PBIS 101 An Overview of PBIS with a

PBIS 101: An Overview of PBIS with a Focus on School-wide PBIS TERI LEWIS SALEM-KEIZER PUBLIC SCHOOLS

Perceptions In Regards to PBIS: Check-in What Do You Know or Have Heard? Want Do You Want To Know/Why Did You Choose to Attend? What Are You Excited About? What Are You Concerned About?

Overview of PBIS POSITIVE BEHAVIOR INTERVENTIONS & SUPPORTS

Purpose Emphasis will be placed on the processes, systems, & organizational structures that are needed to enable the accurate adoption, fluent use, & sustained application of these practices. Importance of data based decision making, evidence based practices, & on-going staff development & support will be emphasized. ◦ Multiple perspectives, precision statements, … Focus will be placed on using PBIS as a framework to support other initiatives and practices ◦ Rt. I, Culturally Responsive, Trauma-informed, Restorative Justice, Envoy, …

Examples… In one school year, Jason received 87 office discipline referrals In one school year, a teacher processed 273 behavior incident reports. ◦ 186 in addition to Jason’s 87 During 4 th period, in-school detention room has so many students who were late to class that overflow is sent to counselor’s office. A middle school notices that not only do their Latino/a students account for most of their discipline issues but that they receive more restrictive consequences then their white peers.

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. ◦ Two most common behaviors – tardy & beverages in the classroom 5100 referrals = 51, 000 min @10 min 850 hrs 141 days @ 6 hrs

Cost Benefit Example (Scott, 2000) Office Discipline Referral (ODR) ◦ 182 to 67 (115 fewer) In-school suspension (ISS) ◦ 169 to 45 (124 fewer Out-of-school suspension (OSS) ◦ 17 to 11 (8 fewer)

Cost-benefit Analysis (Scott, 2000) ODRS ISS OSS Total Admin 1, 150 mins 19. 17 hrs 2, 480 mins 41. 33 hrs 360 mins 6 hrs 3, 990 mins 66. 5 hrs 11. 08 days Student 2, 300 mins 38. 33 hrs 44, 640 mins 744 hrs 2, 800 mins 48 mins 49, 820 mins 830. 33 mins 138. 38 days Staff 575 mins 9. 58 hrs 620 mins 10. 33 hrs 40 mins 0. 67 hrs 138 mins 2. 3 hrs 0. 38 days

School Safety: A Top Concern Providing a safe, positive school climate, which ◦ engages students in their academic program and ◦ supports their social and behavioral development, has been an enduring goal of educators, parents, and policymakers (Barnoski, 2001; Shelton, Owens, & Song, 2009). The Annual Phi Delta Kappa/Gallup Poll of the public's attitudes toward public schools found that addressing ◦ a lack of discipline, ◦ fighting, and ◦ violence were among the top priorities for respondents.

Impact of Behavior on Schools More than 30% of our teachers will leave the profession due to student discipline issues and intolerable behavior of students Student problem behavior can consume more than 50% of teachers’ and administrators’ time

Student Wellbeing One in five (20%) of students are in need of some type of mental health service during their school years, yet 70% of these students do not receive services (Surgeon General’s Report on Mental Health, 2011) It is estimated that the number of students being identified as having an Emotional/Behavioral Disorder has doubled in the last 30 years (US Dept of Ed, 2007)

The Challenge Exclusion and punishment are the most common responses to conduct disorders in schools. Punishing problem behaviors (without a proactive support system) is associated with increases in (a) aggression, (b) vandalism, (c) truancy, and (d) dropping out. ◦ “School to prison pipeline”

Positive Behavior Interventions and Support PBIS is a broad range of systemic & individualized strategies for achieving important social & learning outcomes while preventing problem behavior with all students. ◦ It is framework, not a curriculum ◦ Not new, based on science of behavior change and organizational change

Guiding Principles A systems approach to establishing positive school climates that supports all students, all staff, all settings all the time Evidence-based features ◦ ◦ ◦ ◦ Prevention Define and teach positive social expectations Acknowledge positive behavior Arrange predictable consequences for problem behavior Collection and use of data for decision-making Continuum of intensive, individual interventions. Administrative leadership – Team-based implementation

