P1_Horner Illinois School Improvement Linking Beh and Acad Supports

8/14/2019 P1_Horner Illinois School Improvement Linking Beh and Acad Supports

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Rob HornerUniversity of Oregon www.pbis.org

OSEP TA-Center on PBS
http://www.pbis.org/http://www.pbis.org/


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Define the core features of school-wide PBS

Link school-wide efforts to the individualized

supports needed by many students withASD.

Frame issues of behavior support within an

RTI approach

Provide a self-assessment for use inplanning at the school and district level.


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Supporting social behavior is central toachieving academic gains.

School-wide PBS is an evidence-based

practice for building a positive social culturethat will promote both social and academicsuccess.

Establishing schools that meet the needs ofchildren with ASD starts by establishing apredictable, consistent, positive and safefoundation for all students.


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Never stop doing what already works

Always look for the smallest change that

will produce the largest effectAvoid defining a large number of goalsDo a small number of things well

Do not add something new without also

defining what you will stop doing to makethe addition possible.


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Collect and use data for decision-making

Adapt any initiative to make it fit your school

community, culture, context.FamiliesStudentsFacultyFiscal-political structure

Establish the systems and policy clarity neededto support and sustain implementation ofeffective practices

LAUSD Discipli
http://../Training/Leadership%20Conferences/Summer/2009/Presenters/Handouts/Day%201%20Plenary/LAUSD%20Discipline%20Foundation%20Policy.pptxhttp://../Training/Leadership%20Conferences/Summer/2009/Presenters/Handouts/Day%201%20Plenary/LAUSD%20Discipline%20Foundation%20Policy.pptx


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Context

Problem behavior continues to be the primaryreason why individuals in our society areexcluded from school, home, recreation,community, and work.


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Problem Behaviors

Insubordination,noncompliance, defiance, lateto class, nonattendance,truancy, fighting, aggression,inappropriate language, socialwithdrawal, excessive crying,

stealing, vandalism, propertydestruction, tobacco, drugs,alcohol, unresponsive, not

following directions,inappropriate use of schoolmaterials, weapons,harassment 1, harassment 2,

harassment 3, unprepared tolearn, parking lot violation,irresponsible, trespassing,disrespectful, disruptingteaching, uncooperative,violent behavior, disruptive,verbal abuse, physical abuse,

dress code, other, etc., etc., etc.

Vary in intensity

Exist in every school,home and communitycontext

Place individuals at riskphysically, emotionally,academically andsocially


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Context

Many initiatives to improve education

Initiatives too often conflicting and/or competing

EarlyIntervent

ion

Literacy

Math

Wraparound

PositiveBehaviorSupportFa

milySu

pport

ResponsetoIntervention

AppliedBehaviorAna

lysis


9/48 Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008

Using RTI to Align Systems

Literacy

Wraparound

Math

Family Support

Behavior Support

A

LIGNMENT

Early Intervention

ResponsetoIntervention/Prevention

Student Outcomes

PrimaryPrevention

UniversalScreening

Multi-tieredSupport

EarlyIntervention

ProgressMonitoring

Systems tosupport

practices


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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 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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Common

Vision/Values

Common

Language

Common

Experience

MEMBERSHIP


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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


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~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


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SYSTEMS

PRAC

TICESDA

TA

Supporting

Staff Behavior

Supporting

Student

Behavior

OUTCOMES

Supporting Social Competence,

Academic Achievement and Safety

Supporting

Decision

Making

School-widePBS


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Classroom

SWPBS

Practices

Non-classroom Family

Student

School

-wid

e

Smallest change Evidence-based Biggest, durable effect


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Identify 3-5 Expectations Short statements Positive Statements (what to do, not

what to avoid doing) Memorable Examples:

Be Respectful, Be Responsible, Be Safe, BeKind, Be a Friend, Be-there-be-ready, Handsand feet to self, Respect self, others,property, Do your best, Follow directions ofadults


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Hawaii

Scott Spaulding, Claudia VincentPbis.org/evaluation/evaluation briefs

Illinois


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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, 2006Kent McIntosh

School-wide PBS has benefits for teachers andstaff as well as students.

Scott Ross, 2006

Sustaining School-wide PBS effortsJennifer Doolittle, 2006


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PBIS in Illinois

Developing Local Systems of Carefor Children and Adolescents with

Mental Health Needs and their FamiliesTraining Institutes

Nashville, TN

Lucille Eber Ed.D.IL PBIS Network


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numbero

fschools


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PBS slope = -1.15

Non PBS slope = -.37


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PBS Slope = -1.85

Non PBS Slope = -,34


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February 2009

Heather R. ReynoldsNC Department of Public Instruction

Bob AlgozzineBehavior and Reading Improvement Center

http://www.dpi.state.nc.us/positivebehavior/
http://www.dpi.state.nc.us/positivebehavior/http://www.dpi.state.nc.us/positivebehavior/http://www.dpi.state.nc.us/positivebehavior/


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State PBS CoordinatorHeather R Reynolds

Dr. Bob Algozzine


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Levels of behaviorrisk in schools

implementing

PBS were

comparable to

widely-accepted

expectations andbetter than those

in comparison

schools not

systematically

implementing

PBS.

Non-PBSComparison

Dr. BobAlgozzine

d


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Dr. BobAlgozzine

Schools with Low

ODRs and HighAcademicOutcomes

Office Discipline Referrals per 100 StudentsPro

portionofStu

dentsMeeting

StateAcadem

ic

Standard


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Steve [email protected]/miblsi


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2004 Schools (21)

2005 Schools (31)

2006 Schools (50)

2000 Model Demonstration Schools (5)

2007 Schools (165)

0

50

100

150

200

250

300

2003-2004 2004-2005 2005-2006 2006-2007

Existing Schools New Schools


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DIBELSBenchmark

Major Discipline

Referrals


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0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2000 2001 2002 2003 2004 2005

Year

School District

Began MiBLSi

Implementation


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Building an active continuum of support

Establish the foundation that will sustainindividual student gains

Build a culture of adaptive support


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Illinois profile analysis. Assessment of intervention effectiveness

Very Low, Low, Med, High, Very High

0 1 2 3 4

School-wide

Individual Intervention


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Continuum of Support Practices

Emphasis on Foundation Supports andinvestment in prevention.

Emphasis on the organizational systemsneeded to implement practices with fidelityand durability.

Collection and use of data for decision-making


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1. Effective andEfficient FoundationPractices

Establishing aUniversal System ofSupport

Effective Curriculum

UnambiguousInstruction

Adequate intensity

Reward System

Error Correction

System


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2. Universal Screening Collect information onall students at leasttwice a year

Use data for decision-making


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3. Continuum ofEvidence-basedPractices

Targeted interventionsfor students at risk

Intensive,

Individualizedinterventions forstudents with moresignificant needs

Early Intervention


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Progress Monitoring Collection of data on amonthly, weekly, dailyrate

Use of data fordecision-making


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District policyClear statement of values, expectations, outcomes

Evaluation capacity to conduct universalscreening and progress monitoring

assessmentsDistrict provides efficient options for universalscreening and progress monitoring measures

Recruitment and hiring

Expectations defined in job announcements Professional development

Focused strategies for staff development in coreskills


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Annual evaluationsExpectations 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


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School-wide PBS is an approach for investing inmaking the school a more effective social andeducational setting for all students.

Core features of RTI are an effective frameworkfor improving Behavior and Academic Support

Building schools that deliver the supports

needed for students with ASD starts byestablishing core foundation features thatcreate a predictable, consistent, positive andsafe social culture.

Documents

P1_Horner Illinois School Improvement Linking Beh and Acad Supports