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CREATING SAFE AND EFFECTIVE SCHOOLS ---------------------------------------- USING PBIS TO LINK EFFECTIVE PRACTICES WITH SUSTAINABLE SYSTEMS ROB HORNER UNIVERSITY OF OREGON

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CREATING SAFE AND EFFECTIVE SCHOOLS

----------------------------------------

USING PBIS TO LINK EFFECTIVE PRACTICES

WITH SUSTAINABLE SYSTEMS

ROB HORNER

UNIVERSITY OF OREGON

GOALS

Provide update on current status of PBIS in US and Idaho

Link PBIS Practices with the “Systems” that support sustained use

Emphasize the critical role of cultural adaptation in PBIS implementation

THE PURPOSE OF PBIS

The fundamental purpose of PBIS is to

make schools more effective, efficient

and equitable learning environments

for all students.

Predictable

Consistent

Positive

Safe

EXPERIMENTAL RESEARCH ON SWPBISBradshaw, 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:10.1080/1754730x.2012.707429

Freeman, J., Simonsen, B., McCoach 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.

Flannery, B., Fenning, P., Kato, M., & McIntosh, K. (2014). Effect of school-wide positive behavioral interventions and supports and fidelity

of implementation on problem behavior in high schools. School Psychology Quarterly, 29, 111-124.

Research Support for PBIS

SCHOOLS USING PBIS AUG, 2016

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23,363 schools11,762,000 Students

3138

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Schools

SCHOOLS IMPLEMENTING PBIS BY STATE

2015-16

21 states with over

500 schools

Implementing PBIS

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1000

1500

2000

2500

Idaho / 100 schools

PROPORTION OF SCHOOLS IMPLEMENTING

PBIS BY STATE 2015-16

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13 States with over

40% Implementing

PBIS

Idaho

Available from OSEP TA-

Center www.pbis.org

www.pbisapps.org

No Cost

Assessors Training

PowerPoint

and

Assessors Training Video

at www.pbisapps.org

Content Validity (Tier 1 .95; Tier II .93; Tier III .91)

Usability (12 of 14 > 80%) (15 min per Tier)

Inter-rater Agreement (.95; .96; .89)

Test-retest reliability (.98; .99; .99)

Factor Analysis

SUB-SCALE REPORT

A 5-point Approach

to Enhance Equity in

School Discipline

http://www.pbis.org/school/equity-pbis

5-POINT APPROACH TO ENHANCE EQUITY IN

SCHOOL DISCIPLINE

1. Use effective instruction to reduce the achievement gap

2. Implement PBIS to build a foundation of prevention

3. Collect, use, and report disaggregated student discipline data

4. Develop policies with accountability for disciplinary equity

5. Teach neutralizing routines for vulnerable decision points

http://www.pbis.org/school/equity-pbis

IDAHO DATA SUMMARY

Implementation of PBIS in Idaho is emerging

PBIS (Tier I) is being implemented with fidelity

Office Discipline Referrals are lower than national medians

Elementary, Middle Schools

Focus on teaching students conflict resolution on playground, and practice how to interact effectively with adults in the classroom.

Disproportionality in elementary schools is sufficient for students from Native American families that adjustment is needed

MAKING PBIS PERSONAL

Consider Luis

4th Grader

English Language Learner

Emerging reader

History of peer aggression

Low income home environment

(one parent)

THE PATH PBIS SUPPORTS

ONE STORY – ONE YEAR

Social and

Academic

Success

Social and

academic

struggles/

failure

Aggression

Low Reading

Fluency Peer

Contagion

Family

Support

Before you leave the conference… share your [email protected]

[email protected]

SUSTAINING SUCCESS

Sustainability

Durable implementation of a practice at a level of fidelity that

continues to produce valued outcomes

(McIntosh et al., 2009)

=

Reduction in problem behavior

Increase in social/emotional competence

Increase in academic outcomes

SUSTAINABILITY:

EFFECTIVE PRACTICES + EFFECTIVE SYSTEMS

Effective Practices

Lead Teams

Behavioral Expectations

Acknowledgement

Consequences

Data / Decision System

Effective Systems

Team process

Hiring

Orientation

Coaching

Evaluation

District Data System

SYSTEMS

Culturally Knowledgeable

Staff Behavior

Culturally

Relevant

Support for

Student

Behavior

OUTCOMES

Culturally Equitable Academic &

Social Competence

Culturally Valid

Decision

Making

SYSTEMS

TIER I PBIS SYSTEMS FEATURES

Professional

Development

Recruitment

and Hiring

Orientation

Teaming

Coaching

Evaluation

District Data

Use

Shared

Commitment

Tier I

PBIS

Preference given to applicants with demonstrated experience and expertise in implementation of multi-tiered systems of academic and behavior support.

