school wide positive behavior - · pdf filerob horner university of oregon . national...

National Center on Response to Intervention

RESPONSE TO INTERVENTION AND SCHOOL WIDE POSITIVE BEHAVIORSCHOOL‐WIDE POSITIVE BEHAVIOR

SUPPORT

Rob HornerUniversity of Oregon

www.pbis.org

GoalsNational Center on Response to Intervention

Goals

D fi f t f S h l id PBSDefine core features of School‐wide PBS

Define a framework for linking SWPBS and RTI

Present current descriptive data supporting implementation of academic and behavior supports within an RTI framework.

AssumptionsNational Center on Response to Intervention

Assumptions

Most participants are very knowledgeableMost participants are very knowledgeable about use of RTI for establishing early literacyliteracy

Some but not all participants are knowledgeable about school‐wide positiveknowledgeable about school‐wide positive behavior support

All are interested in efficient strategies forAll are interested in efficient strategies for linking educational improvement for literacy, behavior math writingbehavior, math, writing….

Main MessagesNational Center on Response to Intervention

Main Messages

Supporting social behavior is central to achievingSupporting social behavior is central to achieving academic gains.

RTI provides a common framework for implementing both social and academic behavior supportssupports

Implementation of any evidence‐based practice p y prequires a more coordinated focus than typically expected.

WHAT IS SWPBSNational Center on Response to Intervention

WHAT IS SWPBS

L iLogic

Core Features

Logic for School wide PBSNational Center on Response to Intervention

Logic for School‐wide PBS

Schools face a set of difficult challengesSchools face a set of difficult challenges today

Multiple expectations (Academic accomplishment, Social competence, Safety)competence, Safety)

Students arrive at school with widely differing understandings of what is socially acceptable.Traditional “get tough” and “zero tolerance” approaches g g ppare insufficient.

Individual student interventionsEffective but can’t meet needEffective, but can t meet need

School‐wide discipline systemsEstablish a social culture within which both social and academic success is more likelyacademic success is more likely

ContextNational Center on Response to Intervention

Context

Problem behavior continues to be the primary reason why individuals in our p y ysociety are excluded from school, home, recreation, community, and work., y,

Sobering Observation

Reduction in Incidence of Mental Retardation and Learning Disabilities The Oregon Department of

Education has released graduation rates for all public high schools.


Sobering ObservationNearly one‐third of all high school students don't receive a diploma after four years of study.

"All organizations [and systems] are designed, intentionally or unwittingly, to

after four years of study.

by Betsy Hammond

Th O i M d J 29 2009g , y g y,

achieve precisely the results they get.Rise in Incidence of Autism

The OregonianMonday June 29, 2009,

R. Spencer Darling

Business Expert

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

School wide PBSNational Center on Response to Intervention

School‐wide PBS

Build a continuum of supportsBuild a continuum of supports that begins with the whole school and extends to intensive, wraparound supportintensive, wraparound support for individual students and their families.

What is National Center on Response to Intervention School‐wide Positive Behavior Support?

School‐wide PBS is:School wide PBS is:A systems approach for establishing the social culture and behavioral supports needed for a school to be an effective learning environment for all students.

Evidence‐based features of SW‐PBSPreventionDefine and teach positive social expectationsAcknowledge positive behaviorArrange consistent consequences for problem behaviorArrange consistent consequences for problem behaviorOn‐going collection and use of data for decision‐makingContinuum of intensive, individual intervention supports. Implementation of the systems that support effectiveImplementation of the systems that support effective practices

E t bli hi S i l C ltNational Center on Response to Intervention

Establishing a Social Culture

Common Language

MEMBERSHIP

CommonC

MEMBERSHIP

Common Vision/Values

Common Experience

Create Effective Learning National Center on Response to Intervention Environments

P di blPredictable

ConsistentConsistent

Positive

Safe

Tertiary Prevention:Specialized

I di id li dSCHOOL‐WIDE

POSITIVE BEHAVIOR IndividualizedSystems for Students with

High‐Risk Behavior~5%

POSITIVE BEHAVIORSUPPORT

Secondary Prevention:Specialized Group

Systems for Students with At‐Risk Behavior

~15%

Primary Prevention:School‐/Classroom‐Wide Systems forAll St d t

At‐Risk Behavior

All Students,Staff, & Settings

~80% of Students

SWIS summary 08‐09 (Majors Only)National Center on Response to Intervention

SWIS summary 08 09 (Majors Only)3,410 schools; 1,737,432 students; 1,500,770 ODRs

