PBIS 101: An Introduction to the Tier 1 PBIS Framework

Georgia Southern University Georgia Southern University

Digital Commons@Georgia Southern Digital Commons@Georgia Southern

Georgia Association for Positive Behavior Support Conference

Dec 3rd, 8:30 AM - 9:30 AM

PBIS 101: An Introduction to the Tier 1 PBIS Framework PBIS 101: An Introduction to the Tier 1 PBIS Framework

Tara Davis Georgia Department of Education, tara.davis@mresa.org

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Positive Behavioral Interventions and Supports, 101

Georgia APBS Conference

December 2014

Tara Davis

State PBIS Program Specialists

Georgia Department of Education

Learning Objectives

Define key features of PBIS

Describe the GaDOE model of

PBIS support

Explain how to bring PBIS to my

district

PBIS is an essential shift in thinking…

Traditional District Responses

• Zero Tolerance -Strict Code of Conduct

• Additional School Safety Officers

• More security cameras

• Metal detection devices

• Self-defense training for educators

• Office referral, detention, suspensions, etc.

• Restrictive and segregated settings

• Individual counseling and therapy

• Implement packaged programs

• Are they giving us the intended result?

Traditional School Responses

The science of behavior has taught us……

LEARNED

PREDICTABLE

MAINTAINED

PUNISHMENT TEACH APPROPRIATE BEHAVIOR

PBIS - Tiered System of Supports

4/16/2015 7

Starting point…

• Educators cannot “make” students learn or behave

• Educators can create environments to increase the likelihood students learn and behave

• Environments that increase that likelihood are guided by evidence-based practices (PBIS)

Designing Solutions

• If many students are making the same mistake, it is typically the

system that needs to change, NOT the students!!

TEACH…MONITOR..ACKNOWLEDGE before PUNISHMENT!!

Do you know the amount of instructional time that administrators, teachers and students miss due to discipline issues?

Time Cost of a Discipline Referral

1000 Referrals per year

Administrator Time (30 mins.) 500 hours (63 days)

Teacher Time (15 mins.) 250 hours (32 days)

Student Time (45 mins.) 750 hours (94 days)

Totals 1500 hours lost! (188 days)

Do we have time to teach behavior?

11

The Critical Elements of School-Wide, Tier 1 PBIS

1.The PBIS Team-Principal

2.Clear Expectations & Rules

3.Teaching Behavior

4.Data Entry and Analysis

5.Acknowledgment (Feedback)

6.Effective Discipline Process

7.Faculty Commitment

8.Implementation

9.Classroom

10.Evaluation

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School-wide Expectations

“Core values are timeless and do not change, while practices and strategies

should be changing all the time.”

Jim Collins

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Core Values

• Excellent customer service • Taking care of our people • Giving back • Doing the "right" thing • Respect for all people • Entrepreneurial spirit

Establishing Core Values is Best Practice in the Business Community

14

Gwinnett County

Cowan Road Middle: Griffin-Spalding

Develop Clear, Concise Rules

17

Rules

• Examples of expected behavior – what to do, NOT - what not to do!

• Specific and observable

• Positively stated

• 3-5 for each expectation

• Rules must be enforceable and worth acknowledging!

19

Moore Elementary School, Griffin-Spalding Expected Behaviors

Expectations Cafeteria Rules Hall Rules Gym/Playground Rules Restroom Rules Bus Area Rules

Be Respectful Remain silent and orderly in line Follow directions Say, “Please and “Thank You”

Walk on the right side of the hall Keep hands at your sides Watch out for younger students

Be a good sport Follow posted rules Line up when directed without pushing

Respect the privacy of others Keep hands and eyes to yourself Flush the commode after using it

Walk do not run Keep hands to yourself Listen to the directions of the driver

Be Responsible Speak clearly to cafeteria staff Eat food when seated Keep eating area clean

Only go where an adult tells you to go Keep hallways clean Use a hall pass

Dress appropriately Put away equipment Share

Keep area clean Use equipment appropriately Wash hands with soap

Take turns Do not rush others No horse playing

Be a Problem Solver Only eat the food on your tray Take turns putting away trays after eating Throw away all trash

Walk Speak softly Report unsafe behavior

Be fair Include everyone Be considerate of others

Use your resources wisely Only one person per stall Report unsafe conditions to an adult

Report unsafe behavior Stay in assigned area Speak softly so that the driver is not distracted

District Coordinator: Leonora Clarkson

Why teach behavior?

• For a child to learn something new, it needs to be repeated an average of 8 times.

• For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated an average of 28 times

(Harry Wong)

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The Three-Step Approach to Teaching Classroom Procedures

• 1. Explain: State, explain, model, and demonstrate the

procedure.

• 2. Rehearse: Rehearse and practice the procedure under your supervision.

• 3. Reinforce: Reteach, rehearse, practice, and reinforce the classroom procedure until it becomes a student habit or routine.

