School-wide Positive Behavior Supports

Tim Lewis, Ph.D.

University of Missouri

OSEP Center on Positive Behavioral Intervention & Supports

pbis.org

pbis.org

• School-wide Positive Behavior Support: Implementers’ Blueprint and Self-Assessment

• Evaluation Blueprint for School-Wide Positive Behavior Support

• Blueprint for School-wide Positive Behavior Support Training and Professional Development

Starting Point….

• Educators cannot “make” students learn or behave

• Educators can create environments to increase the likelihood students learn and behave

• Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity

The Challenge

• The “core curriculum” is often “punishment” to try and reduce problem behavior in school

• However, “punishing” problem behaviors (without a proactive support system) is associated with increases in (a) aggression, (b) vandalism, (c) truancy, and (d) dropping out. (Mayer, 1995, Mayer & Sulzar-Azaroff, 1991, Skiba & Peterson, 1999)

The Good News…

Research reviews continue to indicate that effective responses to significant behavioral challenges in school include:• Social Skills Training• Academic Restructuring• Behavioral Interventions

= instructional strategies - “teaching”

School-wide Positive Behavior Support

SWPBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior

OSEP Center on PBIS

SWPBS is not...• Not specific practice or curriculum…it’s a

general approach to preventing problem behavior

• Not limited to any particular group of students…it’s for all students

• Not new…its based on long history of behavioral practices & effective instructional design & strategies

School-wide Positive Behavior Support

• Problem solving framework

• Systematic implementation of evidence-based practices

• Layers in increasingly more intensive environmental supports to increase the likelihood students learn and behave

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport OUTCOMES

Social Competence &Academic Achievement

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

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

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student Success

Continuum of Supports

Science

Reading

Math

Soc skills

Horses

Spanish

English

Essential Features at the School Level

• Teams of educators within the school (administrator)

• Data-based decision making• Instructional Focus

– Teach & Practice

• Acknowledge student mastery of social skills– Positive Feedback

Universal School-Wide Features

• Clearly define expected behaviors (Rules)– All Settings– Classrooms

• Procedures for teaching & practicing expected behaviors

• Procedures for encouraging expected behaviors• Procedures for discouraging problem behaviors• Procedures for data-based decision making• Family Awareness and Involvement

I am…. All Settings Classroom Hallways Cafeteria Bathrooms Playground Assemblies

Safe •Keep bodies calm in line•Report any problems•Ask permission to leave any setting

Maintain personal space

WalkStay to the right on stairsBanisters are for hands

•Walk•Push in chairs•Place trash in trash can

Wash hands with soap and waterKeep water in the sinkOne person per stall

Use equipment for intended purposeWood chips are for the groundParticipate in school approved games onlyStay in approved areasKeep body to self

•Walk•Enter and exit gym in an orderly manner

Respect-ful

•Treat others the way you want to be treated•Be an active listener•Follow adult direction(s)•Use polite language•Help keep the school orderly

Be honestTake care of yourself

Walk quietly so others can continue learning

Eat only your foodUse a peaceful voice

Allow for privacy of othersClean up after self

•Line up at first signal •Invite others who want to join in•Enter and exit building peacefully•Share materials•Use polite language

Be an active listenerApplaud appropriately to show appreciation

A Learner

•Be an active participant•Give full effort•Be a team player•Do your job

•Be a risk taker•Be prepared•Make good choices

Return to class promptly

•Use proper manners•Leave when adult excuses

•Follow bathroom procedures•Return to class promptly

•Be a problem solver•Learn new games and activities

•Raise your hand to share•Keep comments and questions on topic

Benton Primary School

RAH – at Adams City High School(Respect – Achievement – Honor)

RAH Classroom Hallway/

Commons

Cafeteria Bathrooms

Respect Be on time; attend regularly; follow class rules

Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass

Put trash in cans, push in your chair, be courteous to all staff and students

Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet

Achievement

Do your best on all assignments and assessments, take notes, ask questions

Keep track of your belongings, monitor time to get to class

Check space before you leave, keep track of personal belongings

Be a good example to other students, leave the room better than you found it

Honor Do your own work; tell the truth

Be considerate of yours and others’ personal space

Keep your own place in line, maintain personal boundaries

Report any graffiti or vandalism

Tier II (small group)• Efficient and effective way to identify at-risk

students– Screen– Data decision rules– Teacher referral

• Informal assessment process to match intervention to student need– Small group Social Skill Instruction– Self-management– Academic Support

• Part of a continuum – must link to universal school-wide PBS system

Tier III (individualized support)

• When small group not sufficient• When problem intense and chronic• Driven by Functional Behavioral Assessment• Connections to Mental Health and Community

Agencies• Part of a continuum – must link to universal

school-wide PBS system

Outcomes

FRMS Total Office Discipline Referrals

0

500

1000

1500

2000

2500

3000

94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06

Total ODRs

Alton High SchoolAverage Referrals per Day

Other High School Outcomes….