Grade Range Number of Schools

Mean Enrollment per school

Mean ODRs per 100 per school day

K-6 2,162 450 .34 (sd = .49)

6-9 602 657 .85 (sd = 1.11)

9-12 215 887 1.27 (sd = 2.39)

K (8 12) 431 408 1 06 ( d 2 60)K-(8-12) 431 408 1.06 (sd = 2.60)

SWIS Mean Percentage Students (2008-09) (Majors Only)


( j y)

Students 6+

10% 22% 28%

70%

80%

90%

100% Students 2 to 5

Students 0 or 1

4%6%

3%7%

8% 11% 9%14% 17% 14%

40%

50%

60%

90% 90% 78% 72% 77%

0%

10%

20%

30%

0%

Pre-K K-6 6-9 9-12 K8-12

Schools N= 3 2162 602 215 431

Multi‐tier ModelAcademic Systems Behavioral Systems

1‐5% 1‐5%

Intensive, Individual Interventions•Individual Students•Assessment‐based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment‐based

5‐10% 5‐10%

•High Intensity•Of longer duration

•Intense, durable procedures

Targeted Group Interventions•Some students (at‐risk)•High efficiency

Targeted Group Interventions•Some students (at‐risk)•High efficiency•High efficiency

•Rapid response

g e c e cy•Rapid response

80‐90% 80‐90%Universal Interventions Universal Interventions•All students•Preventive, proactive

•All settings, all students•Preventive, proactive


Dr. Laura Riffel

ESTABLISHING CONTINUUM of SWPBS

~5%

TERTIARY PREVENTION• Function‐based support• Wraparound• Person‐centered planning

TERTIARY PREVENTION•••

~15% SECONDARY PREVENTION• Check in/out

• Person‐centered planning

SECONDARY PREVENTION•

•

• Targeted social skills instruction• Peer‐based supports• Social skills club

•••

PRIMARY PREVENTION• Teach SW expectations• Proactive SW discipline

PRIMARY PREVENTION••• Positive reinforcement• Effective instruction• Parent engagement

•••

~80% of Students

Supporting Social Competence, Academic Achievement and Safety

OUTCOMES

y

School‐wide PBS

SupportingStudent B h iSupporting

PBS

BehaviorSupportingDecisionMaking

SYSTEMS

SupportingStaff Behavior

Define School‐wide ExpectationsNational Center on Response to Intervention for Social Behavior

Identify 3‐5 ExpectationsIdentify 3‐5 Expectations

Short statements

Positive Statements (what to do not what to avoidPositive Statements (what to do, not what to avoid doing)

MemorableMemorable

Examples:Be Respectful, Be Responsible, Be Safe, Be Kind, Be a p , p , , ,Friend, Be‐there‐be‐ready, Hands and feet to self, Respect self, others, property, Do your best, Follow directions of adultsdirections of adults


No GumNo HatsNo HatsNo BackpacksNo RunningNo RunningNo ViolenceNo DisruptionNo Disruption


eject violence

bey rulesbey rules

t b ll itop bullying

verybody “Stop It”


These banners are hanging in the commons area and in our gymnasium.

A few positive SW ExpectationsNational Center on Response to Intervention

“Phoenix Experience”

p p

National Center on Response to Intervention RespectSOAR

Achievement

Organization

Safe


[email protected]

Teach Behavioral ExpectationsNational Center on Response to Intervention

Teach Behavioral Expectations

Transform broad school‐wideTransform broad school wide Expectations into specific, observable behaviors.

Use the Expectations by Settings Matrix

Teach in the actual settings where behaviors are to occurTeach (a) the words, and (b) the actions.Build a social culture that is predictable, and focused on student success.

Expectations & behavioral skills are taught & recognized in natural context


g

Linking Academic and Behavior National Center on Response to Intervention Supports

• Effective school‐wide and classroom wideEffective school wide and classroom wide behavior support is linked to increased academic engagementacademic engagement.

• Improved academic engagement with effective instruction is linked to improvedeffective instruction is linked to improved academic outcomes.

Th d d i l• The systems needed to implement effective academic supports and effective b h i i ilbehavior supports are very similar.

