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