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Youth Forum Cities Implementation of School-wide PBIS

Youth Forum Cities Implementation of School-wide PBIS. Rob Horner, University of Oregon Rebecca Mendiola, Santa Clara County Office of Education. Goals. Clarify: A unique initiative What is PBIS Why focus on PBIS Outcomes Role of Leadership Team. Youth Forum Cities. Need

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Youth Forum Cities Implementation of School-wide PBIS

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  1. Youth Forum CitiesImplementation of School-wide PBIS Rob Horner, University of Oregon Rebecca Mendiola, Santa Clara County Office of Education

  2. Goals • Clarify: • A unique initiative • What is PBIS • Why focus on PBIS • Outcomes • Role of Leadership Team

  3. Youth Forum Cities • Need • Dismal youth outcomes • Youth violence in school, home, community • Connecting Efforts Through City Leadership • Education • Mental Health • Juvenile Justice/ Probation

  4. Youth Forum Cities • A Vision • Establish effective schools as the “pivotal unit of change” Community Work Home Peers School

  5. Why SWPBIS? Predictable Positive Consistent Safe The fundamental purpose of SWPBIS is to make schools more effective and equitable learning environments.

  6. SWPBIS: Building Effective Schools

  7. What is School-wide Positive Behavior Intervention and Support (PBIS)? • School-wide PBIS is: • A multi-tiered framework for establishing the social culture and behavioral supports needed for a school to achieve behavioral and academic outcomes for all students. • Evidence-based features of SWPBIS • 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 Positive Behavioral Interventions and Supports (SWPBIS) The social culture of a school matters. A continuum of supports that begins with the whole school and extends to intensive, wraparound support for individual students and their families. Effective practices with the systems needed for high fidelity and sustainability Multiple tiers of intensity

  10. 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 ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings • Main Ideas: • Invest in prevention first • Multiple tiers of support intensity • Early/rapid access to support ~80% of Students 27

  11. School-wide PBIS Culturally Equitable Academic & Social Competence OUTCOMES Culturally Relevant Support for Student Behavior Culturally Valid Decision Making PRACTICES DATA SYSTEMS Culturally Knowledgeable Staff Behavior

  12. Standardized Assessments

  13. Main Messages • PBIS works. Effective (academic, behavior) Equitable (all students succeed) Efficient (time, cost)

  14. Experimental Research on SWPBIS • SWPBIS Experimentally Related to: • Reduction in problem behavior • Increased academic performance • Increased attendance • Improved perception of safety • Reduction in bullying behaviors • Improved organizational efficiency • Reduction in staff turnover • Increased perception of teacher efficacy • Improved Social Emotional competence Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115 Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473. Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148. Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26. Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics. Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145. Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14. Ross, S. W., Endrulat, N. R., & Horner, R. H. (2012). Adult outcomes of school-wide positive behavior support. Journal of Positive Behavioral Interventions. 14(2) 118-128. Waasdorp, T., Bradshaw, C., & Leaf , P., (2012) The Impact of Schoolwide Positive Behavioral Interventions and Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial.Archive of Pediatric Adolescent Medicine.2012;166(2):149-156 Bradshaw, Pas, Goldweber, Rosenberg, & Leaf, 2012

  15. Number of Schools Implementing SWPBIS since 2000 January, 2014 19,960

  16. Number of Schools Implementation SWPBIS (Tier I) by State January 2014 14 States with more than 500 schools

  17. Visibility Political Support Funding Policy Leadership Team Active Coordination Training Coaching Behavioral Expertise Evaluation Local School/District Teams/Demonstrations

  18. City Leadership Team Education Mental Health Justice Outcomes: Social and Academic Success in school Reduction in community violence Reduction in Referrals to Justice Improved Recidivism Patterns

  19. An Opportunity • Timeline • Initial implementation in a small number of pilot schools by June 2015 • Documentation of improved District Capacity to implement evidence-based practices • Documentation of coordinated City Leadership Team • Coordination • Action Planning • Implementation • Evaluation • Implications for Transformation Initiative • Spring/ Summer 2014 competition • 5 year project • Larger budgets Proposed California PBIS Initiative

  20. SISEP measures system “capacity”www.sisepassessment.org • District Capacity Assessment (DCA) • State Capacity Assessment (SCA)

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