• Triton High School– 48% Free and reduced lunch

– 59% reduction in suspension– Halved the drop out rate

• Mountain View High School– 30% free and reduced lunch

– 30% reduction in ODR– Last to first in achievement in district

Correlation of Risk Variables with EBS Survey Score

N = 13 Middle SchoolsSprague, Walker, Sowards, Van Bloem, Eberhardt & Marshall, 2001

-0.6

-0.4

-0.2

0

0.2

Risk Variables

Pearson R

Series1 0.017896 -0.119001 0.115955 -0.291545 -0.513794 -0.376016

Free & R Acd Fail Mobiltiy A&D Crm ASB Total

A&D = Alcohol and Drug; ABS = Anti-social Behavior Scale

BALLWIN ACHIEVEMENT PBS

405

302

185

760

32.531

58.2

47.4

0

100

200

300

400

500

600

700

800

2000 2001 2002 2003

YEAR

NUMBER OF REFERRALS

0

10

20

30

40

50

60

70

MAP PERCENTILE

Office Referrals Proficient or Advanced on MAP

Illinois 02-03 Mean Proportion of Students Meeting ISAT Reading Standard

t test (df 119) p < .0001

46.60%

62.19%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

PBIS NOT in place N = 69 PBIS IN place N = 52Mean Percentage of 3rd graders meeting ISAT Reading Standard

Bradshaw, 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.

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.

Randomized Controlled Trials Examining PBIS

• Reduced major disciplinary infractions

• Improvements in academic achievement

• Enhanced perception of organizational health &

safety• Improved school climate• Reductions in teacher’s reports of bullying

behavior

Tier II & IIISmall Group and Individual

Interventions

Supporting Students At-Risk and those with Disabilities Within Their

Home School

STUDENTS RECEIVING A "BEHAVIOR PLAN"

EIGHT OR MORE REFERRALS

1999/2000 vs. 2000/2001

0

2

4

6

8

10

12

14

16

18

20

A* B C D E F* G H I J* K L M N O P

STUDENT NAME

NUMBER OF REFERRALS

REFERRALS 99-00 REFERRALS 00-01

AVERAGE PERCENT DECLINE IN REFERRALS

50%%

*STUDENT LEFT SCHOOL DISTRICT BEFORE THE END OF THE ACADEMIC YEAR

Classroom Intervention within SW-PBS• Subject:

– Seven years old– Identified with EBD and ADHD

• Setting– General education 2nd grade classroom with 19 other

students• Concern

– Student exhibits high rates of off-task– Student shouts out answers and questions and comments

at high rates and often inappropriate

Stichter, J. P., Lewis, T. J., Johnson, N., & Trussell, R. (2004). Toward a structural assessment: Analyzing the merits of an assessment tool for a student with E/BD. Assessment for Effective Intervention, 30, 25-40

0

10

20

30

40

50

60

70

80

90

100

Baseline Level 1 Level 1 & 2 Level 1, 2 & 3 Follow-Up

Mean Percent of Teacher Behavior

High Structure Materials Accessiblity Rules Visible Assistance Consistent Answering Consistent

Missouri School-wide PBS

The Challenge

• Increase student performance by 2020• Strategic Goals

– All Missouri children will enter kindergarten prepared to be successful in school

– All Missouri student will graduate college and career ready

– Missouri will prepare, develop and support effective educators

The Challenge

• Missouri Public Schools– Districts – 524– Schools – 2400– Teachers – 70,000– Students – 900,000– Students with IEP – 115,000

Partnership• University of Missouri Center School-wide Positive

Behavior Support• OSEP Center for Positive Behavioral Interventions

and Supports• Department of Elementary and Secondary Education

– Heidi Atkins-Lieberman– Stephen Barr– Chris Nicastro

• Regional Professional Development Centers

MO SWPBS Training Plan

Participation in MO SWPBS

Fidelity of Implementation

Missouri SW-PBS

pbismissouri.org