PBIS What does it stand for What does

PBIS What does it stand for? What does it mean?

Introducing PBIS to Jonesport-Beals High School

Positive Behavior Interventions and Supports PBIS is a framework for providing a continuum of the best evidence-based behavioral practices for improving school behavioral and academic (as they are often tied together) outcomes for ALL students. PBIS is based on a problem-solving model that aims to prevent inappropriate behavior through teaching and reinforcing appropriate behaviors.

Decreased use of reactive, punishment-based What kinds ofincluding outcomes result from consequences, suspensions. PBIS? More time spent on academic instruction and less time spent addressing misbehaviors. Improved overall school climate. Effective use of limited school resources.

What makes PBIS different from other behavior programs? PBIS is NOT a behavior program. It’s a problem-solving process that involves all school personnel and encourages participation of parents/guardians. PBIS research is continuous. PBIS utilizes research-based practices to create learning environments that support academic engagement and social development

Differences continued. . . Reinforces effective instructional methods and positive feedback to students. It is a “positive” approach to dealing with and preventing undesirable behavior. School-wide values are set, expectations clearly defined for expected behaviors, and procedures for encouraging expected behaviors, discouraging problem behaviors, monitoring and keeping record of behaviors.

Students engaged in learning. . . less time on discipline!

Does PBIS intersect with Response to Intervention (RTI)? Both are founded upon a growing body of research that supports the use of a threetiered approach. Both provide a systemic approach that matches the level of support to student needs. Both link behavioral and academic interventions.

PBIS & RTI continued. . . Both use data derived from the school to solve problems and make decisions. Both incorporate universal screening and continuous progress monitoring. This adds to the constant flow of data that is utilized. Both are grounded in differentiated instruction!!

How do you effectively implement PBIS into a school? Development of a leadership team in a school to address the “school-wide” or “at-risk” tiers of PBIS implementation. . . similar to RTI. A Universal Team is necessary, typically 4 to 8 members, though adjustments may be made based on school/staff size. Consists of principal or assistant principal, general and special educators, and counselors.

All teachers need to be on board for PBIS to be effective!

Role of Team Universal Team is charged with PBIS implementation. It utilizes reliably gathered school data to guide in the process of schoolwide decision-making regarding behavioral support and discipline. The team must be a representative group and have the authority to make school-wide decisions.

Brief overview of the 3 -Tier PBIS Pyramid Schools organize their evidence-based behavioral practices and systems into an integrated collection in which students experience supports based on their behavioral responsiveness to intervention.

Data. . . . Data. . crucial to PBIS

Overview A three-tiered approach requires that all students receive supports at the primary (bottom) tier. If the behavior of some students is not responsive, more intensive behavioral supports are provided, in the secondary tier (middle), or intensive individualized supports in the third tier (top).

As you can see, academics and behavior go hand in hand. A large part of the student body will fall under the Universal Tier (80 -90%), a small percentage under the targeted group (5 -10%), and a tiny portion under intensive, individual interventions (1 -5%)!

Preventions according to PBIS Pyramid Primary Prevention: School/classroom wide settings, includes all students, all staff, and all settings. Secondary Prevention: Specialized group interventions for students at-risk. Tertiary Prevention: Highly specialized and individualized for students at high risk.

Three-tier Model of School Supports

Why do PBIS? Statements from Research: There is evidence that highlights the connection between low academic skills and problem behavior, beginning as early as kindergarten and as the students transition from elementary to secondary school, the connection between the two grows more pronounced. (Fleming, Harachi, Cortes, Abbott, & Catalano, 2004; Morrison, Anthony, Storino, & Dillon, 2001; Nelson, Benner, Lane, and Smith, 2004).

More Research. . Students experiencing difficulty in one area, often have difficulty with other areas as indicated when students with poor reading skills may use negative behaviors to avoid reading activities (Mc. Intosh, Horner, Chard, Dickey, & Braun, 2008).

More Research. . Reducing incidents of problem behavior permits quality instruction to occur more often and with fewer interruptions due to poor behavior. Implementation of universal behavior supports in middle school led to significantly improved performance on state assessments in math and reading (Lassen, Steele, and Sailor, 2006).

More Research. . Integrated academic (RTI) and behavior (PBIS) models produce more significant gains than models addressing only one area (Ialalongo, Poduska, Werthamer, & Kellam, 2001; Lane & Menzies, 2003; Mc. Intosh, Chard, Boland, & Horner, 2006; Stewart, et al. , 2007).

WRAP UP! Keys To An Effective PBIS Plan Good Data Systems Faculty Commitment Data Based on Objective Expectations Data Collected Reliably Data Used to Problem-Solve Continuous Monitoring of Students

An effective PBIS plan at JBHS will be supportive in that it will positively effect student behavior, social competence, academic achievement and staff interaction. As a team, we will set goals and support students to achieve these goals to make a positive learning environment for all!

References: Fleming, C. B. , Harachi, T. W. , Cortes, R. C. , Abbott, R. D. , & Catalano, R. F. (2004). Level and change in reading scores and attention problems during elementary school as predictors of problem behavior in middle school. Journal of Emotional and Behavioral Disorders, 12, 130 -144. Ialongo, N. , Poduska, J. , Werthamer, L. , & Kellam, S. (2001). The distal impact of two firstgrade preventive interventions on conduct problems and disorder in early adolescence. Journal of Emotional and Behavioral Disorders, 9, 146. Lassen, S. R. , Steele, M. M. , & Sailor, W. (2006). The relationship of school-wide positive behavior support to academic achievement in an urban middle school. Psychology in the Schools, 43, 701 -712. Mc. Intosh, K. , Flannery, K. B. , Sugai, G. , Braun, D. , & Cochrane, K. L. (2008). Relationships between academics and problem behavior in the transition from middle school to high school. Journal of Positive Behavior Interventions, 10, 243 -255.

References OSEP Technical Assistance Center on Positive Behavioral Interventions & Supports (2007). Retrieved December 1, 2010 from http: //www. pbis. org/schoolwide. htm Sandomierski, T. , Kincaid, D. , & Algozzine B. (2008). Response to Intervention and Positive Behavior Support: Brothers from Different Mothers or Sisters with Different Misters? Positive Behavioral Interventions and Supports Newsletter, Volume 4, Issue 2.