Issues and Challenges inSchool-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

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

Credit:

SYST

EMSPRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

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 

 

   Classroom Lunchroom Bus Hallway Assembly

Respect Others

Use inside voice

Eat your own food

Stay in your seat

Stay to rightArrive on time to

speaker

Respect Environment & Property

Recycle paper

Return traysKeep feet on

floorPut trash in

cansTake litter with you

Respect Yourself

Do your bestWash your

handsBe at stop on

timeUse your

wordsListen 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 3rd 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:

0

0.2

0.4

0.6

0.8

1

Mean Proportion of

Students

Met SET (N = 23) Not Met SET (N =12)

Central Illinois Elem, Middle SchoolsTriangle Summary 03-04

6+ ODR

2-5 ODR

0-1 ODR

84% 58%

11%

22%

05%20%

SWPBS schools are more preventive

Office Discipline Referrals - High School

0

10

20

30

40

50

60

70

80

90

100

110

1 2 3 4

Year

Rate per 100 students

77% Reduction

55% Reduction57% Reduction

Suspensions - High School

0

5

10

15

20

25

30

1 2 3 4

Year

Rate per 100 students

46% Reduction

74% Reduction78% Reduction

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

Purpose Outcome Target Group

Staff Involved

SIP/SID

Attendance Committee

Increase attendance Increase % of students attending daily

All students Eric, Ellen, Marlee

Goal #2

Character Education Improve character Improve character All students Marlee, J.S., Ellen

Goal #3

Safety Committee Improve safety Predictable response to threat/crisis

Dangerous students

Has not met Goal #3

School Spirit Committee

Enhance school spirit

Improve morale All students Has not met

Discipline Committee

Improve behavior Decrease office referrals Bullies, antisocial students, repeat offenders

Ellen, Eric, Marlee, Otis

Goal #3

DARE Committee Prevent drug use High/at-risk drug users

Don

PBIS Work Group Implement 3-tier model

Decrease office referrals, increase attendance, enhance academic engagement, improve grades

All students Eric, Ellen, Marlee, Otis, Emma

Goal #2Goal #3

Sample Teaming Matrix

Sample Administrative Benefit (Office Referrals)

2001-2002 2277

2002-2003 1322

= 955 42% improvement

= 14,325 min (@15 min per referral)

= 238.75 hrs

= 40 days of administrative time

Sample Administrative Benefit (Suspensions)

2001-2002 250

2002-2003 125

= 125 50% improvement

= 5,625 min (@ 45 min/suspension)

= 93.75 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 PoliticalSupport

Training Coaching Evaluation

Local School Teams/Demonstrations

PBS Systems Implementation Logic

Leadership Team

Active & Integrated Coordination

Credit:

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 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

All

Some

FewRTI

Continuum of Support for

ALL

Credit:

ContactsCarl Liaupsin, Ed.D.

liaupsin@email.arizona.edu

RTI:http://www.arizonarti.net/

PBIS:

http://www.pbis.org

http://www.pbisaz.org