1. Implementing PBIS in High Schools
Rob Horner
University of Oregon

2. Why PBIS?
The fundamental purpose of PBIS is to make schools more effective, efficient and equitable learning environments.
Predictable
Positive
Consistent
Safe

3. Main Messages
Supporting social behavior is central to achieving academic gains.
Efficiency is essential
Never stop doing what already works
Look for smallest change that generates largest student benefit
Never start something new without stopping something you already do to create needed resources
Establish a whole-school social culture
Cultural sensitivity
Family and student engagement

4. Main Messages Function-based support Invest in Prevention (Tier I)
Implementation of support without attention to function is as likely to make things worse as it is to make things better
Invest in Prevention (Tier I)
Define and teach school-wide expectations
Support behavior of Adults as well as behavior of students.
Policy matters.
Insufficient, but important

5. Michigan State Board of Education Positive Behavior Support Policy
The vision of the State Board of Education is to create learning environments that prepare students to be successful citizens in the 21st century. The educational community must provide a system that will support students’ efforts to manage their own behavior and assure academic achievement. An effective behavior support system is a proactive, positive, skill-building approach for the teaching and learning of successful student behavior. Positive behavior support systems ensure effective strategies that promote pro-social behavior and respectful learning environments. Research-based positive behavior support systems are appropriate for all students, regardless of age. The principles of Universal Education reflect the beliefs that each person deserves and needs a positive, concerned, accepting educational community that values diversity and provides a comprehensive system of individual supports from birth to adulthood. A positive behavior support policy incorporates the demonstration and teaching of positive, proactive social behaviors throughout the school environment. A positive behavior support system is a data-based effort that concentrates on adjusting the system that supports the student. Such a system is implemented by collaborative, school-based teams using person-centered planning. School-wide expectations for behavior are clearly stated, widely promoted, and frequently referenced. Both individual and school-wide learning and behavior problems are assessed comprehensively. Functional assessment of learning and behavior challenges is linked to an intervention that focuses on skill building. The effectiveness of the selected intervention is evaluated and reviewed, leading to data-based revisions. Positive interventions that support adaptive and pro-social behavior and build on the strengths of the student lead to an improved learning environment. Students are offered a continuum of methods that help them learn and maintain appropriate behavior and discourage violation of codes of student conduct. In keeping with this vision, it is the policy of the State Board of Education that each school district in Michigan implement a system of school-wide positive behavior support strategies.
Adopted September 12, 2006
…it is the policy of the State Board of Education that each school district in Michigan implement a system of school-wide positive behavior support strategies.

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

7. Experimental Research on SWPBIS
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., (2012 )Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics, 130(5) 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): Bradshaw, C. P., Pas, E. T., Goldweber, A., Rosenberg, M., & Leaf, P. (2012). Integrating schoolwide Positive Behavioral Interventions and Supports with tier 2 coaching to student support teams: The PBISplus Model. Advances in School Mental Health Promotion, 5(3), doi: / x Freeman, J., Simonsen, B., McCoach D.B., Sugai, G., Lombardi, A., & Horner, ( submitted) Implementation Effects of School-wide Positive Behavior Interventions and Supports on Academic, Attendance, and Behavior Outcomes in High Schools.
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

8. 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

9. Pre PBIS Year Year Year 3

10. 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

11. 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

12. PBIS: Building Effective Schools

14. Schools using PBIS August , 2014
21,611

15. 14 States with more than 500 schools
Number of Schools Implementation SWPBIS (Tier I) by State
August, 2014
14 States with more than 500 schools
California

16. What is School-wide Positive Behavior Intervention and Support (PBIS)?
School-wide PBIS is:
A multi-tiered 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 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

