an introduction to pbis. doing more with less educating increasing numbers of students with more...

An Introduction to PBIS

Doing more with lessEducating increasing numbers of students with more diverse needsEducating students with challenging behaviorsCreating host environments or systems that enable adoption & sustained use of effective practices

Exclusion & punishment are the most common responses to conduct disorders in schools. (Lane & Murakami, 1987; Rose, 1988; Nieto, 1999; Sprick, Borgmeier, & Nolet, 2002)Exclusion & punishment are ineffective at producing long-term reduction in problem behavior. (Costenbader & Markson, 1998)When the horse is dead, its time to dismount.

Reviews of over 600 studies on how to reduce school discipline problems indicate that the least effective response to school violence are:Disconnected fix the student counselingPsychotherapyPunishment(Gottfredson, 1997; Lipsey, 1991 & 1992; Tolan & Guerra, 1994; Elliott, Hamburg, Williams, 1998)

The same research reviews indicate that the most effective responses to school violence are:Social skills trainingAcademic restructuringBehavioral interventions

(Gottfredson, 1997; Elliot, Hamburg, & Williams, 1998; Tolan & Guerra, 1994; Lipsey, 1991 & 1992)

Proactive school-wide discipline systemsSocial skills instructionAcademic/curricular restructuringBehaviorally based interventionsEarly screening & identification of antisocial behavior patterns

(Biglan, 1995; Gottfredson, 1997; Colvin, et al., 1993; Lipsey, 1991, 1992; Mayer, 1995; Sugai & Horner, 1994; Tolan & Guerra, 1994; Walker, et al., 1995; Walker, et al., 1996)

Just as we teach students to read, write & compute, we also need to teach students how to behave.There is always a function to someones behavior, even if the person cannot tell you what that function is.Discipline alone is not enough. Appropriate replacement behavior must be taught to prevent re-occurrence of misbehavior.

Referrals to Special Education may be seen as the intervention vs. actual changes in students learning environmentFBA may be viewed as required paperwork vs. a needed part of designing an interventionRely on interventions the system is familiar with vs. ones that are likely to produce an effect Focus one-student at a time (reactive approaches) vs. capacity (systems) within schools to support ALL students

Special EducationGeneral EducationSea of Ineligibility

Bridging the GapGeneral + Intensive ResourcesGeneral ResourcesIntensity of ProblemAmount of Resources Needed to Solve ProblemGeneral + Supplemental Resources

A broad range of proactive, systemic, and individualized strategies for achieving important social & learning outcomes in safe & effective environments while preventing problem behavior with all students. (Sugai, 2007)

PreventionDefine & teach positive social expectationsAcknowledge positive behaviorArrange consistent consequences for problem behaviorOn-going collection & use of data for decision-makingContinuum of intensive, individual interventionsLeadership Team-based implementation of systems that support effective practices

Tier 3/Tertiary Interventions 1-5%Individual studentsAssessment-basedHigh intensity 1-5%Tier 3/Tertiary InterventionsIndividual studentsAssessment-basedIntense, durable proceduresTier 2/Secondary Interventions 5-15%Some students (at-risk)High efficiencyRapid responseSmall group interventions Some individualizing

5-15%Tier 2/Secondary InterventionsSome students (at-risk)High efficiencyRapid responseSmall group interventionsSome individualizing

Tier 1/Universal Interventions 80-90%All studentsPreventive, proactive80-90%Tier 1/Universal InterventionsAll settings, all studentsPreventive, proactiveAcademic SystemsBehavioral SystemsIllinois PBIS Network, Revised May 15, 2008. Adapted from What is school-wide PBS? OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm

Tier 2/Secondary

Tier 3/Tertiary Multiple Domain FBASmall Group Interventions (CICO, SAIG, etc) Illinois PBIS Network, Revised Sept., 2008Adapted from T. Scott, 2004Group Interventions withIndividualized Focus (CnC, etc)Simple Individual Interventions(Brief BIP, Schedule/ Curriculum Changes, etc)Multiple-Domain BIPWraparoundODRs, Attendance, Tardies, Grades, DIBELS, etc.Daily Progress Report (Behavior & Academic Goals)Brief FBAIntensive case managementSkill-based instructionOngoing review by student-based teams

