Rob Horner University of Oregonwww.pbis.org

Define core features of School-wide PBS Define how the RTI framework applies to both academic and behavior supports Present current descriptive data supporting implementation of academic and behavior supports within an RTI framework.

Most participants are very knowledgeable about use of RTI for establishing early literacy Some but not all participants are knowledgeable about school-wide positive behavior support All are interested in efficient strategies for linking educational improvement for literacy, behavior, math, writing….

Supporting social behavior is central to achieving academic gains. RTI provides a common framework for implementing both social and academic behavior supports Implementation of any evidence-based practice requires a more coordinated focus than typically expected.

Logic Core Features

Logic for School-wide PBS Schools face a set of difficult challenges today  Multiple expectations (Academic accomplishment, Social competence, Safety)  Students arrive at school with widely differing understandings of what is socially acceptable.  Traditional “get tough” and “zero tolerance” approaches are insufficient. Individual student interventions  Effective, but can’t meet need School-wide discipline systems  Establish a social culture within which both social and academic success is more likely

Context Problem behavior continues to be the primary reason why individuals in our society are excluded from school, home, recreation, community, and work.

© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 Sobering Observation "All organizations [and systems] are designed, intentionally or unwittingly, to achieve precisely the results they get." R. Spencer Darling Business Expert Rise in Incidence of Autism Reduction in Incidence of Mental Retardation and Learning Disabilities The Oregon Department of Education has released graduation rates for all public high schools. Nearly one-third of all high school students don't receive a diploma after four years of study. by Betsy Hammond, The Oregonian Monday June 29, 2009,

School-wide PBS 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 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-PBS ▫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

Predictable Consistent Positive Safe

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

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. School-wide PBIS now Implemented in 10,892 Schools Throughout U.S.

SWIS summary (Majors Only) 3,410 schools; 1,737,432 students; 1,500,770 ODRs Grade RangeNumber of Schools Mean Enrollment per school Mean ODRs per 100 per school day K-62, (sd =.49) (sd = 1.11) (sd = 2.39) K-(8-12) (sd = 2.60)

Schools N= % 90% 78% 72% 77% 14% 17% 14% 10%22%28%

Academic SystemsBehavioral Systems 1-5% 5-10% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Of longer duration Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 80-90% Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Multi-tier Model

Dr. Laura Riffel

~80% of Students ~15% ~5% ESTABLISHING CONTINUUM of SWPBS SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club TERTIARY PREVENTION Function-based support Wraparound Person-centered planning PRIMARY PREVENTION Teach SW expectations Proactive SW discipline Positive reinforcement Effective instruction Parent engagement SECONDARY PREVENTION TERTIARY PREVENTION PRIMARY PREVENTION

Define School-wide Expectations for Social Behavior Identify 3-5 Expectations Short statements Positive Statements (what to do, not what to avoid doing) Memorable Examples: Be Respectful, Be Responsible, Be Safe, Be Kind, Be a Friend, Be-there-be-ready, Hands and feet to self, Respect self, others, property, Do your best, Follow directions of adults

Teach Behavioral Expectations Transform broad school-wide Expectations into specific, observable behaviors. Use the Expectations by Settings Matrix Teach in the actual settings where behaviors are to occur Teach (a) the words, and (b) the actions. Build a social culture that is predictable, and focused on student success.

Effective school-wide and classroom wide behavior support is linked to increased academic engagement. Improved academic engagement with effective instruction is linked to improved academic outcomes. The systems needed to implement effective academic supports and effective behavior supports are very similar.

Science guided by our values and vision Programs and practices guided by our science Early Intervention Literacy 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 ALIGNMENT Early Intervention Response to Intervention/Prevention Student Outcomes Primary Prevention Universal Screening Multi-tiered Support Early Intervention Progress Monitoring Systems to support practices

States Number of Schools Illinois

February 2009 Heather R. Reynolds NC Department of Public Instruction Bob Algozzine Behavior and Reading Improvement Center

State PBS Coordinator Heather R Reynolds Dr. Bob Algozzine

Levels of behavior risk in schools implementing PBS were comparable to widely-accepted expectations and better than those in comparison schools not systematically implementing PBS. Non-PBS Comparison Dr. Bob Algozzine

Schools with Low ODRs and High Academic Outcomes Office Discipline Referrals per 100 Students Proportion of Students Meeting State Academic Standard

Steve Goodman

Participating Schools 2004 Schools (21) 2005 Schools (31) 2006 Schools (50) 2000 Model Demonstration Schools (5) 2008 Schools (95) 2009 Schools (150*) Total of 512 schools in collaboration with 45 of 57 ISDs (79%) The strategies and organization for initial implementation need to change to meet the needs of larger scale implementation.

Percent of Students meeting DIBELS Spring Benchmark for Cohorts (Combined Grades) 5,943 students assessed assessed 8,330 students assessed assessed 16,078 students assessed assessed 32,257 students assessed assessed Spring ’09: 62,608 students assessed in cohorts 1 - 4

Percent of Students at DIBELS Intensive Level across year by Cohort

Began MiBLSi Implementation

Randomized Control Trials Single-case studies RTI Self-assessment

The Effects of School-wide PBS within a Randomized Control Effectiveness Trial The Effects of School-wide PBS within a Randomized Control Effectiveness Trial Rob Horner, George Sugai, Keith Smolkowski, Lucille Eber, Jean Nakasato, Anne Todd, Jody Esperansa OSEP TA Center on Positive Behavior Support Journal of Positive Behavior Intervention

Assessment Time Period GroupT 1T 2T 3 Treatment(N = 30)OXOO Control/Delay (N = 30)OOXO (T = time (by year), O = observation, X = implementation of SWPBS training)

T1T2T3 Treatment Group.381 N = N = N = 30 Control/Delay Group.388 N= N= N= 23 Random coefficients analysis (Murray, 1998; Singer & Willett, 2003): Time X Condition p <. 0001; r =.67; d = 1.78 Random coefficients analysis (Murray, 1998; Singer & Willett, 2003): Time X Condition p <. 0001; r =.67; d = 1.78

Random coefficients analysis: p <.0001; d = 1.78 Initial Training Delay Training ** PBS

T1T2T3 Treatment Group.370 N= N = N = 25 Control/Delay Group.387 N = N= N = 20 Time X Condition p =.0154 r = -.40 d = -.86

Random coefficients analysis p =.0154; d = -.86 * * PBS

T1T2T3 Treatment Group.455 N = N= N = 31 Control/Delay Group.38 N = N= N= 23 T2 Treatment vs. Control: p =.032 r =.28 d =.58

N.S. p =.032; d =.58 ** PBS

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 ScreeningCollect information on all students at least twice a year Use data for decision-making 2 or more ODRs SSBD is used in Illinois

Cumulative Mean ODRs Cumulative Mean ODRs Per Month for 325+ Elementary Schools 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 School 1.List name of teams in 1 st row, 2.List functions or activities of team in 2 nd 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 Discipline Handbook

Problem Solution Out of Time Use Data A key to collective problem solving is to provide a visual context that allows everyone to follow and contribute

Collect and Use and UseData 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

DORA Thoroughness of Decision Making Score (Simple) Newton et al., 2010: Effects of TIPS Training on Team Decision-making Pre TIPS Training Post-TIPS Training

4. Progress MonitoringCollection 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 Team Implementation Checklist

Coherent District Policy Clear 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 hiring Expectations 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 Planning Focused strategies for staff development in core skills Annual Faculty/Staff Evaluations Expectations 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