Horner Keynote Vancouver

8/14/2019 Horner Keynote Vancouver

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Creating and Sustaining Effective Schools:The Vision, Values and Science guidingSchool-wide Positive Behavior Support

Rob Horner

University of Oregon

www.pbis.org


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Assumptions Some people here are new to School-wide PBIS

Some are very experienced with School-widePBIS

All are concerned about the near-term future


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Goals Define the logic and core features of school-wide

positive behavior support.

Emphasize link between vision, values, science

and practical behavior support

Encourage sustained emphasis on buildingsustainable, whole-school systems that supportboth behavior and academic success


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Vision Create a society with the opportunities and

supports that allow all citizens access to a high

quality of life.


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Vision Supporting social behavior in schools is central

to achieving academic gains and educational

success


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Vision Problem behavior continues to be the primary

reason why children and young adults are

excluded from school, home, recreation,community, and work.


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Problem Behaviors

Insubordination,noncompliance, defiance, late toclass, nonattendance, truancy,

fighting, aggression,inappropriate language, socialwithdrawal, excessive crying,stealing, vandalism, property

destruction, tobacco, drugs,alcohol, unresponsive, not

following directions,inappropriate use of schoolmaterials, weapons, harassment1, harassment 2, harassment 3,unprepared to learn, parking lot

violation, irresponsible,trespassing, disrespectful,disrupting teaching,uncooperative, violent behavior,disruptive, verbal abuse,

physical abuse, dress code, other,etc., etc., etc.

Exist in every school,home and communitycontext

Vary in intensity

Place individuals at risk

physically, emotionallyand socially


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Vision Problem behavior is a threat to personal quality

of life.


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Values Our success lies in our unwavering commitment

to the best interest of individuals and their

families.

What we do in the name of PBIS is not about amodel, a brand or a manual. It is about thethoughtful construction of effective places tolive, learn and play.


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Values Support individuals within the context of their

families.

Honor the guidance and support provided FROM

families


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Vision Schools, homes, work places and communities

will achieve success only in the context of a

predictable, consistent, positive and safe socialculture.


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Establish a Predictable, Consistent, Positive andSafe Social Culture

CommonVision/Values

CommonLanguage

CommonExperience

MEMBERSHIP


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Science To establish an effective social culture we:

Define, teach, and reward behavioral expectations

Provide consistent, predictable consequences forproblem behavior

Use data to guide implementation and assess impactover time.


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Science Science guided by our values and vision

Programs and practices guided by our science

Autism

EarlyLiteracy

Math

Wraparound

PositiveBehaviorSupport

Fami

lySupp

ort

ResponsetoIntervention


15/43 Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008

Alignment for Systems change

Literacy

Wraparound

Math

Family Support

Behavior Support

A

LIGNMENT

Early Intervention

Respo

nse

to

Interv

enti

Student Outcomes

Primary Prevention

Universal Screenin

Multi-tiered Suppor

Early Intervention

Progress Monitorin

Systems to support prac


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Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008

Sobering Observation

"All organizations [and systems] are designed,intentionally or unwittingly, to achieveprecisely the results they get."

R. Spencer DarlingBusiness Expert

Rise in Incidence of Autism

Incidence of Mental Retardation and Learning Disabilities

The Oregon Department of Education has released graduation rates fo

Nearly one-third of all high school students don't receive a diploma a

by Betsy Hammond,

The Oregonian Monday June 29, 2009,


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Systems Change Effective practices produce effective outcomes

only within effective systems

We have invested in defining effective practices

but not in defining the systems needed forthese practices to produce effective outcomes.


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Lessons learned from School-wide PBS Build a continuum of supports

that begins with thewholeschool and extends to

intensive, wraparoundsupport for individualstudents and their families.


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What isSchool-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 aneffective 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


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Science Establishing additional supports for students

with more intense needs


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Classroom

SWPBSPractices

Non-classroom Family

Student

Schoo

l-wid

e

Smallest # Evidence-based Biggest, durable effect


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States Implementing SWPBS10,000+ schools in 48 states

States

NumberofSchools Illinois


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N = 1679 443 163 246

Elementary Middle High K (8-12)

74% 83% 83%


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Linking School-wide PBS to

improvement in social behavior ANDacademic outcomes.


