AGENDAAGENDA Welcome! 3:10Welcome! 3:10 Meeting Expectations:Meeting Expectations:

BBe Presente Present EEngagengage SSupport each otherupport each other TTeam solutionseam solutions

Group Activity 3:15Group Activity 3:15 PBS Overview PBS Overview

Video Video Slides Slides

Questions and Answers 3:50Questions and Answers 3:50 Voting 4:00Voting 4:00

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VermontPositive Behavior Support Services

A Framework for Improving Learning and Behavior

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What is PBS?What is PBS? Positive Behavior Support (PBS) is a Positive Behavior Support (PBS) is a

proven, systems-focused approach that: proven, systems-focused approach that: decreases problem behaviors among students, decreases problem behaviors among students, increases on-task engagement, and increases on-task engagement, and raises levels of satisfaction with school raises levels of satisfaction with school

climate for students, teachers, and parents.climate for students, teachers, and parents.

““PBS enhances the capacity of schools, PBS enhances the capacity of schools, districts, and states to adopt and sustain districts, and states to adopt and sustain effective behavior and academic support effective behavior and academic support practices.” – practices.” – May Institute, May Institute, Partner to the National Partner to the National Technical Assistance Center on PBISTechnical Assistance Center on PBIS

http://www.pbis.org/video-SW%20PBS.html

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PBS is based on . . . . .PBS is based on . . . . . Person Centered ValuesPerson Centered Values – – interventions interventions

designed to meet the unique goals and designed to meet the unique goals and challenges of each individualchallenges of each individual

The Normalization/Inclusion MovementThe Normalization/Inclusion Movement – – promotes the rights of individuals with promotes the rights of individuals with behavior disorders or disabilities to be given the behavior disorders or disabilities to be given the same educational and social opportunities as same educational and social opportunities as those withoutthose without

Applied Behavior Analysis Applied Behavior Analysis – – behavior is behavior is learned, serves a purpose, and can most learned, serves a purpose, and can most effectively be improved through the use of effectively be improved through the use of personalized-intervention planning to promote personalized-intervention planning to promote positive changepositive change

Data-based Decision MakingData-based Decision MakingPositive Behavioral Interventions and Supports BriefPositive Behavioral Interventions and Supports Brief, , National Center National Center

for Mental Health Promotion and Youth Violence Prevention, 2006.for Mental Health Promotion and Youth Violence Prevention, 2006.4

PBS GoalsPBS Goals

School-BasedSchool-Based – PBS works from a – PBS works from a framework of local control in framework of local control in improving school culture. Schools improving school culture. Schools affirm/establish their own rules, affirm/establish their own rules, practices and procedures, manage practices and procedures, manage their own process within the context their own process within the context of the PBS philosophyof the PBS philosophy

Resiliency and Personal Well-Resiliency and Personal Well-being being – increase protective factors – increase protective factors and reduce risk factorsand reduce risk factors 5

PBS Goals - continuedPBS Goals - continued PreventionPrevention – – reduce the need for more reduce the need for more

intensive interventions for students whose intensive interventions for students whose behavior, without intervention might behavior, without intervention might escalateescalate

Safe, Healthy, Learning EnvironmentsSafe, Healthy, Learning Environments – – a culture of learning where a culture of learning where classroom/school disruptions, incidents, classroom/school disruptions, incidents, and resulting disciplinary actions and and resulting disciplinary actions and suspensions are reducedsuspensions are reduced

Respectful InterventionRespectful Intervention – provide a – provide a continuum continuum of positively focused behavioral of positively focused behavioral expectations and interventionsexpectations and interventions

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Improvement in the school behavioral climate:Improvement in the school behavioral climate:

Increase in Increase in academic performance academic performance on-task behavioron-task behavior parent, student and staff parent, student and staff

satisfactionsatisfaction staff retentionstaff retention

Decrease in Decrease in office referralsoffice referrals suspensions, detentionssuspensions, detentions disruptive classroom disruptive classroom

behaviorbehavior

Positive Behavior Support Positive Behavior Support Primary OutcomesPrimary Outcomes

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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

Universal Application

Targeted small group, short term individual interventions

Intensive individual

interventions

Positive Behavior Positive Behavior Supports ContinuumSupports Continuum

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How Wide-spread is How Wide-spread is PBS?PBS?

PBS has been in existence for nearly 20 PBS has been in existence for nearly 20 yearsyears

Currently over 41 states are engaged in a Currently over 41 states are engaged in a State-Wide effort for implementing PBSState-Wide effort for implementing PBS

Over 6600 schools have implemented Over 6600 schools have implemented PBS with fidelityPBS with fidelity

The U.S. Department of Education The U.S. Department of Education sponsors national PBS centers in Oregon sponsors national PBS centers in Oregon and Connecticut, the May Institute is a and Connecticut, the May Institute is a National Center PartnerNational Center Partner

Statewide Behavior InitiativesStatewide Behavior Initiatives, National Association of State , National Association of State Directors of Special Education, Inc., inForum, February 2007 Directors of Special Education, Inc., inForum, February 2007

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How does it work?How does it work?