Social Competence & Academic Achievement TE M SY S TA Supporting Staff Behavior DA S OUTCOMES PRACTICES Supporting Student Behavior Supporting Decision Making

Whole School Framework Classroom Setting Systems om s o r ss stem a l nc g Sy o N ttin Se In d St ivid Sy ude ua ste nt l m s School-wide Systems

School-wide & Classroomwide Systems Common purpose & approach to discipline Clear set of positive expectations & behaviors Procedures for teaching expected behavior Continuum of procedures for encouraging expected behavior Continuum of procedures for discouraging inappropriate behavior Procedures for on-going monitoring & evaluation

Classroom Management Systems Behavior & classroom management ◦ ◦ ◦ Classroom-wide positive expectations taught & encouraged Teaching classroom routines & cues taught & encouraged Ratio of 6 -8 positive to 1 negative adult-student interaction Active supervision Redirections for minor, infrequent behavior errors Frequent precorrections for chronic errors

Instructional management ◦ Selection ◦ Modification & design ◦ Presentation & delivery Environmental management

Specific Setting Systems Positive expectations & routines taught & encouraged Active supervision by all staff ◦ Scan, move, interact Precorrections & reminders Positive reinforcement

Individual Student Systems Behavioral competence at school & district levels Function-based behavior support planning Team- & data-based decision making Comprehensive person-centered planning & wraparound processes Targeted social skills & self-management instruction Individualized instructional & curricular accommodations

Emphasis on Prevention Primary - Tier I ◦ Reduce new cases of problem behavior Secondary - Tier II ◦ Reduce current cases of problem behavior Tertiary - Tier III ◦ Reduce complications, intensity, severity of current cases

Tier I – School-wide PBIS 1. Identify a common purpose and approach to discipline 2. Define a clear set of positive expectations and behaviors 3. Implement procedures for teaching expected behavior 4. Differentiate supports from a continuum of procedures for encouraging expected behavior 5. Differentiate supports from a continuum of procedures for discouraging inappropriate behavior 6. Implement procedures for on-going monitoring and evaluation

Tier II – Group-based Specialized group administered system for students who display highrisk problem behavior & are unresponsive to universal interventions ◦ ◦ ◦ ◦ Functional behavior assessment based interventions Daily behavioral monitoring Regular & frequent opportunities for positive reinforcement Home-school connection Individualized academic accommodations for academic success Planned social skills instruction Behaviorally based interventions

Tier III - Individualized Specialized individually administered system for students who display most challenging problem behavior & are unresponsive to targeted group interventions ◦ ◦ ◦ Simple request for assistance Immediate response (24 -48 hours Functional behavioral assessment-based behavior support planning Team-based problem solving process Data-based decision making Comprehensive service delivery derived from a wraparound process

Expanded Three-tier Model Students Staff Family Tier I SW Values Acknowledgement Systems Consist Response to Problem Behavior Discipline Process Teacher Tool kit Grade Level Teams Guess & Check Acknowledgement System Resource Center Parenting Positive Referrals/ Contact Student Needs Assessment Tier II Daily Monitoring and feedback Group-based interventions RFA Menu of Interventions Teacher Assist. Team CICO Home FCU Support Focused Resources Tier III FBA-BIP Wrap-around Support Person-centered Planning RFA Immediate Response Behavior Support Team Parent Support Parent-guided FBAI Community Resources

Tier I Readiness Administrator agrees to actively participates Y N Identified and representative team Y N Identified team facilitator Y N Protected (at-least) monthly team meeting Y N Commitment to Data-based Decision-making Y N Agreement to attend all district PBIS trainings Y N

Changing the Culture of Organizations SYSTEMS APPROACH: IMPLEMENTATION SCIENCE

Nature of the Problem In education innovations come and go in 18 -48 months (Latham, 1988). Sustainability should be a focus from the day a project is implemented. With most projects, the pressure of just becoming operational often postpones such a focus until well into the 2 nd year (Alderman & Taylor, 2003).

