1. Rob Horner University of Oregon www.pbis.org OSEP TA-Center on PBS
School-wide Positive Behavior Support: Building an Effective Social Culture in Schools
Rob Horner
University of Oregon
OSEP TA-Center on PBS

2. Goals
Congratulations on 10 years of impressive achievement in Maryland
Review the core features of school-wide PBS
Provide a national perspective for celebrating the successes in Maryland
Link behavioral and academic outcomes

3. Main Messages
Supporting social behavior is central to achieving academic gains.
Invest in prevention first
Focus on the whole-school
Systems to support effective practices
Adopt Multi-tiered support practices.
SWPBS includes secondary and tertiary supports

4. Context
Problem behavior continues to be the primary reason why individuals in our society are excluded from school, home, recreation, community, and work.

5. Problem Behaviors Vary in intensity
Insubordination, noncompliance, defiance, late to class, nonattendance, truancy, fighting, aggression, inappropriate language, social withdrawal, excessive crying, stealing, vandalism, property destruction, tobacco, drugs, alcohol, unresponsive, not following directions, inappropriate use of school materials, weapons, harassment 1, 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.
Vary in intensity
Exist in every school, home and community context
Place individuals at risk physically, emotionally, academically and socially

6. Reduction in Incidence of Mental Retardation and Learning Disabilities
The Oregon Department of Education has released graduation rates for all public high schools.
Nearly one-third of all high school students don't receive a diploma after four years of study.
by Betsy Hammond,
The Oregonian Monday June 29, 2009,
Sobering Observation
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
"All organizations [and systems] are designed, intentionally or unwittingly, to achieve precisely the results they get." R. Spencer Darling
Business Expert
Rise in Incidence of Autism
Horner, George Sugai, 2008
(c) Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 6

7. What is School-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 an effective 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

8. Establishing a Social Culture
Common Language
MEMBERSHIP
Common Experience
Common Vision/Values

9. School-wide PBS
Establishing additional supports for students with more intense needs

10. Systems for Students with High-Risk Behavior SCHOOL-WIDE
Tertiary Prevention:
Specialized
Individualized
Systems for Students with High-Risk Behavior
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
~5%
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behavior
~15%
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
~80% of Students 27

11. School-Wide Positive Behavior Support Tertiary Prevention: Specialized
Individualized
Systems for Students with High-Risk Behavior
~5%
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behavior
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
~15%
This is the same model used by RTI for academics—the two systems are the same; within IPBS we are building on this logic to support all students.
~80% of Students

13. North Carolina Positive Behavior Support Initiative
February 2009
Heather R. Reynolds
NC Department of Public Instruction
Bob Algozzine
Behavior and Reading Improvement Center

14. North Carolina Positive Behavior Support Initiative
State PBS Coordinator
Heather R Reynolds
Dr. Bob Algozzine

15. North Carolina Positive Behavior Support Initiative
Dr. Bob Algozzine
Non-PBS Comparison
Levels of behavior risk in schools implementing PBS were comparable to widely-accepted expectations and better than those in comparison schools not systematically implementing PBS.

16. North Carolina Positive Behavior Support Initiative
Dr. Bob Algozzine
North Carolina Positive Behavior Support Initiative
Schools with Low ODRs and High Academic Outcomes
Proportion of Students Meeting State Academic Standard
Office Discipline Referrals per 100 Students

17. Creating support systems and sustained implementation of a
data-driven, problem-solving model
June 24, 2009

18. Participating Schools
2000 Model Demonstration Schools (5)
Total of 512 schools in collaboration with 45 of 57 ISDs (79%)
512 schools = approximately 15% of all schools in Michigan 18

19. Roadmap to Schoolwide Success
Moving in a New Direction!
Roadmap to Schoolwide Success
Foundation Phase
Grant Development/Set Up
Schoolwide PBS/Reading
Aug. ‘09…………Jun ’10
Implementation Phase
Schoolwide PBS/Reading
Targeted PBS/Reading
Intensive PBS/Reading
Aug ’10……………June ’11
Sustainability Phase
On-Going Data Review
Outcome-Based Decision Making
Aug ’11…………Jun ’12