Universal LevelGOAL: To reduce new cases of problem behavior &/or academic failureSecondary LevelGOAL: To reduce current cases of problem behavior &/or academic failureTertiary/Wraparound LevelGOAL: To reduce complications, intensity, severity of students with chronic problem behavior &/or academic failure

REAChNo Child Left BehindIDEAResponse to Intervention (RtI)Character EducationWisconsin Comprehensive School Counseling ModelComprehensive & Collaborative Pupil ServicesCREATEEvery Child a Graduate

Integrated System for Student AchievementCharacter EducationCharacter EducationCharacter EducationCharacter EducationCharacter EducationCharacter EducationCharacter EducationREAChCCPSRtI: Academic & BehaviorCharacter EducationCREATENCLBWCSCMIDEAEvery Child a Graduate

Instead of working harder (inefficient), schools have to establish systems & processes & use data & practices that enable them to work smarter (efficient, effective).Establish a small number of priorities Do less but better.Consolidate/integrate whenever possible Only do it once.Specify what is wanted & how youll know when you get there Invest in a clear outcome & assess progress.Give priority to what works Use research- & evidence-based practices & programs.

Common Vision/ValuesCommon LanguageCommon ExperienceMEMBERSHIP

Individualized to the unique features of the schoolEmphasis on continuous, data-based improvementFocus on efficiency, effectiveness, & relevance

Team-based Problem Solving Efficient use of time, other resourcesExpedited application of innovationFidelity & sustainabilityStudent outcome focusData-based Decision MakingSystem & practice levelsFidelity & effectivenessAccountability-based staff developmentQuality linked to student outcomesCommunity/Family CollaborationsAcross all three tiers of the system

SYSTEMSPRACTICESDATASupportingStaff BehaviorSupportingDecisionMakingSupportingStudent BehaviorOUTCOMESSocial Competence &Academic Achievement

Procedures for non-classroom settings lunchroom, bus, bathroom, assembly, transition/hallwayProcedures for reinforcing expected behavior Procedures for responding to office discipline referrals (ODRs)Procedures for meeting the needs of all students (aka, the Triangle)

Using data for decision-making vs. evaluationDecision-cyclesWeeklyMonthlyAnnualPlanPerformMeasureCompare

Components of decision making with PBISA problem-solving teamData at every meeting no older than 48 hoursData collectionT-chartODR formData useBig 5 reportsCommunication with school community about data, patterns, & decisions

Student outcome data is usedTo identify youth in need of support & to identify appropriate interventionFor on-going progress-monitoring of RtITo exit or transition youth off of interventionsIntervention integrity/process data is usedTo monitor the effectiveness of the intervention itselfTo make decisions regarding the continuum/ menu of interventions/supports

PBIS teams CONSISTENTLY examine average # of ODR referralsPer day per monthBy type of behaviorBy locationBy time of dayBy student

PBIS teams use this data to answer the following question: Has the desired outcome been reached?

Every time any adult interacts with any student, it is an instructional moment!

PBIS emphasizesTeaching behaviors like we teach academicsModeling & practicing expected behaviorsReinforcing expected behaviorsPre-correcting to ensure positive behaviors are displayedActively supervising to prevent problem behaviors

Problem BehaviorGet or Obtain SomethingEscape or Avoid SomethingSocial/ActivityTangiblePhysical SensationSocial/ActivityTangiblePhysicalSensationDefine specific instances with precision

