Including ALL Students & Positive School Culture

1. Including ALL Students & Positive School Culture Tim Lewis & George Sugai OSEP Center on PBIS September 18, 2008 www.pbis.org Lewistj@missouri.edu George.sugai@uconn.edu

2. www.pbis.org

3. PURPOSE Provide brief overview of features, practices & systems of positive school culture for EVERYONE in school

4. School-wide Positive Behavior Support2 Parts G: Principles & Features T: Practices & Data

6. “141 Days!” Intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral.

7. 5,100 referrals = 76,500 min @15 min = 1,275 hrs = 159 days @ 8 hrs

8. BIG IDEA Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, & scalable (Zins & Ponti, 1990)

9. Evaluation Criteria

10. SWPBS is for EVERYONE by….

11. What is School-wide Positive Behavior Support (PBIS)?

12. Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

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

14. Response to Intervention RtI

15. GENERAL IMPLEMENTATION PROCESS Team Agreements Data-based Action Plan Evaluation Implementation

16. SWPBS Practices School-wide Classroom • Smallest # • Evidence-based • Biggest, durable effect Family Non-classroom Student

18. ESTABLISHING A CONTINUUM of SWPBS • TERTIARY PREVENTION • Function-based support • Wraparound • Person-centered planning • TERTIARY PREVENTION ~5% ~15% • SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club • SECONDARY PREVENTION • PRIMARY PREVENTION • Teach SW expectations • Proactive SW discipline • Positive reinforcement • Effective instruction • Parent engagement • PRIMARY PREVENTION ~80% of Students

19. Implementation Levels Country State District School Classroom Student

20. PBS Systems Implementation Logic Visibility PBS Implementation Blueprint www.pbis.org Funding Political Support Leadership Team Active & Integrated Coordination Training Evaluation Coaching Local School Teams/Demonstrations

21. SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS THROUGH CONTINUOUS REGENERATION Continuous Self-Assessment Relevance Priority Efficacy Fidelity Valued Outcomes Effective Practices Practice Implementation Local Implementation Capacity

22. Tim: More Data & Examples Tim

23. Impact of SW-PBS: Implications For Educators Concerned with Children and Youth At-risk and Those with Disabilities Tim Lewis, Ph.D. University of Missouri

24. Starting Point • We can’t “make” students learn or behave • We 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

25. Universal School-Wide Features • Clearly define expected behaviors (Rules) • Procedures for teaching & practicing expected behaviors • Procedures for encouraging expected behaviors • Procedures for discouraging problem behaviors • Procedures for record-keeping and decision making

26. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & 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. Benton

30. Enrollment 200 50% free and reduced lunch Ages 13 and up Serves 8 component districts Physically Impaired Autism Language Impaired Hearing Impaired Multiple/ Severe Disabilities Emotional/ Behavioral Disorder Self-contained Special Education Building - St. Louis

31. Self Contained School • Supported by PBS Coach • Prior to implementing school-wide system, Identified 33 students (17%) with chronic behavior teachers felt would require intensive individualized plans

32. Reported Results • Reduction in inappropriate behavior (verbal aggression, sleeping in class, off task, disruption) • Increased prosocial behaviors and task completion • Post universal systems, only 5 students (2%) required intensive individualized support plans

33. Prevention & Supports For Identified and At-risk Students Social Behavior

34. Does Implementation of SW-PBS improve individual interventions? • Illinois “profile” analysis. • Assessment of intervention effectiveness Very Low, Low, Med, High, Very High 0 1 2 3 4 • School-wide • Individual Intervention

35. t = 11.11 (335) p< .0001 • t = 2.30 (27) p < .03 N=223 N=38 N=17 N=169 Partial N=169 Full N=223 Partial N=17 Full N=38

36. Mental Health Outcomes • Does School-wide SW-PBS fit within a comprehensive mental health model of prevention and intervention? Minimizing and reducing “risk factors” by building “protective factors”

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

38. Impact on Moving Students to More Restrictive Settings Columbia Public Schools • Elementary Schools who implement SW-PBS referred students to alternative/special school at lower rates compared to schools who were not implementing SW-PBS (r = -0.4306, p < 0.01) • Elementary Schools who implemented SW-PBS have less recidivism to alternative settings once students returned to home-school

39. Prevention & Supports For Identified and At-risk Students Achievement

42. Small Group and Individual Interventions Supporting Students At-Risk and those with Disabilities Within Their Home School

43. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & 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

44. Small Group/Targeted Essential Features • Part of the continuum – must link to school-wide PBS system • Efficient and effective way to identify students • Intervention matched to presenting problem but not highly individualized

46. Table 1. Pre- and Posttest Scores for Subjects on Dependent Variable (SSRS-T) * Significance at the .05 P Value

47. Intensive / Individual Essential Features • Linked to school-wide system • When small group not sufficient • When problem intense and chronic • Driven by Functional Behavioral Assessment

48. Process (FBA to PBS) Conduct functional behavioral assessment Create plan based on functional assessment outcome Develop infra-structure to support behavior change (school environment must change)

50. Structural Analysis Setting Factors Assessment Tool • Level 1: Classroom Set-up and Structure • Level 2: Context Specific Activities • Level 3: Instructional Delivery and Tasks • Level 4: Student Behavior 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.