PBIS Implementation in Georgia: What We Know and What We Need to Know
Brief Biography
This presentation brings together Georgia State University researchers and leaders from the GaDOE PBIS team to discuss the most recent evaluation data on PBIS implementation efforts in Georgia K-12 schools.
Highest Degree of Presenter(s)
Andy Roach, PhD
Joel Meyers, PhD
Jackie Bialo, MPH
Megan Frank, BA
Tara Davis, M.Ed.
Ginny O'Connell, Ed.S.
Presentation Abstract
PBIS is a set of evidence-based interventions and school-wide organizational systems for promoting a positive school culture (Horner, Sugai, & Anderson, 2010). PBIS is a multi-tiered framework varying levels of individual behavior supports needed for all students to achieve academic and social success (Horner, Sugair, & Anderson, 2010). Importantly, PBIS practices facilitate positive student-teacher interactions (McIntosh, Filter, Bennett, Ryan, & Sugai, 2010). Positive social interactions between students and their teachers has been found to decrease students’ risk of academic failure and problem behaviors (McIntosh et al., 2010). As a result of implementing PBIS, the need for office discipline referrals (ODRs), in-school suspensions (ISSs), and out-of-school suspensions (OSSs) should be reduced as the positive behavior strategies focus on preventing problem behaviors (Lewis, 2001; Mitchell & Bradshaw, 2013).
We will present multiple years of evaluation data from GaDOE's PBIS implementation efforts. The sample includes 292 schools (K-12) within 40 districts throughout the state of Georgia. The evaluation team examined three types of measures: (1) The Benchmarks of Quality (BoQ)--a measure of fidelity of implementation; (2) school reports of ODRs, ISSs, and OSSs; and (3) other measures of school performance (e.g. school climate, school attendance, and achievement). State and school level data were analyzed using descriptive and inferential (e.g. correlation) statistics.
The presentation will include an overview of our current PBIS evaluation efforts and next steps in understanding Georgia educators work to bring the power of positive supports to all K-12 students.
Recommended Citation
Roach, Andy; Myers, Joel; Bialo, Jackie; Frank, Megan; Davis, Tara; and O'Connell, Ginny, "PBIS Implementation in Georgia: What We Know and What We Need to Know" (2015). Georgia Association for Positive Behavior Support Conference. 75.
https://digitalcommons.georgiasouthern.edu/gapbs/2015/2015/75
PBIS Implementation in Georgia: What We Know and What We Need to Know
PBIS is a set of evidence-based interventions and school-wide organizational systems for promoting a positive school culture (Horner, Sugai, & Anderson, 2010). PBIS is a multi-tiered framework varying levels of individual behavior supports needed for all students to achieve academic and social success (Horner, Sugair, & Anderson, 2010). Importantly, PBIS practices facilitate positive student-teacher interactions (McIntosh, Filter, Bennett, Ryan, & Sugai, 2010). Positive social interactions between students and their teachers has been found to decrease students’ risk of academic failure and problem behaviors (McIntosh et al., 2010). As a result of implementing PBIS, the need for office discipline referrals (ODRs), in-school suspensions (ISSs), and out-of-school suspensions (OSSs) should be reduced as the positive behavior strategies focus on preventing problem behaviors (Lewis, 2001; Mitchell & Bradshaw, 2013).
We will present multiple years of evaluation data from GaDOE's PBIS implementation efforts. The sample includes 292 schools (K-12) within 40 districts throughout the state of Georgia. The evaluation team examined three types of measures: (1) The Benchmarks of Quality (BoQ)--a measure of fidelity of implementation; (2) school reports of ODRs, ISSs, and OSSs; and (3) other measures of school performance (e.g. school climate, school attendance, and achievement). State and school level data were analyzed using descriptive and inferential (e.g. correlation) statistics.
The presentation will include an overview of our current PBIS evaluation efforts and next steps in understanding Georgia educators work to bring the power of positive supports to all K-12 students.