Problem BehaviorFunctional AssessmentIntervention & Support PlanFidelity of ImplementationImpact on Behavior & Lifestyle*Response class*Routine analysis*Hypothesis statement*Supporting data*Alternative behaviors*Competing behavior analysis *Indicated, evidence-based interventions*Contextual fit*Strengths, preferences & lifestyle outcomes*Implementation support*Data plan*Continuous improvement*Sustainability plan Team-based Behavior competence

Why Choose PBIS? Federal Mandates IDEA NCLB Best Practices Researched-based Data-driven Standards Aligned Curriculum Family Involvement DISCIPLINE = TIME LOST TEACHING

3-5 year focus to get sustainable change Active administrative support & participationAdministrative leadership for PBIS TeamsCommitment from staff (minimum 80%)Ongoing communication & support with staffCompletion & use of data collectionDiscipline & academic data, survey, checklistsOn-going staff participation in training & coaching

District leadership teamCoaching FTEHigh priority in district improvement planResources allocatedStaff development is an on-going priorityOn-going data collection & useImplementation of research-based practicesSpecialized personnel allocated to use evidence-based practices

Leadership teamCoordination & evaluation of coaching network3-5 year action planResources allocatedStaff development priorityEvaluation component integratedSystems aligned for sustainability

ExplorationInstallationInitial implementationFull implementationInnovationSustainabilityFixsen, Naoom, Blase, Friedman, & Wallace, 2005

Process of development is highly prescriptiveSchool readinessTrainingSelection of specific programs, practices, & strategies is autonomousSchools are encouraged to build on what is working well & get rid of what isnt working

Administrative OverviewBuilding-level teams attend trainingLevels 1, 2, & 3Building readiness for training based upon: Level of support for implementation in school Implementation dataCoaches support implementationInternalExternal

PlanPerformMeasureCompare

Washington Elementary School, Champaign School District 4 Total ODRs Over Three Years

Eisenhower Jr. High, Schaumburg School District 54: Suspensions & Expulsions Across Two Years

Foreman High School Office Discipline Referrals by Month by Year# ODR per day per month per 100 students per average daily enrollmentMonthsSept Oct Nov Dec Jan Feb March April May June

Chart1

0.44515777360.17830791930.2984556655

0.48331415420.70371606590.2747411649

0.51144354940.86967808930.3441494592

0.62614228660.68633177570.3036612875

0.45262754120.41983060750.2920932385

0.65209052550.40238836970.2660651281

0.8186002720.31152647980.2602811036

0.3123458820.23364485980.2151657123

0.63291139240.19470404980.1012204292

0.12082853860.15332943930.0034704147

2005-2006

2006-2007

2007-2008

Sheet1

Year2004200420042004200520052005200520052005

MonthSeptOctNovDecJanFebMarchAprilMayJune

Number of Referrals711046742

Number of Days per Month18201713

Average Daily Attendance1349134913491349134913491349134913491349

Adjusted0.29239766080.38547071910.29215540920.239493642

Year2005200520052005200620062006200620062006





Adjusted0.44515777360.48331415420.51144354940.62614228660.45262754120.65209052550.8186002720.3123458820.63291139240.1208285386

Year2006200620062006200720072007200720072007





Adjusted0.17830791930.70371606590.86967808930.68633177570.41983060750.40238836970.31152647980.23364485980.19470404980.1533294393

Year2007200720072007200820082008200820082008





Adjusted0.29845566550.27474116490.34414945920.30366128750.29209323850.26606512810.26028110360.21516571230.10122042920.0034704147

Sheet2

Sheet3

Illinois 2005-06 Proportion of Schools that Met AYPIllinois PBIS Schools

*Cost Benefit Analysis (Barrett & Swindell, 2002)Office Disciplinary Referral (ODR) Administrator (10 minutes), Student (20 minutes), Staff (5 minutes)Detention Administrator (20 minutes), Student (6 hours), Staff (5 minutes)Suspension - Administrator (45 minutes), Student (6 hours), Staff (5 minutes)

West Elementary, Alton, IL Reduced ODRs by 719, ISSs by 47, OSSs by 27*

Title I

IDEA (15% CEIS)

