Implementing PBIS in High Schools Rob Horner University

Implementing PBIS in High Schools Rob Horner University of Oregon www. pbis. org

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

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

Main Messages • Function-based support – 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

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 21 st 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.

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

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), 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. , (2012 )Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics, 130(5) 1136 -1145. 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 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), 177 -193. doi: 10. 1080/1754730 x. 2012. 707429 Freeman, J. , Simonsen, B. , Mc. Coach 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 E xperimenta l ly Related to: 1. Reducti on in prob lem behav 2. Increas ior ed academ ic perform 3. Increas ance ed attenda nce 4. Improve d perceptio n of safety 5. Reducti on in bully ing behav 6. Improve iors d organiza tional effic 7. Reducti iency on in staff turnover 8. Increas ed percept ion of teac 9. Improve her efficac d Social E y motional c ompetenc e

Time Cost of a Discipline Referral (Avg. 45 minutes per incident for student 30 min for Admin 15 min for Teacher) 1000 Referrals/yr 500 Hours 2000 Referrals/yr 1000 Hours 250 Hours 500 Hours Student Time 750 Hours 1500 Hours Totals 1500 Hours 3000 Hours Administrator Time Teacher Time

Pre PBIS 3 Year 1 Year 2 Year

What does a reduction of 850 office referrals and 25 suspensions mean? Kennedy Middle School �Savings in Administrative time �Savings in Student Instructional time � 13, 875 minutes � 231 hours � 43, 650 minutes � 728 hours � 29, 8 -hour days � 121, 6 -hour school days � ODR = 15 min � Suspension = 45 min � ODR = 45 min � Suspension = 216 min

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: Building Effective Schools

Schools using PBIS August , 2014 21, 611

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

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

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

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

SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT ~5% ~15% Primary Prevention: School-/Classroom. Wide Systems for All Students, Staff, & Settings 27 Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Main Ideas: 1. Invest in prevention first 2. Multiple tiers of support intensity 3. Early/rapid access to ~80% of Students support

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

School-wide PBIS Culturally Equitable Academic & Social Competence OUTCOMES DA ES C TI AC TA PR Culturally Valid Decision Making Culturally Relevant Support for Student Behavior SYSTEMS Culturally Knowledgeable Staff Behavior

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

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

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

School-wide Social Expectations • 3 -5 positively stated expectations – Define what you WANT – Core values of the social culture • Memorable ve i t a r Resto e and ag u g n t n La e m t i m m o C • 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.

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

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

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

Classroom Systems • Effective instruction • 10 core features of effective classrooms – Expectations – Routines

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.

SWIS Reports

Core SWIS Reports

Additional SWIS Reports

Additional SWIS Reports (cont. )

Data Drill Down Use the information from the SWIS Dashboard to drill down and analyze data. Change the graph type to change the analysis.

Student Dashboard

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

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

Bully Prevention • Teach response to problem behavior • Establish adult role • Cyber

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

Implementation Plan • Feb-May 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

Implementation Plan • Whole school • Freshman Success