Alignment for Systems change

Early Intervention

ionPrimary

Prevention

Literacy

/Prevent

Universal Screening

Wraparound

MEN

T

vention/Multi‐tiered

Support

lMath

Family SupportALIGNM

to IntervEarly

Intervention

Progress

Behavior Support

espo

nse tg

Monitoring

Systems to s pport

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

Re

Student Outcomes

support practices

States Implementing SWPBSNational Center on Response to Intervention 10,000+ schools in 48 states

1200

1000

ols Illinois

600

800

er of Schoo

400Num

be

0

200

1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55 57 59 61 63 65 67 69 71States


North CarolinaP iti B h i S t I iti tiPositive Behavior Support Initiative

February 2009February 2009

Heather R. ReynoldsNC Department of Public InstructionNC Department of Public Instruction

Bob AlgozzineBehavior and Reading Improvement Center

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

North CarolinaPositive Behavior Support InitiativeNational Center

on Response to Intervention

Positive Behavior Support Initiative

State PBS CoordinatorState PBS CoordinatorHeather R Reynolds

Dr. Bob Algozzine

North Carolina Positive Behavior Support InitiativeNon‐PBS


Levels of behavior risk in100

Office Discipline Referral Risk in North Carolina

Comparison

behavior risk in schools implementing PBS were comparable to70

80

90

comparable to widely-accepted expectations and better than those in comparison

50

60

70

in comparison schools not systematically implementing PBS20

30

40

PBS.

2004‐05 (N=21) 2005‐06 (N=35) 2006‐07 (N=66) 2007‐08 (N=110) Comparison (N=5)

6+ ODR 5 3 4 4 10

0

10

6+ ODR 5 3 4 4 10

2‐5 ODR 12 9 11 11 23

0‐1 ODR 83 88 85 85 67

Dr. Bob Algozzine

North CarolinaPositive Behavior Support Initiativear

d


Positive Behavior Support Initiative100

mic Stand

a

85

90

95

S h l i h L

ate Acade

m

75

80

85

Reading

Schools with Low ODRs and High

Academic Outcomes

Meetin

g St

65

70

EOG

Reading

Linear (Reading)

rxy = ‐.44(n = 36)

f Stude

nts M

55

60

oportio

n of

50

0.00 0.10 0.20 0.30 0.40 0.50 0.60 0.70 0.80 0.90 1.00

ODRs

Dr. Bob AlgozzineOffice Discipline Referrals per 100 Students

Pro


Steve [email protected]/miblsi


Participating SchoolsParticipating Schools2004 Schools (21)2005 Schools (31)

2000 Model Demonstration Schools (5)The strategies and

organization for initial ( )2006 Schools (50)2007 Schools (165)2008 Schools (95)2009 Schools (150*)

implementation need to change to meet the

Total of 512 schools in collaboration with 45 of 57 ISDs

needs of larger scale implementation.

collaboration with 45 of 57 ISDs (79%)

Average Major Discipline Referral per 100 Students by Cohort


y

160

180

120

140

80

100

40

60

0

20

40

0Cohort 1 (n=15) Cohort 2 (n=19) Cohort 3 (n=34) Cohort 4

2004-2005 2005-2006 2006-2007 2007-2008

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

90%

100% Spring ’09: 62,608 students Spring ’09: 62,608 students assessed in cohorts 1 assessed in cohorts 1 ‐‐ 44

60%

70%

80% 5,943 5,943 studentsstudentsassessedassessed

8,330 8,330 studentsstudentsassessedassessed



40%

50%

60%

20%

30%

40%

0%

10%

Cohort 1 Cohort 2 Cohort 3 Cohort 4

2003‐04 2004‐05 2005‐06 2006‐07 2007‐08 2008‐09

Percent of Students at DIBELS Intensive Level across year by CohortNational Center


Level across year by Cohort30%

entio

n

20%

25%

ensive Interv

15%

t DIBELS Inte

Level

10%

f Stude

nts at

0%

5%

Percent o

f

0%

Cohort 1 Cohort 2 Cohort 3 Cohort 4

2003‐04 2004‐05 2005‐06 2006‐07 2007‐08 2008‐09

Participating School Example: Fourth Grade Reading MEAP Results

90%100% Began MiBLSi

Implementation

50%60%70%80%90% Implementation

10%20%30%40%

0%2000 2001 2002 2003 2004 2005

YearSchool District


The Effects of School‐wide PBS ithi R d i d C t lwithin a Randomized Control

Effectiveness Trial

Rob Horner, George Sugai, Keith Smolkowski, Lucille Eber, Jean Nakasato, Anne Todd,

dJody Esperansa

OSEP TA Center on Positive Behavior Support

www.pbis.orgJournal of Positive Behavior Intervention

RTI as the framework for Linking National Center on Response to Intervention SWPBS and Early Literacy