Professional Development

State director and data director for PBIS Assess need for training & schedule itInfuse PBIS professional development into existing conferences Continue to use State Advisory Group to guide decisions

National and State Counseling StandardsAcademic DomainPersonal/Social DomainCareer DomainComprehensive School Counseling ProgramsGuidance CurriculumResponsive ServicesIndividual PlanningSystem Support

Team approach to working with ALL studentsSystems and Data approach to behavior and academicsSpecific action plans for the school-wide climate, classroom, non-classrooms, group and individual counseling

1-5%Individual Student InterventionsIndividual CounselingIndividual Behavior Plan 5-15%Targeted Group InterventionsSmall Group CounselingTargeted InterventionsData Interventions

80-90%School-wide InterventionsClassroom GuidanceTargeted Interventions; Grade Level

Individual PlanningSystems Support

Guidance CurriculumResponsive ServicesSystem SupportGuidance CurriculumResponsive ServicesSystems Support

Classroom GuidanceAcademicPersonal/Social- Second Step CurriculumCareersGrade-Level Targeted InterventionsPersonal Space (1st and 2nd grades)Tattling vs. Reporting (K-1st grades)Test-Taking Skills (3rd-5th grades)Bullying (K-5th grades)

Small Group Counseling- Targeted InterventionsFriendships Concerned Students - Data InterventionsSocial SkillsAnger ManagementAcademic Behavior

Individual CounselingDataTeacher ReferralParent ReferralIndividual Behavior PlanData

Grades K-5314 StudentsSAGE and Title I 82% Free and Reduce LunchEthnicity: White- 35.9%, Hispanic- 21.7%, Asian-36.3% and African-Americans-6.1%New Wisconsin Promise Award-

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BULLYING REFERRALS

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BULLYING REFERRALS

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2nd Qtr1

3rd Qtr0

4th Qtr0

To resize chart data range, drag lower right corner of range.

Number of Discipline Referrals

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8

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Pre-Intervention8

Post-Intervention2


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8456

4112

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Student 2

Student 3

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Student 1Student 2Student 3Student 4

Pre-Intervention8456

Post-Intervention4112


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0.5

0.66

0.5

AIMING HIGH- 3rd-5th Grades

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AIMING HIGH- 3rd-5th Grades

Improve Listenting Skills50%

Improve Classroom Behaviors66%

Improve Homework Skills50%


EXPECTATIONHALLWAYPLAY-GROUNDLUNCHBATHROOMINDOORRECESSSPECIALEVENTSSAFEWalk at all timesUse PlaygroundEquipment correctly8 to one side of a tableUse Toilets, sinks and towels correctlyStay in assigned areasSit flat and in your own spaceKeep hands and feet to selfStay in assigned areasWalk Single file into the cafeteriaKeep lights onWalk at all timesKeep hands and feet to selfWalk single file as a classKeep hands and feet to selfRESPECTFULUse inside voiceFollow adult directionsFollow adult directionsGive privacy to othersFollow adult directionsLook and listen to programTake turns and share equipmentSay please and thank youUse inside voicesUse inside voicesShow appropriate appreciationRESPONSIBLEClean locker areaReport problems to adult on dutyEat your own lunchFlush, Wash, and Throw Away TrashReport problems to adult on dutyFollow adult directionsStay in assigned locker areaLine up when signal is givenClean up your own spacePut items away

Teacher Managed Behavior

Disruptive Behavior Inappropriate Language/ Gestures Aggressive Behavior Cheating/ Lying Tardies TheftOffice Managed BehaviorThree Times Documented Disruptive Behavior Abusive Language/ Gestures Three times documented abusive language FightingThreats Harassment Four Tardies Absences Truancy Building Theft Building Vandalism Building Threats Three times documented lying Possession of electronic items Violation of AODA policy Wearing gang related material Computer Policy Violation

AREA OF FOCUS:CafeteriaSCHOOL WIDE EXPECTATION: Safe, Respectful, and ResponsiblePURPOSE OF THE LESSON/WHY ITS IMPORTANT:To establish a positive atmosphere in the cafeteria.To practice and maintain good manners.

