

culture and intensive behavioral supports needed for a school to be an effective learning environment for all students.

• Evidence-based features of SW-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

School-wide PBIS: Outcomes

• Reduction in problem behavior

• Improved academic performance

• Improved perceived school safety

• Reduction in staff turnover

Examining the Evidence Base for School-Wide Positive Behavior Support

2010 Focus on Exceptional Children, 49, (8) 1-14.

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

Avoid creating a new disability labeling system.

Reading

Behavior

Math

Health

Schools adopting SWPBIS by year

00 01 02 03 04 05 06 07 08 09 2010 20110

2000

4000

6000

8000

10000

12000

14000

16000

14,325 Schools Adopting

School-wide PBIS

Schools use SWPBIS (Feb, 2011)

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200

400

600

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11 states with over 500 schools

3 states with over 1000 schools

Illinois

Florida Texas

Tennessee

Alab

ama

Alas

ka

Ariz

ona

Arka

nsas

Calif

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a

Colo

rado

*

Conn

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Del

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Flor

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Geo

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Haw

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Idah

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Illin

ois

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Kans

as*

Kent

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Percentage of Schools using SWPBIS by State 1 state > 60%

5 states > 40%

7 states > 30%

Illinois

Maryland

Delaware

Tennessee

Tennessee PBIS Data

• Approximately 1700 public schools

• 950,000 students

Using PBIS to AchieveQuality, Equity and Efficiency• QUALITY: Using what works; Linking Academic and

Behavior Supports Steve Goodman (valued outcomes) Commitment to real implementation

– Fidelity– Coaching

• 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

0

300

600

900

1200

1500

Tota

l O

ffic

e D

iscip

line R

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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 minutes

231 hours

29, 8-hour days

Savings in Student Instructional time

ODR = 45 min

Suspension = 216 min

43,650 minutes

728 hours

121 6-hour school days

Oregon Department of EducationProposed Policy on Scale-worthy Practices

Dr. Dianna Carrizales-Englemann

Not Effective

Traditional Promising Scale Worthy

Oregon Department of EducationProposed Policy on Scale-worthy Practices

Practice addresses a core educational outcomes (e.g. reading, math, writing, graduation, social behavior)

Practice is operationally defined

Practice includes formal systems/ strategies for professional development.

Practice includes formal system for measuring both fidelity and impact on student outcomes.

Practice includes strategies for sustainability and continuous improvement

Practices has been proven feasible, socially acceptable and effective in at least 50 schools in Oregon.

Practice is documented as evidence-based

Dr. Dianna Carrizales-Englemann

Schools

Summary• PBIS is expanding to an increasingly wide

range of settings/ disciplines.

• We need to remain clear about the themes that unite us

• SWPBIS is more relevant today than ever because of the promise we bring: Quality, Equity, Efficiency

• Leave the Conference energized Impressed by the knowledge of your peers Informed about practices and procedures that

work Clear about how you will bring the promise of

PBIS to your students and families