• Randomized Control Trials

• RTI Self‐assessment

• Single‐case studiesstudies

Randomized Controlled TrialNational Center on Response to Intervention

Randomized Controlled Trial(Preliminary Findings)

Assessment Time Period

Group T 1 T 2 T 3

Treatment (N = 30) O X O O

Control/Delay (N = 30) O O X O

(T = time (by year), O = observation, X = implementation of SWPBS training)

Finding #1: Implementation by regular personnelNational Center on Response to InterventionMean SET score (Total) [Bold indicates post intervention]

T1 T2 T3

Treatment Group

.381N = 33

.785N = 30

.823N = 30

Control/Delay Group

.388N= 26

.459N= 27

.640N= 23

Random coefficients analysis (Murray, 1998; Singer & Willett, 2003):

Time X Condition p < . 0001; r = .67; d = 1.78Random coefficients analysis (Murray, 1998; Singer & Willett, 2003): Time X Condition p < . 0001; r = .67; d = 1.78

Results: With training by regular state trainers, schools are bl t i l t SWPBS t it iNational Center


able to implement SWPBS to criterion.

Implementation of SWPBS

Initial (N = 33) Delayed (N = 28)

Random coefficients analysis: p < 0001; d 1 78

0.7

0.8

0.9Random coefficients analysis: p <.0001; d = 1.78

l l

0 4

0.5

0.6

SET

Sco

res Initial

TrainingDelayTraining

* *

0 1

0.2

0.3

0.4

Mea

n S * *

PBSPBSPBS

0

0.1

T1 T2 T3

Finding #2: SWPBS is associated with increased perception of safety: School Safety Survey: RiskNational Center


perception of safety: School Safety Survey: Risk Factor

T1 T2 T3

Treatment Group

.370N= 24

.344N = 29

.343N = 25

Control/Delay Group

.387N = 19

.415N= 24

.358N = 20Group N = 19 N= 24 N = 20

Time X Condition p = .0154 r = ‐ .40 d = ‐ .86

Results: Perceived Social Risk Factors decreased when SWPBS was implemented with fidelityNational Center


was implemented with fidelity.

Perceived Risk Factor Score from School Safety Survey

0.45

es

Initial (N = 24) Delay (N = 19)

Random coefficients analysis p = .0154; d = ‐.86

0 3

0.35

0.4

y Ri

sk S

core

0.2

0.25

0.3

Safe

ty S

urve

y

* *

0.05

0.1

0.15

an S

choo

l S

PBS PBS PBS

0T1 T2 T3

Mea

Finding #3: SWPBS associated with increase in proportion of students meeting state readingNational Center


proportion of students meeting state reading standard

T1 T2 T3

Treatment Group

.455N = 33

.529N= 31

.536N = 31

Control/Delay Group

.38N = 28

.402N= 27

.436N= 23

T2 Treatment vs Control: p = 032 r = 28 d = 58T2 Treatment vs. Control: p .032 r .28 d .58

Results: The percentage of 3rd graders meeting the state National Center on Response to Interventionreading standard increased with SWPBS implementation.

P t f 3 d G d ti St t R di St d dPercentage of 3rd Graders meeting State Reading Standard

60 00%ing

Initial (N = 33) Delay ( N= 28)

N.S. p = .032; d = .58

50.00%

60.00%

ng s

tate

read

i

30.00%

40.00%

ader

s m

eetin

stan

dard * *

10.00%

20.00%

age

of 3

rd G

ra s

PBS PBSPBS

0.00%T1 T2 T3Pe

rcen

ta

Li ki PBS d E l LiNational Center on Response to Intervention

Linking PBS and Early Literacy

Continuum of SupportContinuum of Support PracticesEmphasis on “Foundation pSupports” and investment in prevention.Emphasis on the organizational systemsEmphasis on the organizational systems needed to implement practices with fidelity and durability.Collection and use of data for decision‐making