Should we do it? • Exploration: Commitment and how to support successful implementation • Installation: Systems, Team & Data Systems Working to do it right. • Initial Implementation: Try it, work out details & improve • Elaboration: Expand to locations, times, individuals, … Working to • Continuous Improvement: Make it more efficient. Embed with other practices. do it better!

Trends in Discipline Practices LEAST EFFECTIVE ◦ Punishment ◦ when used too often or as only response ◦ Exclusion ◦ Counseling ◦ when used as a reactive strategy or when students don’t yet have the skills to benefit from counseling MOST EFFECTIVE ◦ Proactive school-wide discipline systems ◦ Social skills instruction in natural environment ◦ Academic/curricular restructuring ◦ Behaviorally based interventions ◦ Early screening and identification of antisocial behavior patterns

Evidence Based Practice Approach Tier 3: Individualized 1 -5% of students Level of Discipline Concern 5 + Referrals TIME & CHANGE in Staff behavior required to generate desired outcome Tier 2: Group-based 10 -15% of students 2 -4 Referrals Tier 1: School-wide 80 -90% of students 0 -1 Referrals

Traditional Discipline vs. PBIS TRADITIONAL PBIS Focuses on the student’s problem behavior Replaces unwanted behaviors with new behaviors or skills Relies on punishment to stop unwanted behavior “What do we do when? ” Alters environments Instructional match is viewed as a behavior intervention Teaches appropriate skills Reinforces appropriate behaviors Relies on function based interventions “What do we do in between? ”

Positive School Climate: Relevant & Culturally Responsive School environment is predictable ◦ common language (agreed upon expectations) ◦ common vision (positive and preventative) ◦ common experience (everyone included, represented) School environment is positive ◦ regular recognition for positive behavior School environment is safe ◦ violent and disruptive behavior is not tolerated School environment is consistent ◦ all students, all settings, all times

Implementation Features Establish PBIS leadership team Secure SW agreements & supports Establish data-based action plan Arrange for high fidelity implementation Conduct formative data-based monitoring

Working Smarter Workgroup, Committee Purpose Outcome Link to SIP 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 All students Marlee, J. S. , Ellen Goal #3 Safety Committee Improve safety Predictable response to threat/crisis Dangerous students Screened In 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 Drug and Alcohol Committee Prevent drug use Decrease Drug and Alcohol High/at-risk drug users Screened In Don Behavior Work Group Implement 3 -tier model Decrease office referrals, increase attendance, enhance academic engagement, improve grades All students Eric, Ellen, Marlee, Otis, Emma Goal #3 Goal #2 Goal #3

School-wide Social Expectations Guidelines Identify 3 -5 Expectations That: ◦ ◦ Desired Behaviors that Replace Your Problem Behaviors Short, Positive Statements (what to do!) Easy to remember Consider the Culture of Community For all students, staff, parents and others who come to your school

Be Responsible Respect Yourself Respect Others

Promoting: Pulling in the students

Behavior Matrix The behavior matrix identifies specific student behavior across various school settings It establishes universal expectations to guide all students and staff It provides the language for giving behavioral feedback to students It uses positive statements

Kuleana: Be Responsible Have lunch card ready Be orderly in all lines Cafeteria Ho’ihi: Be Respectful Use proper table manners Eat your own food Laulima: Be Cooperative Wait patiently/ quietly Malama: Be Safe Walk at all times Wash hands Chew food well; don’t rush King Kaumualii on Kauai

Behavioral Errors More often occur because: § Students do not have appropriate skills- “Skill Deficits” § Students do not know when to use skills § Students have not been taught specific classroom procedures and routines § Skills are not taught in context

Why Develop a System for Teaching Behavior? Behaviors are prerequisites for academics Procedures and routines create structure Repetition is key to learning new skills: • For a child to learn something new, it needs to be repeated on average of 8 times • For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated on average 28 times