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

19. 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

20. 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

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

22. ESTABLISHING CONTINUUM of PBIS
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

23. Culturally Knowledgeable
School-wide PBIS
Culturally Equitable Academic &
Social Competence
OUTCOMES
Culturally Relevant
Support for
Student
Behavior
Culturally Valid
Decision
Making
PRACTICES
DATA
SWPBS: Four Elements
SWPBS builds from a focus on student Outcomes: academic achievement, social competence, and safety.
SWPBS “Practices” are the behaviors of adults that affect how students perform. These are the daily, classroom, and on-going discipline practices of the school
SWPBS “Systems” are the organizational decisions and structures that support effective STAFF Behavior. A major strength of SWPBS is the emphasis on practices delivered WITH the systems needed to support the practices.
The use of data for decision-making is the single most important system within SWPBS. This element is used both to ensure the SWPBS practices are tailored to the local context/culture, and to benefit the continuous regeneration needed for sustained implementation.
SYSTEMS
Culturally Knowledgeable
Staff Behavior

24. Tier I PBIS Core Features
Consequences for Problem Behavior
System to Acknowledge
Behavior
Classroom Systems
School-wide Expectations
Tier I PBIS
Data based Decision System
Commitment
Bully Prevention
Organizational Support and Structure
Family Engagement

25. Organizational Structure
District policy support
School leadership team
Functional data system
District coaching support

26. Commitment Building Administrator One of top three goals for year
Recognition of multi-year investment
Faculty vote: > 80%

27. School-wide Social Expectations
3-5 positively stated expectations
Define what you WANT
Core values of the social culture
Memorable
Defined with input from faculty, families and students
Selected and presented with cultural sensitivity
Defined as observable behaviors
State what you DO, not who you ARE.
Restorative Language and Commitment

28. Acknowledgement System
Regular recognition for socially appropriate behavior.
Establish an environment with at least a 4 to 1 ratio of “positive” to “negative” social contact
Recognition is age-appropriate, functional, and efficient
Group as well as individual recognition
video

29. Consequence System Predictable, consistent consequences Function-based
Instructional
Prevent escalation
Allow instruction to continue
Avoid inadvertent reward of problem behavior
Efficient
Attendance
Restorative conversations

30. Six Elements of a School Discipline System
1. Policy and Logic
2. Problem Behavior
Definitions
3. Discipline Referral
Form
4. Guidelines for
responding to
problem behavior
5. Data System
6. Decision-making
Process

32. Classroom Systems Effective instruction
10 core features of effective classrooms
Expectations
Routines

33. Data Use Right information in the right form at the right time
Fidelity of use
Impact on student outcomes
Able to address core concerns
Disproportionality, Attendance,
Rubric for both identifying problems, and developing practical solutions.

34. SWIS Reports Trainer Notes:
Within the SWIS Application, users have access to multiple reports representing various data sets. SWIS organizes the 13 available reports into Core Reports and Additional Reports.
***Trainers should familiarize themselves with the information below about Core Reports and Additional Reports. The information for each report set will be discussed with the subsequent slides.***
Core Reports provide information at the school-wide level. These reports are presented on the main SWIS Dashboard and are also available in the reports dashboard. The value of the Core Reports is they help schools quickly, visually identify “red flags” or potential problems that may need further inquiry. The Core Reports include: Average Referrals Per Day Per Month, Referrals By Location, Referrals By Problem Behavior, Referrals By Time, Referrals By Student, Referrals By Day of Week, and Referrals By Grade. Both the day of week and grade reports are new in SWIS 5.
Additional Reports provide some of the same information presented in the Core Reports and display it in a multi-year format so schools/facilities can see changes over time. For example, the Average Referrals Per Day Per Month report is represented in a multi-year format so users can see a specific month (i.e., March) and compare it to the previous year, the year before that, the year before that, and so on. The same is true for the location report presented in the multi-year format. This specific report allows users to see the number of referrals in various locations compared across years. The problem behavior report presented in the multi-year format allows users to see the number of referrals associated with individual problem behaviors compared across years. The Staff Report is only accessible to certain users with appropriate access levels. The Staff Report displays the number of referrals written by staff members within a designated time range. The Suspension/Expulsion Report displays the total number of days, total number of events, and total number of students contributing for in-school suspensions, out-of-school suspensions, as well as expulsions. This report will also display individual student information and note which specific students received a suspension or expulsion. The Ethnicity Report is presented in through three different graphs and is used to monitor referral patterns across a school/facility’s various racial/ethnic groups. One value in using the ethnicity reports is that they can assist schools in providing equity in education and taking actionable steps towards avoiding disproportionality in discipline practices. We will go deeper in utilizing the Ethnicity Reports for decision making in Module 6.