Li ki RTI d PBSNational Center on Response to Intervention

Linking RTI and PBS

• 1. Effective and Efficient Foundation P ti

• Effective Curriculum

• Unambiguous Practices– Establishing a Universal System of

Instruction

• Adequate intensityUniversal System of Support • Reward System

• Error Correction System


Linking RTI and PBS

• 2 Universal Screening • Collect information• 2. Universal Screening • Collect information on all students at least twice a yeary

• Use data for decision‐making

• 2 or more ODRs

• SSBD is used in Illinois

12

Cumulative Mean ODRs Per Month for 325+ Elementary Schools 08 09National Center


8

10

DRs

for 325+ Elementary Schools 08‐09

6

8

0‐1

Mean OD

4

2‐5

6+

ulative M

2Cum

0

Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun

Jennifer Frank, Kent McIntosh, Seth May


Linking RTI and PBS

• Targeted interventions for students “at risk”

• 3. Continuum of Evidence‐based

• Intensive, Individualized

f

Practices

interventions for students with more significant needssignificant needs

• Early Intervention


Linking RTI and PBS• 4. Progress • Collection of data on a4. Progress Monitoring

Collection of data on a monthly, weekly, daily rate

• Use of data for decision‐making


5 Fid lit M it i A i th

Linking RTI and PBS

• 5. Fidelity Monitoring • Assessing the extent to which we areIowa Checklist 01-05 PK-6 % Fully & Partially Implemented

Adams Elementary SchoolIndividual School Team Checklist Data we are

implementing what we claim to

Iowa Checklist 01-05, PK-6 % Fully & Partially Implemented

70%

80%

90%

100%

Team ChecklistTeam Checklist 03-04

80

100

Individual School Team Checklist Data

implement

• Use of the data for 20%

30%

40%

50%

60%

20

40

60

decision‐making0%

10%

05-A

ug-0

3

05-N

ov-0

3

23-F

eb-0

4

22-J

an-0

4

01-F

eb-0

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02-J

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12-A

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24-N

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12-S

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28-F

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06-F

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08-M

ar-0

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03-J

un-0

5

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 Implementation Start Up Part Implementation

0Commit Team Self-Assess Expect.

Define Expect.Teach

RewardsSystem

ViolationsSystem

Info. Function % ItemsImplemented

% TotalPoints

Aug. '03 Nov. '03

Implications for Systems ChangeNational Center on Response to Intervention

Implications for Systems Change

District policyDistrict policyClear statement of values, expectations, outcomes

Ability to conduct universal screening and progress monitoring assessments

District provides efficient options for universal screening and progress monitoring measures

Recruitment and hiringExpectations defined in job announcements

P f i l d l tProfessional developmentFocused strategies for staff development in core skills

Discipline Foundation Policy: National Center on Response to Intervention LAUSD

School‐Wide Positive Behavior SupportNUMBER: BUL‐3638.0ISSUER: Donnalyn Jaque‐Antón, Executive Officer, Educational ServicesDATE: March 27, 2007

POLICY:Every student, pre‐school through adult, has the right to be educated in a safe,respectful and welcoming environment. Every educator has the right to teach in anatmosphere free from disruption and obstacles that impede learning. This will beachieved through the adoption and implementation of a consistent school‐wide positive behavior support and discipline plan for every school in LAUSD.

All school level discipline plans will be consistent with the Culture of Discipline: Guiding Principles for the School Community (Attachment A) and Culture ofGuiding Principles for the School Community (Attachment A) and Culture of Discipline: Student Expectations (Attachment B). This will include: teaching school rules and social‐emotional skills; reinforcing appropriate student behavior; using effective classroom management and positive behavior support strategies by providing early intervention for misconduct and appropriate use of consequences.

Jeff Sprague, Nancy Franklin, Laura Zeff

Implications for Systems ChangeNational Center on Response to Intervention

Implications for Systems Change

A l l tiAnnual evaluationsExpectations assessed as part of annual evaluationsevaluations

Recruitment of individuals with training, coaching and implementation skillscoaching, and implementation skills

Advanced skills in literacy supports

Advanced skills in behavior supportsAdvanced skills in behavior supports

Science Values

Practices that work

Practices that affect quality of life

PBIS

VisionPractices thatPractices that are practical, durable and available

National Center on Response to Intervention Questions, Comments

school wide positive behavior - · pdf filerob horner university of oregon . national...

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