Major portions of the following material were developed by:

George Sugai & Rob Horner

OSEP Funded Technical Assistance Center

www.pbis.org

In conjunction with the

Iowa Department of Education

updated March 2015

Purpose & Goal of PBIS

FRAMEWORK

for creating

a healthy system…

more about this later

2

About 20% of you… Excited

Hopeful

Dive right in

“Let’s go!”

“Just tell me what to do.”

3

About 60% of you… Hesitant

Curious

Observant

“Tell me more.”

“I’ll try this and see what happens”

4

About 20% of you… Resistant

Frustrated

“No way.”

“What now?!”

“This too shall pass.”

5

Research Findings Research Sources

Reviews of over 800 studies on how to reduce school discipline problems indicate that the least effective responses to school violence are: 1) Counseling (talking therapies) 2) Psychotherapy 3) Punishment

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: 1) Social Skills Training 2) Academic Restructuring 3) Behavioral Interventions

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

6

Research Findings Research Sources

Exclusion and punishment are the most common responses to conduct disorders in schools.

Lane & Murakami, (1987) Rose, (1988) Nieto, (1999) Sprick, Borgmeier, & Nolet, (2002)

Yet, Exclusion and Punishment are ineffective at producing long-term reductions in problem behaviors.

Costenbader & Markson (1998)

“Exposure to exclusionary discipline has been shown, not to improve school outcomes, but in fact to be associated with higher rates of school dropout.”

Skiba, Peterson and Williams, 1997 Ekstrom, Goertz, Pollack, & Rock, 1986 Wehlage & Rutter, 1986 Sprick, Borgmeier, Nolet, 2002

7

8 Taken from Building the Capacity of Schools, Districts and States to Implement School‐wide PBIS

Rob Horner University of Oregon www.pbis.org

Here’s What Else We Know

We cannot “make” students learn & behave.

We can create environments to increase the likelihood students learn & behave.

9

10

Core

Brain Development

Principles

Our brains are designed to benefit from rich & supportive intimate

relationships.

Brain function is hierarchical.

We feel and then we think.

Brain development is ‘use dependent.’

Brain systems change with use throughout life.

Resource: Blodgett, Christopher (2012), Washington State University

Only

Calm Brains

can Learn…

Main Logic of PBIS Calm Brains

Prevention

Teaching

Effective practices

Nurturing systems

Structure

Consistency

Predictability

Stability

Safety

11

How many models?

12

Mom

Dad

Grandma

Grandpa

Aunt

Uncle

Cousins

Sister

Brother

Teacher

Teacher

Teacher

Principal

Friends

Counselor

Neighbors Teacher Teacher

Media

Teacher

What is School Wide Positive Behavioral Interventions and Supports?

FRAMEWORK - SW-PBIS provides structure and support for developing systems of positive and proactive school-wide and individualized interventions strategies that…

promote a positive learning environment,

create a positive culture,

teach and reinforce appropriate behaviors,

prevent problem behaviors.

13

OUTCOMES

PRACTICES

SW-PBIS: 4 Core

Elements

Social Competence,

Academic Achievement,

and Safety

Supporting

Decision

Making

Supporting

Staff Behavior

Supporting

Student Behavior 14

DATA PRACTICES SYSTEMS OUTCOMES

Build your school

based on DATA

15

Supportive Practices

Define behavioral expectations

Teach behavioral expectations

Monitor and acknowledge appropriate behavior

Provide corrective consequences for problem behaviors.

Use collected data to solve problems and make decisions.

16

PRACTICES

Define School-Wide Expectations for Behavior

Identify 3-5 Expectations

Short statements

Positive Statements (what to do, not what to avoid doing)

Memorable

17

Define 3-5

school-wide expectations

Teach School-Wide Expectations for Behavior

Develop lesson plans connecting the school-wide expectations and behaviors within ALL locations

Teach expectations and behavioral skills in natural context

Utilize various methods of teaching

19

Teach expectations

and behavioral skills in

natural context

On-going Monitoring and Acknowledging of Appropriate Behavior

Every faculty and staff member acknowledges appropriate

behavior.

5 to 1 ratio of positive to negative contacts Create a system that makes acknowledgement easy and

simple for staff and students. Specific and sincere Layers of acknowledgement (SW, class-wide, individual)

21

Individual Acknowledgement

The quickest way to change behavior… in anyone.

Research indicates that you can improve behavior

by 80% just by pointing out what someone is doing

correctly.

Intensive

0-5%

Targeted

5-15%

Universal

80-90% 24

5:1

20:1 Positive to Negative

Ratio

15:1

Without

feedback

students

do not learn.

Corrective Consequences for Challenging Behaviors The PURPOSE of corrective consequences:

Prevent escalation of challenging behaviors Prevent/minimize reinforcement of challenging

behaviors Teach expected behaviors (when used effectively)

Provide clear guidelines for staff: Teacher/Staff-Managed vs. Office-Managed Minor vs. Major Office Discipline Referrals (ODRs)

25

Types of Data Behavioral Data

Office Discipline Referrals (e.g., SWIS)

Suspension/Expulsion Data

Achievement Indicators

Fidelity of Implementation Data

Various Checklists & Surveys

Self-Assessment Survey

26

DATA

Use of Data

1. Use behavioral data to make decisions and solve problems

2. Use fidelity data to determine implementation integrity

27

Behavior Data: to make decisions & solve problems

28

Time

Location

Day of Week

Problem

Behavior

Targeted Tier: Small group, targeted,

evidence-based

instruction for some

students

Intensive Tier: Individualized, intensive,

evidence-based instruction

for a few students

Universal Tier:

Robust Instruction

in Behavior & Academics

for All Students

MTSS

Layers are added for those

that need additional

supports

Universal, Targeted, and Intensive

29

PBIS is Team-based & Adapted to Fit Local Schools

Team established, trained, & supported

Active administrative support & involvement

Framework built to fit school needs Never give up something that already works

Different paths to the same outcomes.

