1. 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

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

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

4. (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

5. 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
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

6. 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).
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7. Main Messages Effective (academic, behavior) Efficient (time, cost)
PBIS is a foundation for the next generation of education.
Effective (academic, behavior) Efficient (time, cost)

8. 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), 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), 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, 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, 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, Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 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) 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):

9. 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

10. 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

11. 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

12. 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

13. Pre PBIS Year Year Year 3

14. 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

15. 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

16. 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

17. Establishing a Social Culture
Common Language
MEMBERSHIP
Common Experience
Common Vision/Values

18. 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

19. 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

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

21. 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

22. 19,408 Number of Schools Implementing SWPBIS since 2000
September , 2013
19,408

23. 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

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

25. 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

26. Linking PBIS and Academic Gains

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

28. 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

29. Average Major Discipline Referral per 100 Students by Cohort

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

31. Percent of Students meeting DIBELS Spring Benchmark
for Cohorts (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

32. Percent of Students at DIBELS Intensive Level across year by Cohort

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

34. 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

36. PBIS Values Science Vision Practices that affect quality of life
Practices that work
PBIS
Vision
Practices that are practical, durable and available