Rob HornerUniversity of Oregon www.pbis.org

Celebrate: PBS now being used in many parts

of society.

Focus: On school-wide positive behavior

support.

Sustain: Define what will keep current gains

active and improving.

PBS

ScienceValues

Vision

Practices that

work

Practices that

affect quality of

life

Practices that

are doable,

durable and

available

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 What is SchoolSchool--wide Positive Behavior Support?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-PBSPrevention

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

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

Individualized

Systems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

SCHOOL-WIDE

POSITIVE BEHAVIOR

SUPPORT

27

7Tertiary Prevention:

Specialized

Individualized

Systems for Students with

High-Risk Behavior

Secondary Prevention:

Specialized Group

Systems for Students with

At-Risk BehaviorPrimary Prevention:

School-/Classroom-

Wide Systems for

All Students,

Staff, & Settings

~80% of Students

~15%

~5%

School-Wide

Positive Behavior

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

School-wide PBIS now

Implemented in

10,892 Schools

Throughout U.S.

Illinois

Maryland North

Carolina

Colorado

Jennifer (Doolittle) Coffey

Invest first in Team/ Teaching/ Data

Sustain through Admin Support/ On-going Reward

Importance of “Continuous Regeneration”

Using data for on-going problem solving.

Valued

Outcomes

Implementation

Process

Effective

Practices

Efficiency

EffectivenessPriority

Continuous

RegenerationContinuous

Measurement

Data-

Based

Prob.

Solving

Capacity

Building

McIntosh et al.,

2009

Leadership Team

Active Coordination

Funding

VisibilityPolitical

Support

Training Coaching Evaluation

Local School/District Teams/Demonstrations

Behavioral

Expertise

Policy

Exploration

Installation

Initial Implementation

Full Implementation

Innovation

Sustainability

Implementation occurs in stages:

Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

2 – 4 Years

Science guided by our values and vision

Programs and practices guided by our science

Early InterventionLiteracy

Math

Wraparound

Positive Behavior Support

Family Support

Response to Intervention

© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008

Literacy

Wraparound

Math

Family Support

Behavior Support

ALI

GN

ME

NT

Early Intervention

Re

spo

nse

to

In

terv

en

tio

n/P

reve

nti

on

Student Outcomes

Primary

Prevention

Universal

Screening

Multi-tiered

Support

Early

Intervention

Progress

Monitoring

Systems to

support

practices

Continuum of Support Practices

Emphasis on “Foundation Supports” and investment in prevention.

Emphasis on the organizational systems needed to implement practices with fidelity and durability.

Collection and use of data for decision-making

1. Effective and Efficient Foundation Practices

Establishing a Universal System

of Support

Effective Curriculum

Unambiguous Instruction

Adequate intensity

Reward System

Error Correction System

2. Universal Screening Collect information on all students at least twice a year

Use data for decision-making2 or more ODRs

SSBD is used in Illinois

Cu

mu

lati

ve

Me

an

OD

Rs

Cumulative Mean ODRs Per Month

for 325+ Elementary Schools 08-09

Jennifer Frank, Kent McIntosh, Seth May

3. Continuum of Evidence-based Practices

Targeted interventions for students “at risk”

Intensive, Individualized interventions for students with more significant needs

Early Intervention

Organizing for higher tiers of behavior support.

Check-in/ Check-out

Functional Behavioral Assessment

Intensive Positive Behavior Support

Wraparound

Teams with a purpose

Teams in a School

Tier II

Individualized

Student

Assistance Team

Progress

Monitoring

Team

Plans School-

Wide & Class-

wide supports

Implements

CICO:

Monitors

effectiveness

and fidelity

Conducts FBA,

develops and

implements BIP,

Wraparound,

Person-Centered

Plans

Sept. 1, 2009

Universal

Supports

Team:

Academic

and

Behavior

Cindy Anderson &

Nadia Sampson

Tier

III

Tier I

Your School1.List name of teams in 1st row,

2.List functions or activities of team in 2nd row

3.Use bottom cluster of boxes for student interventions (programs).

Use arrows to indicate “student movement” (if youth don’t respond to X intervention, where do they go next?)

Teams

Functions

Specific Strategies

Illinois Team Organization for

3-Tiered PBIS System of Support

CICO

SAIG

Group w.

individual

feature

Complex

FBA/BIP

Problem Solving

Team

Tertiary

Systems Team

Brief

FBA/

BIP

Brief

FBA/BIP

WRAP

Secondary

Systems Team

Plans SW &

Class-wide

supports

Uses Process data;

determines overall

intervention

effectiveness

Standing team; uses

FBA/BIP process for

one youth at a time

Uses Process data;

determines overall

intervention

effectiveness

Sept. 1, 2009

Universal

Team

Universal

Support

One Team

Everything

Discipline

Handbook

Problem

SolutionOut of

Time

Use

Data

A key to collective problem solving is to

provide a visual context that allows

everyone to follow and contribute

CollectCollect

and Useand Use

DataData

Review

Status and

Identify

Problems

Develop and

Refine

Hypotheses

Discuss and

Select

Solutions

Develop and

Implement

Action Plan

Evaluate and

Revise

Action Plan

Problem Solving

Meeting Foundations

Team Initiated

Problem Solving

(TIPS) Model

4. Progress Monitoring Collection of data on a monthly, weekly, daily rate

Use of data for decision-making

Individual

Student

Support

5. Fidelity Monitoring

Assessing the extent to which we are implementing what we claim to implement

Use of the data for decision-making

Iowa Checklist 01-05, PK-6 % Fully & Partially Implemented

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

05-Aug-03

05-Nov-03

23-Feb-04

22-Jan-04

01-Feb-05

02-Jun-05

12-Aug-04

24-Nov-04

01-Mar-05

12-Sep-02

31-Oct-02

28-Feb-03

21-Apr-03

01-Sep-03

05-Nov-03

05-Aug-03

11-Sep-03

07-Nov-03

06-Feb-04

01-Sep-03

01-Nov-03

01-Mar-04

03-Aug-04

08-Nov-04

08-Mar-05

03-Jun-05

1 1 1 2 2 2 3 3 3 4 4 4 4 4 4 5 5 5 5 6 6 6 7 7 7 7

Start Up Full Implementation Start Up Part Implementation

Team Implementation Checklist

Coherent District PolicyClear statement of values, expectations, outcomes

“Social Behavior of Students” identified in school improvement plan.

Access to Evaluation and Assessment Tools

Ability to conduct universal screening and progress monitoring assessments

Ability to assess implementation fidelity

Recruitment and hiringExpectations defined in job announcements

Annual Orientation of new Faculty/ Admin/ Staff

District-wide and school-wide expectations

Classroom management expectations

Collection and use of data

Commitment to individual student supports

“…preference given to individuals with experience and

knowledge related to implementation of school-wide

approaches to literacy and behavior support.”

Professional Development PlanningFocused strategies for staff development in core skills

Annual Faculty/Staff EvaluationsExpectations assessed as part of annual evaluations

Recruitment of individuals with training, coaching, and implementation skills

Advanced skills in literacy supports

Advanced skills in behavior supports