IMPLEMENT WITH TOOLS TO SUPPORT

CONTINUOUS REGENERATION AND

CONTINUOUS IMPROVEMENT

Dynamic systems

Role of building administrator

Role of Leadership Team

Use of Data

Fidelity (are we doing it?)

Impact (is it benefiting students?)

Are we using the information?

•New Administrator

•School Team

•Departing Administrator

•District Board

WHAT IS THE STRONGEST

PREDICTOR OF PBIS SUSTAINABILITY?MCINTOSH, K., MERCER, S. H., HUME, A. E., FRANK, J. L., TURRI, M. G., & MATHEWS, S. (2013). FACTORS RELATED TO SUSTAINED IMPLEMENTATION OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT. EXCEPTIONAL CHILDREN, 79, 293-311.

Aca

dem

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Org

aniz

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RESULTS: PREDICTIVE MODEL

Model fit indices acceptable (except χ2)

χ2 (731) = 881.55, p < .001, CFI = .96, TLI = .96, RMSEA = .03

R 2 = .45

Factors

Priority (B = .14, SE = .39, p > .05)

Team Use of Data (B = .61, SE = .24, p < .05)

District Priority (B = -1.14, SE = .66, p > .05)

Capacity Building (B = .98, SE = .43, p < .05)

State

District

SCHOOL/DISTRICT/STATE:

PREDICTORS OF SUSTAINABILITY

Effective and

Efficient

Teaming

Data

Collection

and Use

Classroom

PBIS Systems

District

Training

Systems

District

Coaching

Systems

Communities

of Practice

Demonstration

or Model Sites

for Visits

Centralized

Training

Systems

Standardized

Training

Curriculum

Blueprint Self-

assessment

Sharing Data

with

Whole StaffSchool

State

Leadership

Teams

Hume & McIntosh (2013), McIntosh et al. (2013), McIntosh et al. (2015), Childs et

al. (2016), Mathews et al. (2014), McIntosh et al. (2016a), McIntosh et al. (2016b)

FOR YOUR PLANNING AND DISCUSSION

Social Competence of Students is a Key Goal for our school

Start with District commitment to Equity

Implement the Practices of PBIS (Tier I, Tier II, Tier III)

Combine PBIS practices with Systems of Academic and Behavior Support

Hiring

Orientation

Professional Development

Training

Coaching

Evaluation

Measure and use data about both Fidelity of PBIS and Impact on Students

ADAPTIVE SYSTEMS

Effective Systems Adapt to the Local Culture

Focus on core features

Systems should facilitate adoption and sustained use

of the core features that benefit students.

Adapting Tier III Behavior Support to Local Culture

Manuel Monzalve, Ph.D.

CONTEXTUAL FIT

Technically Sound

Contextual Fit

Values Skills Resources Admin

Support

DISSERTATION DEFENSE

43

IMPLEMENTATION FIDELITY

DISSERTATION DEFENSE 44

Figure 2. Percentage of BSP Components implemented during 20 minute observations

-100

102030405060708090

100CF assessment1

CF Assessment

2

-100

102030405060708090

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-100

102030405060708090

100

-100

102030405060708090

100

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 3520 min observations

Baseline CF Intervention

Per

cen

tag

e o

f B

SP

Co

mp

on

ents

Im

ple

men

ted

Teacher 1

Teacher 2

Teacher 3

Teacher 4

Use of

Contextual Fit

Protocol Led to

Improved

Implementation

of Support Plan

by teaching staff

PROBLEM BEHAVIOR

DISSERTATION DEFENSE

45

-10

0

10

20

30

40

50

60

70

80

90Baseline CF

Intervention

-100

102030405060708090

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35

20 min observations

Per

cen

tage

of

10 s

ec i

nte

rvals

wit

h P

rob

lem

Beh

avio

rs

Student 1

Student 2

Student 3

Student 4

Improve Use of

the Support Plan

Led to Improved

Student Behavior

THE IMPACT OF EFFECTIVE TIER III DATA

SYSTEMS

Dr. Sarah Pinkelman, George Mason University.

SUMMARY

PBIS is emerging in Idaho

Expanding PBIS implementation will require commitment and

capacity building at the district level.

Focus as much on building the district “systems” as on

establishing the specific core features

Implement PBIS at all three tiers with the systems that can

adapt to fit the local culture