As part of a multi-year commitment, As part of a multi-year commitment, School Leadership Teams focus School Leadership Teams focus their efforts on improving 3 their efforts on improving 3 primary areas - primary areas -

School-wide procedures for discipline School-wide procedures for discipline and student supportand student support

Targeted interventions designed to Targeted interventions designed to prevent further escalation of problemsprevent further escalation of problems

Individualized behavior support Individualized behavior support planningplanning

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Universal (School-Wide) Universal (School-Wide) ApplicationsApplications

1. School teams review existing behavioral expectations, discipline practices, and procedures

2. They agree upon a common approach and make a positive statement of purpose

3. At least 80% of school personnel agree4. Positively stated expectations for all

students and staff are formed5. A continuum of procedures for teaching

these expectations, sustaining them, and discouraging rule violations are established and taught 11

Coaching, monitoring, and consistency - School-based Coaches monitor and report

discipline data by student, class, time of day, and location to school teams and staff for informed decision making to improve school culture and learning.

Best chance for success - Interventions are focused toward the stated

behavior expectations, spanning the school, classroom, and community - changing the environment to encourage change in the behavior – giving students the best chance to succeed.

Acting on Information vs. Acting on Information vs. EmotionEmotion

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SYST

EMSPRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

4 PBS 4 PBS ElementsElements

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PBS - What’s in it for me?PBS - What’s in it for me?

School will have common purpose and School will have common purpose and approaches to discipline - expectations, approaches to discipline - expectations, rewards, and procedures for disruptive rewards, and procedures for disruptive behaviorsbehaviors

Access to team and data-based Access to team and data-based decision-makingdecision-making

Increase in awareness of school-wide Increase in awareness of school-wide expectations of students and staffexpectations of students and staff

Increase in time of quality instructionIncrease in time of quality instruction Improved teacher satisfactionImproved teacher satisfaction

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Cost Saving Outcomes – Cost Saving Outcomes – New Hampshire - 44 schools over 2 New Hampshire - 44 schools over 2

yearsyears

Cohort 1 – 22 Schools

(ECE, Elem., MS, HS, Multi level)

Reduction %

Office Discipline Referrals

6010 – 28%

In-School Suspensions

637 – 31%

Out of School Suspensions

395 – 19%

Recovered Time

1783 days for learning

282 days for teaching

612 days for leadership

Cohort 2 – 22 Schools

(ECE, Elem., MS, HS, Multi-level)

Reduction %

Office Discipline Referrals

1070 – 11%

In-School Suspensions

23 – 3%

Out of School Suspensions

497 – 46%

Recovered Time

1040 days for learning

309 days for teaching

651 days for leadership

Recovered:

2823 days for learning 591 days for teaching

1263 days for leadership/administration

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PBS - What’s expected of me?PBS - What’s expected of me?

Support the 3-5 school-wide behavioral Support the 3-5 school-wide behavioral expectations expectations

Participate in school roll-out activities Participate in school roll-out activities Apply and teach school-wide expectations in Apply and teach school-wide expectations in

classroomsclassrooms Reward students for following expectations Reward students for following expectations

according to reward system (developed by according to reward system (developed by PBS school leadership team)PBS school leadership team)

Use consistent approaches for addressing Use consistent approaches for addressing disruptive behaviorsdisruptive behaviors

Review data to direct approaches around Review data to direct approaches around behavior changebehavior change

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Questions and AnswersQuestions and Answers

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PBS - What’s in it for me?PBS - What’s in it for me?

School will have School will have common purpose and common purpose and approaches to discipline approaches to discipline - expectations, rewards, - expectations, rewards, and procedures for and procedures for disruptive behaviorsdisruptive behaviors

Access to team and data-Access to team and data-based decision-makingbased decision-making

Increase in awareness of Increase in awareness of school-wide expectations school-wide expectations of students and staffof students and staff

Increase in time of Increase in time of quality instructionquality instruction

Improved teacher Improved teacher satisfactionsatisfaction

PBS - What’s expected of PBS - What’s expected of me?me?

Support the 3-5 school-wide Support the 3-5 school-wide behavioral expectations behavioral expectations

Participate in school roll-out Participate in school roll-out activities activities

Apply and teach school-wide Apply and teach school-wide expectations in classroomsexpectations in classrooms

Reward students for Reward students for following expectations following expectations according to reward system according to reward system (developed by PBS school (developed by PBS school leadership team)leadership team)

Use consistent approaches Use consistent approaches for addressing disruptive for addressing disruptive behaviorsbehaviors

Review data to direct Review data to direct approaches around approaches around behavior changebehavior change

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Where to Learn More Where to Learn More About PBSAbout PBS

www.pbis.org www.pbismaryland.org www.apbs.org www.promoteprevent.org

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