PBIS is a framework

30

SYSTEMS

PBIS Team Administrator (active participant) Teachers and non teaching staff

Cross-grade representation General Education Special Education Behavior Specialists (guidance counselor, support staff)

PBIS Coaches (Internal & External) Family Members Community Members Students, as appropriate

31

Benefits of District-wide Implementation Smoother and more successful transitions among

school buildings

District resources to build PBIS capacity and PBIS implementation with fidelity

Consistent language, training and planning regarding effective strategies/supports

Increased community awareness, participation, and resources

32

Training Sequence 1st Year of Training

Universal/Tier 1 Training

2nd Year of Training Targeted/Tier 2 Training

3rd Year of Training Intensive/Tier 3 Training

Coaches Meetings On-going for internal & external coaches

Support and on-going work beyond three years

33

Culture & Climate Defined… Culture is defined by our Beliefs & what we Value Climate is defined by our Organizational Structure

of Behavioral Supports and our Attitude by how we implement those supports

Student Outcomes are a by-product of our culture

So, our current student outcomes are based on our current school culture

Slide Resource: Improving School Climate and Student Behavior through Positive Behavior Supports Webinar by Doug Maraffa @ Review360: Behavior Matters

34

Establish Commitment Administrator agrees to be an active member of

the PBIS team. Staff/Faculty support the need for behavioral

change. Behavioral change is a top priority of the school. Three-year training commitment and effort to

sustain beyond three years. Utilize Self-Assessment Survey results to

determine staff commitment of at least 80% for creating a safe climate & culture

35

Determining Readiness for SW-PBIS

36

School-Wide Positive Behavioral Interventions & Support Systems

School-Wide

Systems

(18)

Non-Classroom Systems

(9)

Individual Student Support Systems

(8)

Classroom Systems

(11)

37

Self-Assessment Survey (SAS):

Provides staff perception data to

determine implementation fidelity

Self-Assessment Survey (SAS) Instructions for completing this survey for your school’s

current behavior system:

4 sections (46 total items):

1. Schoolwide: 18 items

2. Nonclassroom: 9 items

3. Classroom: 11 items

4. Individual: 8 items

For each item there are two ratings to complete:

1. Current Status: In Place, Partial, Not Rate based on your perception of the item being fully In Place, Partially in place,

OR Not in place

2. Improvement Priority: High, Medium, Low Rate based on your perception of the item being a High need for improvement,

Medium need for improvement, OR Low need for improvement 38

Completed by ALL staff

at least one time per year

Iowa Behavioral Alliance - An Initiative of the Iowa Department of Education

. . . for positive behavior supports, dropout prevention, and mental health initiatives

40

Video Example Creating the Culture of Positive Behavior Supports

Video has representation of all levels

30 minutes 14 seconds

https://www.youtube.com/watch?v=Vc-Tjqm20cU&feature=player_embedded

41

References Costenbader and Markson, 1998 Ekstrp, Goertz, Pollack and Rock, 1986

Elliott, D.S., Hamburg, B.A., & Williams, K.R. (1998). Violence in American Schools: An Overview. In D.S. Elliott, B.A. Hamburg, & K.R. Williams (Eds.), Violence in American Schools (pp. 3–28). New York: Cambridge University Press.

Gottfredson, G. D., & Gottfredson, D. C. (1997). School-based prevention programs defined and taxonomies of school-based prevention activities and objectives used in the National Study of Delinquency Prevention in Schools. Ellicott City, MD: Gottfredson Associates.

Lane and Murakami, 1987

Lipsey, M. W. (1991). The effect of treatment on juvenile delinquents: Results from meta-analysis. In F. Losel, D. Bender, & T. Bliesener (Eds), Psychology and law. New York: Walter de Gruyter.

Lipsey, M. W. (1992). Juvenile delinquency treatment: A meta-analytic inquiry into the variability of effects. In T. D. Cook, H. Cooper, D. S. Cordray, H. Hartman, L. V. Hedges, R. V. Light, T. A. Louis, & F. Mostellar (Eds), Meta-analysis for explanation. Beverly Hills, CA: Sage.

Nieto, 1999 Rose, 1988 Skiba, Peterson, Williams, 1997

Skiba, R. J., & Peterson, R. L. (2000). School discipline at a crossroads: From zero tolerance to early response. Exceptional Children, 66, 335-347

Sprick, Borgmeier, and Nolet, 2002

Tolan, P., & Guerra, N. (1994). What works in reducing adolescent violence: An empirical review of the field. Center for the Study and Prevention of Violence. University of Colorado, Boulder.

Wehlage and Rutter, 1986

42

In Conclusion…

A Pep Talk from Kid President

http://www.teachthought.com/interest/a-pep-talk-for-teachers-kid-president/

43