TEACHING EXAMPLES:Demonstrate walking the class to the table, the seat next to your best friend is taken, demonstrate manners and look for another seatYou see your friend from another class. You want your friend to see you so you start to shout Hello. You remember to use your quiet voice, so you smile and wave instead.You finish lunch early and you clean up your area and talk quietly. You remember to wait until an adult tells you to take up your tray.

KID ACTIVITIES/ROLE-PLAYS:Brainstorm lunchroom manners.Practice using a quiet voice.Make posters showing ways to make the cafeteria a quiet and pleasant place to eat lunch.Role-play how to find an empty seat.

FOLLOW-UP REINFORCEMENT ACTIVITIES:

Pre-correct lunchroom procedures.Verbal praise and reinforce with PAWS.

Resources

Judith KuseSchool Counseling ConsultantWI [email protected] ChristiansSchool CounselorJefferson Elementary School, Sheboygan, [email protected]

Hawthorn Hills Elementary SchoolWausau, Wisconsin67% free and reduced lunch20% Southeast Asian and minority263 studentsNew principal 2008Listening session prior to end of the school yearLed to committee of teachers to improve the climate.

Steps in our journeyFormed a school-wide positive behavior support programAddressed problem areas: lunchroom, bathrooms, hallways, lining up after recess/entering the building.Created videos to show correct behaviorCreated scripts for all teachersRespect and responsible behaviors focus

Steps continuedCreated responsibility tickets to reinforce behaviors (no more citizen of week)Points in all settingsGoal of 10,000 points each quarterSchool meetings and hawks groups support the programAgreed upon procedures for all including adults.

2009 improvementsRe-established agreed upon procedures in writingAgreed upon playground rulesSchool improvement plan revolves around this programStaff meetings involve all participantsStaff development on behaviorMisbehavior is an opportunity to teach

Data collectionSeptember 08- 43 incidents: detentions, suspensions, ISS, office interventions.September 09 9 incidents and 3 of these were tardies from recess.Playground remains the environment where most interventions occur This year each teacher held an additional recess to teach behavior.

Types of misbehavior9/08 disrespect, language, theft, fight/harassment, defiance, misc., hall violation09-09 language, threaten/harassment, tardy09-08 location 40 from playground, 3 classroom09-09 playground 9This has totally changed our culture and we are excited to continue!!

Sennett Middle SchoolDemographics610 studentsWhite 46%; Black 27%, Latino 20%, Asian 6%; Native American 1%58% F/R lunch21% Special Education in an inclusive setting20% ESL/BilingualLocated on Madisons east side, next to LaFollette High School

GETTING STARTED AT SENNETT MIDDLE SCHOOLIdentify a team

Staff training

Review current systems and practicesDont throw the baby out with the bathwater

Universal ExpectationsSENNETT STARSSet high standardsTeach others by their actionsAccept responsibilityResolve conflicts peacefullyShow respect for everyone and everything

Universal Supports at Sennett

Universal Expectations Behavior MatrixCool Tools Rising Stars Homebase Quarterly incentives & recognitionsMSCR clubs (homework clubs by House teachers)

Secondary Supports at Sennett

STARS Program (CICO)Skill groups (i.e. conflict resolution group)Simple Functional Behavior Assessments & Behavior Intervention PlansClassroom Fix-it emphasis on restorative justice

Assessing if CICO is right for your schoolWhat do Targeted Interventions do?Increase access to adult attentionIncrease access to peer attentionIncrease access to activity choiceAcceptable options for avoiding aversive activitiesAcceptable options for avoiding aversive socialIncreased structure (prompts for approp behavior)Structured times for feedback (5 per day)Enhanced home-school communicationDevelopment of self-management skills

