Session B Feature Horner - · PDF fileRob Horner University of Oregon Celebrate: PBS now...
Transcript of Session B Feature Horner - · PDF fileRob Horner University of Oregon Celebrate: PBS now...
Rob HornerUniversity of Oregon www.pbis.org
Celebrate: PBS now being used in many parts
of society.
Focus: On school-wide positive behavior
support.
Sustain: Define what will keep current gains
active and improving.
PBS
ScienceValues
Vision
Practices that
work
Practices that
affect quality of
life
Practices that
are doable,
durable and
available
Build a continuum of supports that begins with the whole school and extends to intensive, wraparound support for individual students and their families.
What is What is SchoolSchool--wide Positive Behavior Support?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-PBSPrevention
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
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%
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
27
7Tertiary Prevention:
Specialized
Individualized
Systems for Students with
High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students with
At-Risk BehaviorPrimary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
~80% of Students
~15%
~5%
School-Wide
Positive Behavior
Support
Remember that the multiple
tiers of support refer to our SUPPORT not Students.
Avoid creating a new
disability labeling system.
Reading
Behavior
Math
Health
School-wide PBIS now
Implemented in
10,892 Schools
Throughout U.S.
Illinois
Maryland North
Carolina
Colorado
Jennifer (Doolittle) Coffey
Invest first in Team/ Teaching/ Data
Sustain through Admin Support/ On-going Reward
Importance of “Continuous Regeneration”
Using data for on-going problem solving.
Valued
Outcomes
Implementation
Process
Effective
Practices
Efficiency
EffectivenessPriority
Continuous
RegenerationContinuous
Measurement
Data-
Based
Prob.
Solving
Capacity
Building
McIntosh et al.,
2009
Leadership Team
Active Coordination
Funding
VisibilityPolitical
Support
Training Coaching Evaluation
Local School/District Teams/Demonstrations
Behavioral
Expertise
Policy
Exploration
Installation
Initial Implementation
Full Implementation
Innovation
Sustainability
Implementation occurs in stages:
Fixsen, Naoom, Blase, Friedman, & Wallace, 2005
2 – 4 Years
Science guided by our values and vision
Programs and practices guided by our science
Early InterventionLiteracy
Math
Wraparound
Positive Behavior Support
Family Support
Response to Intervention
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
Literacy
Wraparound
Math
Family Support
Behavior Support
ALI
GN
ME
NT
Early Intervention
Re
spo
nse
to
In
terv
en
tio
n/P
reve
nti
on
Student Outcomes
Primary
Prevention
Universal
Screening
Multi-tiered
Support
Early
Intervention
Progress
Monitoring
Systems to
support
practices
Continuum of Support Practices
Emphasis on “Foundation Supports” and investment in prevention.
Emphasis on the organizational systems needed to implement practices with fidelity and durability.
Collection and use of data for decision-making
1. Effective and Efficient Foundation Practices
Establishing a Universal System
of Support
Effective Curriculum
Unambiguous Instruction
Adequate intensity
Reward System
Error Correction System
2. Universal Screening Collect information on all students at least twice a year
Use data for decision-making2 or more ODRs
SSBD is used in Illinois
Cu
mu
lati
ve
Me
an
OD
Rs
Cumulative Mean ODRs Per Month
for 325+ Elementary Schools 08-09
Jennifer Frank, Kent McIntosh, Seth May
3. Continuum of Evidence-based Practices
Targeted interventions for students “at risk”
Intensive, Individualized interventions for students with more significant needs
Early Intervention
Organizing for higher tiers of behavior support.
Check-in/ Check-out
Functional Behavioral Assessment
Intensive Positive Behavior Support
Wraparound
Teams with a purpose
Teams in a School
Tier II
Individualized
Student
Assistance Team
Progress
Monitoring
Team
Plans School-
Wide & Class-
wide supports
Implements
CICO:
Monitors
effectiveness
and fidelity
Conducts FBA,
develops and
implements BIP,
Wraparound,
Person-Centered
Plans
Sept. 1, 2009
Universal
Supports
Team:
Academic
and
Behavior
Cindy Anderson &
Nadia Sampson
Tier
III
Tier I
Your School1.List name of teams in 1st row,
2.List functions or activities of team in 2nd row
3.Use bottom cluster of boxes for student interventions (programs).
Use arrows to indicate “student movement” (if youth don’t respond to X intervention, where do they go next?)
Teams
Functions
Specific Strategies
Illinois Team Organization for
3-Tiered PBIS System of Support
CICO
SAIG
Group w.
individual
feature
Complex
FBA/BIP
Problem Solving
Team
Tertiary
Systems Team
Brief
FBA/
BIP
Brief
FBA/BIP
WRAP
Secondary
Systems Team
Plans SW &
Class-wide
supports
Uses Process data;
determines overall
intervention
effectiveness
Standing team; uses
FBA/BIP process for
one youth at a time
Uses Process data;
determines overall
intervention
effectiveness
Sept. 1, 2009
Universal
Team
Universal
Support
One Team
Everything
Discipline
Handbook
Problem
SolutionOut of
Time
Use
Data
A key to collective problem solving is to
provide a visual context that allows
everyone to follow and contribute
CollectCollect
and Useand Use
DataData
Review
Status and
Identify
Problems
Develop and
Refine
Hypotheses
Discuss and
Select
Solutions
Develop and
Implement
Action Plan
Evaluate and
Revise
Action Plan
Problem Solving
Meeting Foundations
Team Initiated
Problem Solving
(TIPS) Model
4. Progress Monitoring Collection of data on a monthly, weekly, daily rate
Use of data for decision-making
Individual
Student
Support
5. Fidelity Monitoring
Assessing the extent to which we are implementing what we claim to implement
Use of the data for decision-making
Iowa Checklist 01-05, PK-6 % Fully & Partially Implemented
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 Implementation Start Up Part Implementation
Team Implementation Checklist
Coherent District PolicyClear statement of values, expectations, outcomes
“Social Behavior of Students” identified in school improvement plan.
Access to Evaluation and Assessment Tools
Ability to conduct universal screening and progress monitoring assessments
Ability to assess implementation fidelity
Recruitment and hiringExpectations defined in job announcements
Annual Orientation of new Faculty/ Admin/ Staff
District-wide and school-wide expectations
Classroom management expectations
Collection and use of data
Commitment to individual student supports
“…preference given to individuals with experience and
knowledge related to implementation of school-wide
approaches to literacy and behavior support.”
Professional Development PlanningFocused strategies for staff development in core skills
Annual Faculty/Staff EvaluationsExpectations assessed as part of annual evaluations
Recruitment of individuals with training, coaching, and implementation skills
Advanced skills in literacy supports
Advanced skills in behavior supports