Issues and Challenges in School-wide Prevention Carl Liaupsin University of Arizona pbisaz.org (with support and material from the National Technical Assistance Center on PBIS)

Agenda Overview –Basics of PBIS –Current Data Administrative Issues –Critical Team Members –Moving the Project –Critical Promotion Goals What is Coming? –RTI and PBIS –Structure National/State/Local –Data Collection –Legislation

PBIS Overview Basics Current Data

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% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT Credit:

SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Basics: 4 PBS Elements Credit:

Agreements Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS Credit:

1.Common purpose & approach to discipline 2.Clear set of positive expectations & behaviors 3. Procedures for teaching expected behavior 4.Continuum of procedures for encouraging expected behavior 5. Continuum of procedures for discouraging inappropriate behavior 6. Procedures for on-going monitoring & evaluation School-wide Credit:

Teaching Matrix ClassroomLunchroomBusHallwayAssembly Respect Others Use inside voice Eat your own food Stay in your seat Stay to right Arrive on time to speaker Respect Environment & Property Recycle paper Return trays Keep feet on floor Put trash in cans Take litter with you Respect Yourself Do your best Wash your hands Be at stop on time Use your words Listen to speaker Respect Learning Have materials ready Go directly from bus to class Go directly to class Discuss topic in class with others

VIOLENCE PREVENTION? Surgeon General’s Report on Youth Violence (2001) Coordinated Social Emotional & Learning (Greenberg et al., 2003) Center for Study & Prevention of Violence (2006) White House Conference on School Violence (2006) Positive, predictable school-wide climate High rates of academic & social success Formal social skills instruction Positive active supervision & reinforcement Positive adult role models Multi-component, multi-year school- family-community effort Credit:

Overview of Upcoming Data Horner et al., in press Bradshaw & Leaf, in press Schools that receive technical assistance from typical support personnel implement SWPBS with fidelity Fidelity SWPBS is associated with ▫ Low levels of ODR ▫ Improved perception of safety of the school ▫ Increased proportion of 3 rd graders who meet state reading standard. –Fewer ODRs for truancy –Fewer suspensions –Increasing trend in % of students scoring in advanced & proficient range of state achievement test Credit:

84% 58% 11% 22% 05% 20% SWPBS schools are more preventive

Administrative Issues Critical Team Members Moving the Project Critical Promotion Goals

Team Composition Administrator Grade/Department Representation Specialized Support –Special Educator, Counselor, School Psychologist, Social Worker, etc. Support Staff –Office, Supervisory, Custodial, Bus, Security, etc. Parent Community –Mental Health, Business Student

Moving the Project Initial Impressions: –PBIS would maintain at a school after the administrator moved on. What May be Happening –PBIS has a low likelihood of maintaining after administrator leaves. –Administrator initiates PBIS at new school.

Initiative, Committee PurposeOutcomeTarget Group Staff Involved SIP/SID Attendance Committee Increase attendanceIncrease % of students attending daily All studentsEric, Ellen, Marlee Goal #2 Character EducationImprove character All studentsMarlee, J.S., Ellen Goal #3 Safety CommitteeImprove safetyPredictable response to threat/crisis Dangerous students Has not metGoal #3 School Spirit Committee Enhance school spirit Improve moraleAll studentsHas not met Discipline Committee Improve behaviorDecrease office referralsBullies, antisocial students, repeat offenders Ellen, Eric, Marlee, Otis Goal #3 DARE CommitteePrevent drug useHigh/at-risk drug users Don PBIS Work GroupImplement 3-tier model Decrease office referrals, increase attendance, enhance academic engagement, improve grades All studentsEric, Ellen, Marlee, Otis, Emma Goal #2 Goal #3 Sample Teaming Matrix

Sample Administrative Benefit ( Office Referrals) = % improvement = 14,325 min min per referral) = hrs = 40 days of administrative time

Sample Administrative Benefit (Suspensions) = % improvement = 5,625 min 45 min/suspension) = hrs = 16 days additional time

What’s Coming? RTI and PBIS Structure: National/State/Local Data Collection Legislation

What’s Coming: Legislation Positive Behavior for Effective Schools Act (H.R. 3407, S. 2111) –Sponsored by Obama, Durbin, others (2007) –Amendment to No Child Left Behind –Allows Title I funds for PBIS and RTI –Amends: Title II needs assessment to promote use of PBIS SDFS provisions to include PBIS School counseling provisions to support PBIS –Supported by the American School Counselor Association, The Arc of the United States, National Association of State Directors of Special Education, and 23 other organizations

What’s Coming: Scaling Measures

Funding Visibility Political Support Training Coaching Evaluation Local School Teams/Demonstrations PBS Systems Implementation Logic Leadership Team Active & Integrated Coordination Credit:

Academic SystemsBehavioral Systems 1-5% 5-10% 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 Current Concept of RTI and PBIS

Universal Targeted Intensive All Some Few RTI Continuum of Support for ALL Credit:

Contacts Carl Liaupsin, Ed.D. RTI: PBIS: