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8/14/2019 Horner Keynote Vancouver
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Creating and Sustaining Effective Schools:The Vision, Values and Science guidingSchool-wide Positive Behavior Support
Rob Horner
University of Oregon
www.pbis.org
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Assumptions Some people here are new to School-wide PBIS
Some are very experienced with School-widePBIS
All are concerned about the near-term future
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Goals Define the logic and core features of school-wide
positive behavior support.
Emphasize link between vision, values, science
and practical behavior support
Encourage sustained emphasis on buildingsustainable, whole-school systems that supportboth behavior and academic success
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Vision Create a society with the opportunities and
supports that allow all citizens access to a high
quality of life.
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Vision Supporting social behavior in schools is central
to achieving academic gains and educational
success
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Vision Problem behavior continues to be the primary
reason why children and young adults are
excluded from school, home, recreation,community, and work.
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Problem Behaviors
Insubordination,noncompliance, defiance, late toclass, nonattendance, truancy,
fighting, aggression,inappropriate language, socialwithdrawal, excessive crying,stealing, vandalism, property
destruction, tobacco, drugs,alcohol, unresponsive, not
following directions,inappropriate use of schoolmaterials, weapons, harassment1, harassment 2, harassment 3,unprepared to learn, parking lot
violation, irresponsible,trespassing, disrespectful,disrupting teaching,uncooperative, violent behavior,disruptive, verbal abuse,
physical abuse, dress code, other,etc., etc., etc.
Exist in every school,home and communitycontext
Vary in intensity
Place individuals at risk
physically, emotionallyand socially
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Vision Problem behavior is a threat to personal quality
of life.
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Values Our success lies in our unwavering commitment
to the best interest of individuals and their
families.
What we do in the name of PBIS is not about amodel, a brand or a manual. It is about thethoughtful construction of effective places tolive, learn and play.
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Values Support individuals within the context of their
families.
Honor the guidance and support provided FROM
families
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Vision Schools, homes, work places and communities
will achieve success only in the context of a
predictable, consistent, positive and safe socialculture.
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Establish a Predictable, Consistent, Positive andSafe Social Culture
CommonVision/Values
CommonLanguage
CommonExperience
MEMBERSHIP
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Science To establish an effective social culture we:
Define, teach, and reward behavioral expectations
Provide consistent, predictable consequences forproblem behavior
Use data to guide implementation and assess impactover time.
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Science Science guided by our values and vision
Programs and practices guided by our science
Autism
EarlyLiteracy
Math
Wraparound
PositiveBehaviorSupport
Fami
lySupp
ort
ResponsetoIntervention
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Alignment for Systems change
Literacy
Wraparound
Math
Family Support
Behavior Support
A
LIGNMENT
Early Intervention
Respo
nse
to
Interv
enti
Student Outcomes
Primary Prevention
Universal Screenin
Multi-tiered Suppor
Early Intervention
Progress Monitorin
Systems to support prac
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Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
Sobering Observation
"All organizations [and systems] are designed,intentionally or unwittingly, to achieveprecisely the results they get."
R. Spencer DarlingBusiness Expert
Rise in Incidence of Autism
Incidence of Mental Retardation and Learning Disabilities
The Oregon Department of Education has released graduation rates fo
Nearly one-third of all high school students don't receive a diploma a
by Betsy Hammond,
The Oregonian Monday June 29, 2009,
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Systems Change Effective practices produce effective outcomes
only within effective systems
We have invested in defining effective practices
but not in defining the systems needed forthese practices to produce effective outcomes.
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Lessons learned from School-wide PBS Build a continuum of supports
that begins with thewholeschool and extends to
intensive, wraparoundsupport for individualstudents and their families.
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What isSchool-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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Science Establishing additional supports for students
with more intense needs
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Classroom
SWPBSPractices
Non-classroom Family
Student
Schoo
l-wid
e
Smallest # Evidence-based Biggest, durable effect
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States Implementing SWPBS10,000+ schools in 48 states
States
NumberofSchools Illinois
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N = 1679 443 163 246
Elementary Middle High K (8-12)
74% 83% 83%
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Linking School-wide PBS to
improvement in social behavior ANDacademic outcomes.
