Rob Horner University of Oregon OSEP TA-Center on PBIS www.pbis.org Improving Schools Implementing PBIS to achieve Quality, Efficiency, and Equity Rob Horner University of Oregon OSEP TA-Center on PBIS www.pbis.org

Goals Review core features of School-wide PBIS Define lessons learned about effective leadership in implementation of SWPBIS.

Why SWPBIS? The fundamental purpose of SWPBIS is to make schools more effective learning environments. Predictable Positive Consistent Safe

(PBIS saves time and money) (PBIS works for all) Equity All Students Race/ Ethnicity Disability Gender Sexual Preference Quality (PBIS works) Evidence-based Practices Behavior Support Family Systems Social skills development Efficiency (PBIS saves time and money) Procedures and Systems Practical Acceptable Effective/ Better Economical

Federal SPENDING on K-12 Education under the Elementary and Secondary Education Act and NAEP READING Scores (Age 9) © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 http://www.ed.gov/nclb/overview/intro/index.html Source: U.S. Department of Education Budget Service and NAEP 1999 Trends in Academic Progress. Note: Appropriations for ESEA do not include funding for special education. Reading scores are the average scores for 9-year-olds, according to the National Assessment of Educational Progress (NAEP). A score of 200 implies an ability to understand, combine ideas and make inferences based on short, uncomplicated passages about specific or sequentially related information. (c) Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008

Rationale for Intensive Intervention: NAEP Reading, Percentage of Fourth-Grade Students at or Above “Proficient” (1998–2011) Students w/ no identified disability Students w/ disabilities This graph compares the performance across time of students with disabilities (bottom line) and without disabilities (top line) in fourth-grade reading on the National Assessment of Educational Progress (NAEP). Eleven percent of fourth-graders with disabilities performed at or above the “Proficient” level on the NAEP in 2011, compared to 36 percent of their non-disabled peers. This proficiency rate is down from 13 percent in 2009 (p < .05). Patterns are similar at eighth grade (8 percent Proficient) and for mathematics (17 percent at fourth grade and 9 percent at eighth grade). (Downloaded from http://nationsreportcard.gov/). (http://nationsreportcard.gov/)

Main Messages Effective (academic, behavior) Efficient (time, cost) PBIS is a foundation for the next generation of education. Effective (academic, behavior) Efficient (time, cost)

Experimental Research on SWPBIS SWPBIS Experimentally Related to: Reduction in problem behavior Increased academic performance Increased attendance Improved perception of safety Reduction in bullying behaviors Improved organizational efficiency Reduction in staff turnover Increased perception of teacher efficacy Improved Social Emotional competence 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., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics. 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

Preliminary Evidence: When PBIS is linked to reduction in ODRs does reduction occur for students from all ethnic groups? Main Messages: Reduction in ODRs occurred for all ethnic groups Racial disproportionality continued, however, just at a lower level of intensity. From: Vincent, Cartledge, May & Tobin, 2009

Preliminary Evidence: When PBIS is linked to reduction in ODRs does reduction occur for students from all ethnic groups? From: Vincent, Cartledge, May & Tobin, 2009

One Illinois Elementary School: Out of School Suspensions before and after SWPBIS “Relying on suspensions is not an effective learning strategy to address kid behavior. Students come back from suspensions academically behind, and then we have lost the opportunity…” Mike Szopinski, Principal Eber, Upreti & Rose 2010

Time Cost of a Discipline Referral (Avg Time Cost of a Discipline 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 Student Time 750 Hours 1500 Hours Totals 3000 Hours

Pre PBIS Year 1 Year 2 Year 3

121, 6-hour school days 29, 8-hour days 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

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

What is School-wide Positive Behavior Intervention and Support? School-wide PBIS is: A 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 SWPBIS 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 Language MEMBERSHIP Common Experience Common Vision/Values

Challenge: A New Message Re-designing future education Effective practices (Quality) Efficient practices (Efficient) Equitable practices (Equity) KEY MESSAGE: As Resources are ADDED back to Education we must be prepared to use those resources differently, better, more efficiently than we have in the past

Invest in prevention first Multiple tiers of support intensity 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 ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Main Ideas: Invest in prevention first Multiple tiers of support intensity Early/rapid access to support ~80% of Students 27

Math Remember that the multiple tiers of support refer to our SUPPORT not Students. Avoid creating a new disability labeling system. Behavior Health Reading

ESTABLISHING CONTINUUM of SWPBS TERTIARY PREVENTION Function-based support Wraparound Person-centered planning Check and Connect TERTIARY PREVENTION ~5% ~15% SECONDARY PREVENTION Check in/ Check out Targeted social skills instruction Anger Management Social skills club First Step to Success SECONDARY PREVENTION PRIMARY PREVENTION Teach SW expectations Consistent Consequences Positive reinforcement Classroom Systems Parent engagement Bully Prevention PRIMARY PREVENTION ~80% of Students

19,408 Number of Schools Implementing SWPBIS since 2000 September , 2013 19,408

14 States with more than 500 schools Number of Schools Implementation SWPBIS (Tier I) by State September, 2013 14 States with more than 500 schools Illinois California Florida Wisconsin North Carolina

Proportion of Schools Implementing SWPBIS by State February, 2013 California 12 states over 40% of all schools implementing SWPBIS

Number of PBIS schools (Green) Implementing, (Red) measuring fidelity and (Blue) at Tier I fidelity by state >75% ------------------- Connecticut Iowa Kentucky Michigan Minnesota Missouri Oregon South Carolina Vermont Florida Illinois North Carolina Wisconsin Total number of schools using SWPBIS Total number of schools measuring fidelity Schools at Tier I fidelity

Linking PBIS and Academic Gains

Steve Goodman sgoodman@oaisd.org www.cenmi.org/miblsi

Participating Schools 2000 Model Demonstration Schools (5) Total of 512 schools in collaboration with 45 of 57 ISDs (79%) 512 schools = approximately 15% of all schools in Michigan 28

Average Major Discipline Referral per 100 Students by Cohort

Focus on Implementing with Fidelity using Benchmarks of Quality (BoQ)/ODR ’06-’07 and ’07-’08 Decrease 14.6% Increase 8%

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 8,330 students assessed 32,257 students assessed 16,078 students assessed

Percent of Students at DIBELS Intensive Level across year by Cohort

Participating School Example: Fourth Grade Reading MEAP Results Began MiBLSi Implementation

Using PBIS to Achieve Quality, 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 Values Science Vision Practices that affect quality of life Practices that work PBIS Vision Practices that are practical, durable and available