Building the Basic CyclesMorning Check-in RoutineTeaching students when, when, howTeaching check-in coordinatorAssessRewardSet-up or RedirectTeacher Check-in/Check-out RoutineTeach students when, when, howTeaching staff/facultyRewardSet-up for success, positive momentumEvaluation

Building the BasicsAfternoon Check-out RoutineTeach students when, where, howTeach CICO coordinator data collection, acknowledge success, encourage improvement.Consider self-recording system for older studentsFamily Review RoutineTeach students when, where, howTeach family only to acknowledge success, sign

Tertiary Supports at SennettStaffing or Wrap meetings

Complex Functional Behavior Assessments & Behavior Intervention Plans

School within a School

School-wide Data 2008-2009

6%

8%

5% - 10%

86%

80% - 90%

Goal

Actual

1% - 5%


18%

16%

5% - 10%

66%

80% - 90%

Goal

Actual

1% - 5%

Role of the PBS CoachMember of all 3 PBIS teams (universal, secondary, tertiary)Will lead implementation of preventative school-wide interventionsData collection and interpretation Go to person for PBISTeaching identified SS classes during home baseCoaching time with teachers The only time I will be working on-going with one student is if I am part of a wrap around plan (tertiary level) or a check & connect (secondary)

The Impact of Staff I've come to the frightening conclusion that I am the decisive element in the classroom. It's my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de-humanized.

- Haim Ginott

State-imposed revenue limits do not allow school districts budgets to keep up with increases in costs.

Schools are seeing growing numbers of students with mental illness and behavioral disorders. And schools are seeing students with challenging behaviors at younger and younger ages.*Exclusion can actually be reinforcing to the behavior.

Students learn how to act in school by being in school not by being sent to the hallway or the office or home.

If a student is being sent to the office over & over & over, its long overdue to dismount that intervention and find one that works.

* Referrals for counseling services should not be with the expectation that the pupil services professional will fix the student and then send him/her back to the classroom. Counseling interventions need to be connected to other educators in the school.

Punishment does not teach the replacement behavior. It only communicates what you do not want the student to do.

*

Social skills training is teaching appropriate behavior to students (individually or in small groups)

Academic/curricular restructuring examples: change reading time, individualize, differentiation, reduce distractions, selective seating

***We do not simply give a student a book and say, Read. Similarly, giving students a list of rules and consequences for misbehavior is not sufficient for many students.

When asked why the misbehavior occurred, the response from a student may be, I dont know. But there is always some function to the behavior, e.g., boredom, fear of being called on in class, wanting to play with the ball the other child has. The key is teaching the student how to accomplish the function of the behavior in appropriate ways.

When a student is struggling to read, we dont discipline the child; we find a different way to teach the child to read. Its the same with misbehavior. Discipline is an opportunity to teach the student to behave in an acceptable manner.

*****

Resources and interventions are not replaced as students move up the triangle, they are added.

The tip of the triangle may or may not include special education students. Students with IEPs may be involved throughout the triangle.****Levels of support are added not replaced or just supplemented.

Purpose of Tier 1 - Prevent new problem behaviors from occurring.

Purpose of Tier 2 - Reduce the frequency of problem behaviors.

Purpose of Tier 3 - Reduce the intensity of problem behaviors.

The triangle is not only for students Adults will need more support, too.*Highlight the examples of Tier 2 & 3 assessments (on left side) and interventions (right side).**Are there are other school improvement initiatives you are aware of?

What school improvement initiatives do you have in your school district?*Drawing by Stacy Goodman/ source ISBE SISEP Scaling up Grant. ***

Blending initiatives - You do not have to stop everything that you are doing Keep what is working and change what is not.

**

Buy-in of the staff in the school building is critical to success of PBIS.

Staff come to own PBIS by having a shared language they use with each other and students, a shared vision of what they want the school to be like, shared values to guide the achievement of that vision, and shared experiences that bind them together.