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Participating Schools
2004 Schools (21)2005 Schools (31)2006 Schools (50)
2000 Model Demonstration Schools (5)
2007 Schools (165)2008 Schools (95)2009 Schools (150*)
Total of 512 schools in
collaboration with 45 of 57ISDs (79%)
n for initial implementation need to change to me
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Average Major Discipline Referral per 100 Students by Cohort
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Percent of Students meeting DIBELS Spring Benchmarkfor Cohorts 1 - 4 (Combined Grades)
Spring 09: 62,608 studentsSpring 09: 62,608 students
assessed in cohorts 1 - 4assessed in cohorts 1 - 4
P t f St d t t DIBELS I t i L l b
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Percent of Students at DIBELS Intensive Level across year byCohort
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0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2000 2001 2002 2003 2004 2005
Year
School District
Participating School Example:Fourth Grade Reading MEAP Results
Began MiBLSiImplementation
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North CarolinaPositive Behavior Support Initiative
Dr. Bob Algozzine
ith Low ODRs and High Academic Outcomes
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Commitment to Using DataAre we doing what we said we would do?
Measure if SWPBS is in place?
Use the data to guide action planning
Assess student needs, and intervene early
Assess if our efforts are benefiting students
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Are we doing what we said we would do?
Assessing the extent to which
we are implementing whatwe claim to implement
Use of the data for decision-
making
Iowa C hecklist 01-05, PK-6 % Fully & Part ially Impl
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
05-Aug-03
05-Nov-03
23-Feb-04
22-Jan-04
01-Feb-05
02-Jun-05
12-Aug-04
24-Nov-04
01-Mar-05
12-Sep-02
31-Oct-02
28-Feb-03
21-Apr-03
01-Sep-03
05-Nov-03
05-Aug-03
11-Sep-03
07-Nov-03
06-Feb-04
01-Sep-03
01-Nov-03
01-Mar-04
03-Aug-04
08-Nov-04
08-Mar-05
03-Jun-05
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 ImplementationStart Up Part Implementat
Team ChecklistA d a m s E le m e n t a r y STeam Checklist 03-04
0
20
40
60
80
100
C ommit Team Self-A ss essExpect.Define
Expect.Teach
R ewardsSystem
ViolationsSystem
Info. Function % ItemsImplemented
% TotalP oints
A ug. '03 No v. '0
Individual School
Team Checklist Data
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Assessing Need for Behavior Support
2. Universal Screening Collect information on all
students at least twice a year Use data for decision-making
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Multiple Tiers of Support
Targeted interventions for
students at risk Intensive, Individualized
interventions for studentswith more significant needs
Early Intervention
Jennifer Frank Kent McIntosh Seth May
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CumulativeMeanOD
Rs
Cumulative Mean ODRs Per Monthfor 325+ Elementary Schools 08-09
Jennifer Frank, Kent McIntosh, Seth May
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Assessing Impact on Individual Students
Progress Monitoring Collection of data on a
monthly, weekly, daily rate Use of data for decision-
making
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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, 2006
Kent McIntosh
School-wide PBS has benefits for teachers and staff aswell as students.
Scott Ross, 2006
Current Research
http://c/Documents%20and%20Settings/robh/My%20Documents/ROBS%20DATA/Studies/Amanda.ppt#-1,1,Impact%20of%20Matching%20Academic%20Expectations%20to%20Academic%20Skills%20on%20Problem%20Behaviorhttp://c/Documents%20and%20Settings/robh/My%20Documents/ROBS%20DATA/Studies/Randomized%20Control%20Trial.ppt#-1,1,The%20Effects%20of%20School-wide%20PBS%20within%20a%20Randomized%20Control%20Effectiveness%20Trial8/14/2019 Horner Keynote Vancouver
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Sustaining School-wide PBS effortsJennifer Doolittle, 2006
High School Academic / Behavior Support Jessica Swain-Bradway, 2009
Current Research
http://c/Documents%20and%20Settings/robh/My%20Documents/ROBS%20DATA/Studies/Jessica%20Swain-Bradway%20CICO.pptx#-1,1,An%20Analysis%20of%20a%20Secondary%20Level%20Intervention%20for%20High%20School%20Students%20at-risk:%20The%20High%20School%20Behavior%20Education%20Program8/14/2019 Horner Keynote Vancouver
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Implications Usevalues to guide what we address, how we
intervene, and how we determine if we are
successful
Use science to define effective interventions
Use implementation technologyto changeorganizational systems so they use effectiveinterventions.
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Build the VisionApply the Values
Master the Science If you are new to PBIS Learn the core features, practices, outcomes
If you are already engaged in PBISUse Fidelity measures (Team Checklist, SET, BoQ)
Extend School-wide efforts to students with moreintense needs
If you are in a decision-making roleHow to implement PBIS for systems change
How to scale-up practices that are effective and
practical
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PBIS
Science Values
Vision
Practicesthat work
Practices thataffect qualityof life
Practicesthat arepractical,durable andavailable
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