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Acknowledging Appropriate Behavior

• Tied to specific behaviors

• Delivered soon after the behavior

• Age appropriate (actually valued by student)

• Delivered frequently

• Gradually faded away

Steps to Building Effective Discipline Procedures

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1. Definitions 2. Responses to Behavior 3. Documentation 4. Referral Process

Example

Classroom Managed Behaviors

Office Managed Behaviors

Calling Out Cheating on Class Work/Assessments Classroom Setting Disruption Defiance Dress Code Electronic Devices Food, Drink, or Chewing gum Inappropriate Attitude/Tone Inappropriate Language Physical Contact Lack of Preparedness Put Downs, Teasing, Taunting (First Time) Refusing to Work Stealing (items less than $25)

Aggressive Language, Threats, Bullying Chronic Minor Incidents (3 M.I.R.’s for the

same incident type) Drugs/Alcohol Fighting or Aggressive Physical Contact Harassment of a Staff Member Leaving Class During an Emergency Leaving School Grounds Put Downs, Teasing, Taunting (After First

M.I.R., Same Student, attach M.I.R.) Smoking Stealing (money or items greater than $25) Truancy/Cutting Class Vandalism Weapons

Observe and identify problem behavior

Teacher/Staff vs. Administration

Managed Managed

•Failure to be in one’s assigned place

•Inappropriate language

•Tardiness

•Calling out

•Teasing

•Inattentive Behavior

•Invading personal space

•Lying/giving false information

•Minor disruption

•Minor aggression-grabbing items

•pushing past someone

•Unsafe or rough play

•Misusing property-throwing or damaging

items

•Disrespectful Tone

•Pattern of not completing homework

•Aggressive physical contact

•Bullying/Harrassment

•Fighting

•Property destruction

•Weapons

•Leaving School property

•Pattern of aggressive/profane language

•Dress Code

•Credible threats

•Major/chronic destruction

•Major/chronic refusal to follow school

rules

•Theft

•Racial/Ethnic discrimination

•Cheating

•Inappropriate use of internet

•Direct refusal of authority

Administration managed

Staff managed

Redirect student

Re-teach behavior

Conference with student on inappropriate

behavior in this situation and of potential +

/- consequences

Complete

Detention Slip and Contact Parent

Complete Discipline Referral and send

student and referral to the discipline

office

Referring Teacher/Staff Member

completes discipline referral and

contacts parent

Administrative action

Administration submits referral

for data input

Teacher and guidance counselor work

with student to re-teach behavior and

propose strategies for success

Administration follows up

teacher/staff member

Consistently Teach and Re-Teach School-Wide Rules/Expectations

Notice and reward

correct behaviors

YES NO

Is the behavior Teacher or

Administration managed?

Did the

behavior

change?

Seminole County: Longwood Elementary

Problem-Solving Process Review

Step 1: Problem Identification

Step 2: Problem Analysis

Step 3: Intervention Design

Step 4: Response

to Intervention

Why is it occurring?

What’s the problem?

What are we going to do about it?

Is it working?

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www.swis.org

SWIS: School-Wide Information

System

Required for the first year of implementation.

www.pbisapps.org

School-Wide Information System (SWIS) The Big 7

Georgia is part of a growing network of schools in the U.S. changing school climate

to promote learning, safety and healthy relationships!

Over 22,000

PBIS Summit – 2013 *LEA *RESA *State BOE *Juvenile Court *DJJ *DBHDD *Legislators *Ed. Associations *Higher Ed. *Governor’s Office *DECAL *Foundations *Advocacy

Scaling Up in Georgia…..

• PBIS Strategic Plan

• RESA School Climate Specialists

• School Climate Star Rating

• Georgia’s Grade Level Reading Campaign & Woodruff Foundation Grant

• Ga Appleseed Collaboration

• White House visit

• Second Annual PBIS Summit

• National PBIS Leadership Forum

• School Climate Transformation Grant

• SAMHSA Grant

PBIS Organizational Support Framework

4/16/2015 35

Systems Implementation Logic

Funding Visibility Policy Political

Support

Training Coaching Behavioral Expertise

Evaluation

LEADERSHIP TEAM

Local School / District Implementation Demonstrations (Implementers)

(OSEP TA Center on PBIS, 2009)

Implementation Matters

36

Exploration/ Adoption

Installation

Initial Implementation

Full Implementation

Innovation and

Sustainability

Establish

Leadership Teams,

Set Up Data

Systems

Development

Commitment

Provide Significant

Support to

Implementers Embedding within

Standard Practice Improvements:

Increase Efficiency

and Effectiveness Should we do

it?

Doing it right

Doing it better

Adapted from www.pbis.org

2-4 Years to build Tiered

Support System

www.gadoe.org

Contact Informatiob

tdavis@doe.k12.ga.us

gapbis@doe.k12.ga.us

www.gadoe.org