35. Core SWIS Reports Trainer Notes:
Core Reports provide information at the school-wide level. These reports are presented on the main SWIS Dashboard and are also available in the reports dashboard. The value of the Core Reports is they help schools quickly, visually identify “red flags” or potential problems that may need further inquiry. The Core Reports include: Average Referrals Per Day Per Month, Referrals By Location, Referrals By Problem Behavior, Referrals By Time, Referrals By Student, Referrals By Day of Week, and Referrals By Grade. Both the day of week and grade reports are new in SWIS 5.

36. Additional SWIS Reports
Trainer Notes:
Additional Reports provide some of the same information presented in the Core Reports and display it in a multi-year format so schools/facilities can see changes over time. For example, the Average Referrals Per Day Per Month report is represented in a multi-year format so users can see a specific month (i.e., March) and compare it to the previous year, the year before that, the year before that, and so on. The same is true for the location report presented in the multi-year format. This specific report allows users to see the number of referrals in various locations compared across years. The problem behavior report presented in the multi-year format allows users to see the number of referrals associated with individual problem behaviors compared across years. The Staff Report is only accessible to certain users with appropriate access levels. The Staff Report displays the number of referrals written by staff members within a designated time range.

37. Additional SWIS Reports (cont.)
Trainer Notes:
The Suspension/Expulsion Report displays the total number of days, total number of events, and total number of students contributing for in-school suspensions, out-of-school suspensions, as well as expulsions. This report will also display individual student information and note which specific students received a suspension or expulsion. The Ethnicity Report is presented in through three different graphs and is used to monitor referral patterns across a school/facility’s various racial/ethnic groups. One value in using the ethnicity reports is that they can assist schools in providing equity in education and taking actionable steps towards avoiding disproportionality in discipline practices. We will go deeper in utilizing the Ethnicity Reports for decision making in Module 6.

38. Change the graph type to change the analysis.
Data Drill Down
Use the information from the SWIS Dashboard to drill down and analyze data.
Trainer Notes:
Example Think Aloud:
“Here I am at the Drill Down feature. To get here, all I had to do was click on the Drill Down icon located in the navigation row.”
“Now I can begin to include some filters into my dataset and really drill down. You can think of the filters being any of the ‘red flags’ that we noticed from the SWIS Dashboard. For example, the dashboard indicated that the cafeteria was one of our hot spots. Plus, the faculty buzz has been dealing with fall out after lunch. So, I’m going to drill down into our cafeteria data. That’s where I’m going to start.”
“So, I’ve included the school year and the problem location of ‘cafeteria’ in to the dataset and clicked ‘Generate’. Now SWIS is showing me all of our data that matches the school year I identified and the location I identified.”
“If I change the graph type, I can see different aspects of what is happening in the cafeteria. When I select the graph type of ‘Problem Behavior’ I can see that physical aggression and harassment are the primary problems.”
“My SWIS Dashboard did tell me that harassment is a top problem behavior for our school. So, now I see a connection. Harassment is connected to the cafeteria. I will add that to my dataset and drill deeper.”
Change the graph type to change the analysis.

39. Student Dashboard
Trainer Notes:

40. It is NOT just about the data
Effective use of data for problem solving
Team foundations
Effective roles (facilitator, minute taker, data analyst)
Use of publically displayed minutes/agenda
Team agreements
Problem Solving
Define problems with precision
Comprehensive solutions
Action planning
Follow up with both fidelity and impact data

41. Family Engagement
Family involvement important for effective education.
Many forms

42. Bully Prevention Teach response to problem behavior
Establish adult role
Cyber

43. Multi-tiered Support Tier I is important
Tiers II, and III are essential

44. Implementation Plan Feb-May 2015 Aug-Sept 2015
Establish commitment, organizational supports, data system, expectations, and reward/consequence systems
Hold student focus groups
Hold family engagement opportunities
Aug-Sept 2015
Launch with students

45. Implementation Plan
Whole school
Freshman Success