20. Cost of Behavior Problems: One school example
1,792 office discipline 15 minutes per incident =
26,880 minutes =
448 hours/8 days=
56 days
lost instructional time

21. Big Ideas to Improve Reading
Clear goals/objectives
Research-based instructional practices
Instructional time
Instructional leadership
Responsive intervention program
Assessment
Professional development
In the area of reading, we also have big ideas or critical features. The big ideas in reading come from the consensus literature of the National Reading Panel report and National Research Council. Each school goes through a school audit to identify their strengths and needs with regard to these features. Clear goals are established at each grade level and research based instructional practices are adopted, specific to the unique needs of the individual school. Uninterrupted instructional time is created and protected, through the instructional leadership of the building principal and leadership team. Schools work to develop a multi-tiered structure of intervention that is responsive and adjusts to the changing needs of the students in the building. Students who have a greater need receive more direct instruction. The instructional decisions are guided by a reliable and valid assessment system that provides ongoing information about whether students are benefiting from the interventions that are being provided. This assessment process allows us to change an instructional practice that is not working for a given group of students before too much time is lost. And finally schools plan for, and implement professional development based on the goals and objectives at each grade level. These big ideas are consistent with the requirements of Reading First schools.

22. Average Major Discipline Referral per 100 Students by Cohort

23. Percent of Students meeting DIBELS Spring Benchmark
for Cohorts (Combined Grades)
Spring ’09: 62,608 students assessed in cohorts 1 - 4
5,943 students
assessed
8,330 students
assessed
32,257 students
assessed
16,078 students
assessed

24. Percent of Students at DIBELS Intensive Level across year by Cohort

25. Bullying: Another application of values, vision and science
Embedding bully proofing within school-wide positive behavior support
Scott Ross, University of Utah
Bully proofing manual available at

26. Main Ideas
“Bullying” is aggression, harassment, threats or intimidation.

27. Main Ideas
Bullying behavior typically becomes more likely because the “victims” or “bystanders” provide rewards for bullying behaviors.
Social attention
Social recognition
Social status

28. Main Ideas
To decrease bullying behaviors an essential goal must be to decrease the reward that other students (bystanders and victims) provide.
All “bully proofing” skills are more effective if the school has first established a set of school-wide behavioral expectations.

29. Predictable, consistent, positive and safe social culture
(expectations defined, taught, acknowledged)
Stop
Change in the rewards for bullying.
Change in likelihood of bullying
Everyone can identify “respectful” and non-respectful behavior.
Walk
Talk

30. 72% Number of Incidents of Bullying Behavior 3.14 1.88 .88 School Days
Baseline
Acquisition
Full BP-PBS Implementation
Rob
School 1
Number of Incidents of Bullying Behavior
Bruce
Cindy
School 2
Scott
Anne
School 3
Ken
72%
3.14
1.88
.88
School Days

31. 28% increase
19% decrease
BP-PBS, Scott Ross

32. 21% increase
22% decrease
Recipients of bullying said “stop” 30% of the time (a 28% increase from baseline),
helped the victim “walk” away 13% of the time (a 10% increase),
delivered a positive response 8% of the time (an 11% decrease),
delivered a negative response 15% of the time (a 19% decrease),
and delivered no response 34% of the time (a 9% decrease).
Bystanders of bullying said “stop” 22% of the time (a 21% increase),
helped the victim “walk” away 13% of the time (an 11% increase),
delivered a positive response 17% of the time (a 22% decrease),
delivered a negative response 8% of the time (a 10% decrease),
and delivered no response 41% of the time (a 1% increase).
BP-PBS, Scott Ross

33. Implications
Use values to guide what we address, how we intervene, and how we determine if we are successful
Use science to define effective interventions
Use implementation technology to change organizational systems so they use effective interventions.

34. SWPBS Values Science Vision Practices that affect quality of life
Practices that work
SWPBS
Vision
Practices that are practical, durable and available