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Participating Schools

2004 Schools (21)2005 Schools (31)2006 Schools (50)

2000 Model Demonstration Schools (5)

2007 Schools (165)2008 Schools (95)2009 Schools (150*)

Total of 512 schools in

collaboration with 45 of 57ISDs (79%)

n for initial implementation need to change to me


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Average Major Discipline Referral per 100 Students by Cohort


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Percent of Students meeting DIBELS Spring Benchmarkfor Cohorts 1 - 4 (Combined Grades)

Spring 09: 62,608 studentsSpring 09: 62,608 students

assessed in cohorts 1 - 4assessed in cohorts 1 - 4

P t f St d t t DIBELS I t i L l b


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Percent of Students at DIBELS Intensive Level across year byCohort


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0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2000 2001 2002 2003 2004 2005

Year

School District

Participating School Example:Fourth Grade Reading MEAP Results

Began MiBLSiImplementation


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North CarolinaPositive Behavior Support Initiative

Dr. Bob Algozzine

ith Low ODRs and High Academic Outcomes


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Commitment to Using DataAre we doing what we said we would do?

Measure if SWPBS is in place?

Use the data to guide action planning

Assess student needs, and intervene early

Assess if our efforts are benefiting students


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Are we doing what we said we would do?

Assessing the extent to which

we are implementing whatwe claim to implement

Use of the data for decision-

making

Iowa C hecklist 01-05, PK-6 % Fully & Part ially Impl

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

05-Aug-03

05-Nov-03

23-Feb-04

22-Jan-04

01-Feb-05

02-Jun-05

12-Aug-04

24-Nov-04

01-Mar-05

12-Sep-02

31-Oct-02

28-Feb-03

21-Apr-03

01-Sep-03

05-Nov-03

05-Aug-03

11-Sep-03

07-Nov-03

06-Feb-04

01-Sep-03

01-Nov-03

01-Mar-04

03-Aug-04

08-Nov-04

08-Mar-05

03-Jun-05

1 1 1 2 2 2 3 3 3 4 4 4 4 4 4 5 5 5 5 6 6 6 7 7 7 7

Start Up Full ImplementationStart Up Part Implementat

Team ChecklistA d a m s E le m e n t a r y STeam Checklist 03-04

0

20

40

60

80

100

C ommit Team Self-A ss essExpect.Define

Expect.Teach

R ewardsSystem

ViolationsSystem

Info. Function % ItemsImplemented

% TotalP oints

A ug. '03 No v. '0

Individual School

Team Checklist Data


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Assessing Need for Behavior Support

2. Universal Screening Collect information on all

students at least twice a year Use data for decision-making


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Multiple Tiers of Support

Targeted interventions for

students at risk Intensive, Individualized

interventions for studentswith more significant needs

Early Intervention

Jennifer Frank Kent McIntosh Seth May


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CumulativeMeanOD

Rs

Cumulative Mean ODRs Per Monthfor 325+ Elementary Schools 08-09

Jennifer Frank, Kent McIntosh, Seth May


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Assessing Impact on Individual Students

Progress Monitoring Collection of data on a

monthly, weekly, daily rate Use of data for decision-

making


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School-wide PBS is evidence-based Reduction in problem behavior Increases in academic outcomes

Horner et al., 2009Bradshaw et al., 2006; in press

Behavioral and Academic gains are linkedAmanda Sanford, 2006Jorge Preciado, 2006

Kent McIntosh

School-wide PBS has benefits for teachers and staff aswell as students.

Scott Ross, 2006

Current Research
http://c/Documents%20and%20Settings/robh/My%20Documents/ROBS%20DATA/Studies/Amanda.ppt#-1,1,Impact%20of%20Matching%20Academic%20Expectations%20to%20Academic%20Skills%20on%20Problem%20Behaviorhttp://c/Documents%20and%20Settings/robh/My%20Documents/ROBS%20DATA/Studies/Randomized%20Control%20Trial.ppt#-1,1,The%20Effects%20of%20School-wide%20PBS%20within%20a%20Randomized%20Control%20Effectiveness%20Trial


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Sustaining School-wide PBS effortsJennifer Doolittle, 2006

High School Academic / Behavior Support Jessica Swain-Bradway, 2009

Current Research
http://c/Documents%20and%20Settings/robh/My%20Documents/ROBS%20DATA/Studies/Jessica%20Swain-Bradway%20CICO.pptx#-1,1,An%20Analysis%20of%20a%20Secondary%20Level%20Intervention%20for%20High%20School%20Students%20at-risk:%20The%20High%20School%20Behavior%20Education%20Program


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Implications Usevalues to guide what we address, how we

intervene, and how we determine if we are

successful

Use science to define effective interventions

Use implementation technologyto changeorganizational systems so they use effectiveinterventions.


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Build the VisionApply the Values

Master the Science If you are new to PBIS Learn the core features, practices, outcomes

If you are already engaged in PBISUse Fidelity measures (Team Checklist, SET, BoQ)

Extend School-wide efforts to students with moreintense needs

If you are in a decision-making roleHow to implement PBIS for systems change

How to scale-up practices that are effective and

practical


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PBIS

Science Values

Vision

Practicesthat work

Practices thataffect qualityof life

Practicesthat arepractical,durable andavailable
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