PBIS guides how the school manages and teaches behavior.**Next several slides explain systems, data, and practices.*

Systematic implementation across the building lets students know that the adults are on the same page.

PBIS schools examine their data on a regular and frequent basis.**Data is current.

T-chart divides what behavior is managed by staff and what behavior is managed by the office.

2nd following slide lists the Big 5.

This is the Big 5

Graphs are generated using these 5 data points to visually summarize the data.**Systemic implementation of practices ensures that all adults are on the same page using the same language and interacting with students in the same way.

For instance, the T-chart ensures that everyone understands what behaviors are to be handled by individual educators and what behaviors are to be referred to the office.

Examples of practices include:

Cool tools Acknowledgements CICO CNC

There is always a function to someones behavior, even if the person cannot tell you what that function is.

**PBIS sets the framework to incorporate aspects of many mandates into one blended initiative through organized data, systems, and practices allowing for smarter utilization of time, resources, and effort.

For federal mandates of IDEA and NCLB, PBIS serves as a proactive systems approach for ALL students, allowing for delivery of increasingly intensified responses of scientifically-based early intervention services means by:

lowering the number of students needing specialized services by teaching behavioral expectations and keeping kids in class, therefore increasing academic gains and

utilizing data to truly screen students in need of academic and behavioral supports.

Best practices: PBIS is a research-based, data-driven, validated, pro-active systems approach which incorporates family involvement at each tier.

The more students are out of the classroom for discipline, the less time they have to learn.

*Multi-year commitment to put all 3 tiers of PBIS into place.

A critical mass (80%) of support is necessary to begin the process of implementation.

**We have a state Advisory Group.

We will be awarding a substantial grant to a CESA to serve as a Wisconsin PBIS Network:Coordinate trainingProvide technical assistanceCollect & analyze data from local schools

DPI staff assigned to manage PBIS in Wisconsin.

Long-term commitment and the new State Superintendent is behind this.*PBIS implementation takes places over 3-5 years.

In order to send a school team for universal (Tier 1) training, at least 80% of the staff in the school must want PBIS.

In order for that school to send a team for Tier 2 training, they must demonstrate with their data that they have established a solid Tier 1 foundation.

Likewise, in order to attend a Tier 3 training, the school must demonstrate with its data that Tier 2 strategies are in place and functioning.

Monitoring data and assessing progress is ongoing, i.e., continuous improvement process.

*Tier 1, 2, & 3 teams from each school may not be the same.

All teams should include a building administrator. Tier 1 team should also include teachers from each grade level, at least one pupil services professional, and others.

Tier 2 and 3 teams will have fewer general education teachers and more pupil services professionals and teachers with strong behavioral backgrounds.*These are examples of outcome data from Illinois.

In a few years, we hope to have similar data for Wisconsin schools.*Over a 70% reduction in ODRs after two years of PBIS.*63% reduction in detentions after one year of PBIS.

68% reduction in suspensions after one year of PBIS.

100% reduction (elimination) in expulsions after one year of PBIS.**Foreman is a north sideurban high school in Chicagowith approximately 2000 students. Ethnicity of the students include caucasian, Hispanic, Polish, and African American. The staff of the school reflects the ethnicity of the students. 68% reduction in referrals for special education after 2 years of PBIS.

70% reduction in special education placements after 2 years of PBIS.*This graph helps to demonstrate how PBIS improves school-wide academic performance.**These are estimated average times for each ODR, detention or suspension.***Levels of support are added not replaced or just supplemented.

Purpose of Tier 1 - Prevent new problem behaviors from occurring.

Purpose of Tier 2 - Reduce the frequency of problem behaviors.

Purpose of Tier 3 - Reduce the intensity of problem behaviors.

The triangle is not only for students Adults will need more support, too.Students whom received 2 or more referral slips for fighting. The interventions was anger management counseling group. 75% improvement.*Anger Management group individual students progress. Second time around in this group.**

an introduction to pbis. doing more with less educating increasing numbers of students with more...

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