A Comparison of Approaches to Academic and Social Problems We Assume: Student learned it wrong Student refuses to cooperate Student was (inadvertently) taught it the wrong way Student knows what is right and has been told often Next We: Diagnose the problem Provide a“punishment” Identify the misrule/ reteach Withdraw student from normal social context Adjust presentation. Focus on the rule. Provide feedback. Provide practice and review Finally We Assume: Student has been taught skill Will perform correctly in future Maintain student removal from normal context Finally We Assume: Student has“learned” lesson and will behave in future Colvin, 1988

Teaching Expectations Teach at the start of the year and review when needed Define and offer a rationale for each expectation Describe what the behavior looks like Actively involve students in discriminating between non-examples and examples of the expectations Have students role play the expected behaviors Re-teach and Acknowledge Source: Washbrun S. , Burrello L. , & Buckman S. (2001). Schoolwide behavioral support. Indiana University.

Encouraging Behavioral Expectations Build on positive person-to-person relationships Strive for a ratio of 6 -8 positive interactions for every 1 negative interaction Label the behavior for which the positive acknowledgement is intended

Focusing on the positives generates positive outcomes Buehlman & Gottman predicted whether 700 newlywed couples would stay together or divorce by scoring their positive and negative interactions in one 15 -minute conversation between each husband wife. Ten years later, the follow-up revealed that they had predicted divorce with 93. 6% accuracy. 1992 study (Buehlman, K. , Gottman, J. M. , & Katz, L. )

Behavior Intervention We developed a method of positively reinforcing expected behaviors through the use of our “I Spy” pads.

Promoting: Pulling in the Community

Establish System for Rewarding Behavioral Expectations System for acknowledging student Reminder for staff Distributed with high rate of frequency System for acknowledging staff

Are Rewards Dangerous? “…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances. ” ◦ Cameron, 2002 ◦ Cameron & Pierce, 1994, 2002 ◦ Cameron, Banko & Pierce, 2001

Discouraging Problem Behavior Clearly defined problem and context ◦ e. g. , hat in class, tardies, transitions, etc. Precorrection/preventive strategy ◦ for identified risk times or settings Consistent procedures ◦ e. g, all staff, settings, minor behaviors Teaching Opportunity ◦ focus on appropriate expectation

T- CHART OF BEHAVIOR Classroom Behavior Office Behavior

Experimental Research on SWPBIS E 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 xperimenta lly Related to: 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. 1. Reductio n in proble m behavior 2. Increase d academic performofaschool-wide 3. IW. n. M. , c. Brown, Bradshaw, C. P. , Reinke, L. s. D. , Bevans, K. B. , & Leaf, P. J. (2008). Implementation Positive Behavioral Interventions and r e n a c e e d attefrom Supports (PBIS) in elementary schools: Observations a randomized trial. Education & Treatment of Children, 31, 1 -26. ndance 4. Improved Horner, R. , Sugai, G. , Smolkowski, K. , Eber, L. , Nakasato, Esperanza, J. , (2009). A randomized, wait-list controlled effectiveness trial perc. J. , Todd, ep. A. , tio&schools. assessing school-wide positive behavior support in elementary n o. Journal f saof f. Positive 5. Imp ety. Behavior Interventions, 11, 133 -145. roved orga nthe izevidence Horner, R. H. , Sugai, G. , & Anderson, C. M. (2010). Examining behavior support. Focus on Exceptionality, atiobase naforl school-wide 6. efficiepositive R 42(8), 1 -14. eduction in ncy s t a f f t upositive rnobehavioral 7 Bradshaw, C. , Waasdorp, T. , Leaf. P. , (in press). Effects of School-wide ver interventions and supports on child behavior problems. I n c r e a s ed percept and adjustment. Pediatrics. ion. Positive Waasdorp, T. , 8 Bradshaw, Leaf , P. , (2012) The Impact of Schoolwide Interventions and of t. Behavioral. Re. C. , d& Peer eac. Archive h u erofefficacy c. Rejection: Supports on Bullying and Controlled Effectiveness Trial. tion Ai. Randomized n d i s p arities- “pro Pediatric Adolescent Medicine. 2012; 166(2): 149 -156 mising” 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.

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