Intro&to&PBIS& - · PDF fileTodays’&Agenda& • Deﬁne&PBIS&=&&Rob&Horner& • PBIS&Assessments&and&Data – Team&Implementaon&Checklist(TIC)& – CommitmentForm&

Intro to PBIS

Jim Wood & Luke Anderson

Todays’ Agenda •  Define PBIS -‐ Rob Horner •  PBIS Assessments and Data

–  Team ImplementaCon Checklist (TIC) –  Commitment Form –  School-‐Wide InformaCon System (SWIS)

•  MulCple levels of intensity –  Universal Screening

•  PBIS and RestoraCve JusCce •  Roles of Assigned Staff •  Calendar •  Planning: Input/Next Steps

Rob Horner in Orange County

AcCvity: Rate your school culture 1. Use a student perspecCve 2. Use a staff perspecCve

Low High

Predictable Consistent

1 2 3 4 5 1 2 3 4 5

Positive 1 2 3 4 5

Safe 1 2 3 4 5

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

Individualized Systems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

SCHOOL-WIDE

POSITIVE BEHAVIOR SUPPORT

~80% of Students

~15%

~5%

ESTABLISHING CONTINUUM of SWPBS

SECONDARY PREVENTION •  Check in/ Check out •  Targeted social skills instruction •  Anger Management •  Social skills club •  First Step to Success

TERTIARY PREVENTION •  Function-based support •  Wraparound •  Person-centered planning •  Check and Connect • 

PRIMARY PREVENTION •  Teach SW expectations •  Consistent Consequences •  Positive reinforcement •  Classroom Systems •  Parent engagement •  Bully Prevention

SECONDARY PREVENTION •  •  •  •  • 

TERTIARY PREVENTION •  •  •  •  • 

PRIMARY PREVENTION •  •  •  •  •  • 

Experimental Research on SWPBIS

Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through school-‐wide PosiCve Behavioral IntervenCons and Supports: Findings from a group-‐randomized effecCveness trial. Preven&on Science, 10(2), 100-‐115

Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school-‐wide PosiCve Behavioral IntervenCons and Supports (PBIS) on the organizaConal health of elementary schools. School Psychology Quarterly, 23(4), 462-‐473.

Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-‐Wide PosiCve Behavioral IntervenCons and Supports on student outcomes: Results from a randomized controlled effecCveness trial in elementary schools. Journal of Posi&ve Behavior Interven&ons, 12, 133-‐148.

Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). ImplementaCon of school-‐wide PosiCve Behavioral IntervenCons and Supports (PBIS) in elementary schools: ObservaCons from a randomized trial. Educa&on & Treatment of Children, 31, 1-‐26.

Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-‐list controlled effecCveness trial assessing school-‐wide posiCve behavior support in elementary schools. Journal of Posi&ve Behavior Interven&ons, 11, 133-‐145.

Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-‐wide posiCve behavior support. Focus on Excep&onality, 42(8), 1-‐14.

Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-‐wide posiCve behavioral intervenCons and supports on child behavior problems and adjustment. Pediatrics.

Waasdorp, T., Bradshaw, C., & Leaf , P., (2012) The Impact of Schoolwide PosiCve Behavioral IntervenCons and Supports on Bullying and Peer RejecCon: A Randomized Controlled EffecCveness Trial. Archive of Pediatric Adolescent Medicine. 2012;166(2):149-‐156

SWPBIS Experimentally Related to: 1.  Reduction in problem behavior 2.  Increased academic performance 3.  Increased attendance 4.  Improved perception of safety 5.  Improved organizational efficiency 6.  Reduction in staff turnover 7.  Increased perception of teacher efficacy

Academic-‐Behavior ConnecCon Algozzine, B., Wang, C., & Violehe, A. S. (2011). Reexamining the relaConship between academic

achievement and social behavior. Journal of Posi&ve Behavioral Interven&ons, 13, 3-‐16. Algozzine, R., Putnam, R., & Horner, R. (2012). Support for teaching students with learning disabiliCes

academic skills and social behaviors within a response-‐to-‐intervenCon model: Why it doesn’t maher what comes first. Insights on Learning Disabili&es, 9(1), 7-‐36.

Burke, M. D., Hagan-‐Burke, S., & Sugai, G. (2003). The efficacy of funcCon-‐based intervenCons for students with learning disabiliCes who exhibit escape-‐maintained problem behavior: Preliminary results from a single case study. Learning Disabili&es Quarterly, 26, 15-‐25.

McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006). DemonstraCon of combined efforts in school-‐wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades. Journal of Posi&ve Behavioral Interven&ons, 8, 146-‐154.

McIntosh, K., Horner, R. H., Chard, D. J., Dickey, C. R., and Braun, D. H. (2008). Reading skills and funcCon of problem behavior in typical school sejngs. Journal of Special Educa&on, 42, 131-‐147.

Nelson, J. R., Johnson, A., & Marchand-‐Martella, N. (1996). Effects of direct instrucCon, cooperaCve learning, and independent learning pracCces on the classroom behavior of students with behavioral disorders: A comparaCve analysis. Journal of Emo&onal and Behavioral Disorders, 4, 53-‐62.

Wang, C., & Algozzine, B. (2011). Rethinking the relaConship between reading and behavior in early elementary school. Journal of Educa&onal Research, 104, 100-‐109.

PBIS ASSESSMENTS Team ImplementaCon Checklist (TIC)

Demonstration School ExemplarNCES ID: Zenith, Winnemac

ZenithNCES ID:

Checklist Date Commitment Team Assessment Define Teach Reward Consequences Classroom Information Support

9/15/2012 100% 50% 100% 100% 100% 100% 50% 83% 100% 83%

1/17/2013 100% 83% 83% 100% 100% 100% 100% 100% 100% 100%

4/11/2013 12:52:05 PM 1 of 1

Team Implementation Checklist Subscale

San Juan Unified School District Positive Behavioral Interventions & Supports (PBIS)

School Commitment for Training School District Principal Date The following commitments are necessary before a school can attend the PBIS training. Requirement/ Commitment

Details Completion/ Commitment Date

1. Organizational Support

a. Student social behavior is identified in top 3 goals for school improvement b. School principal & staff will make a 3 year commitment to implement PBIS

Date __________

2. Identify PBIS Team Must be representative of whole school staff (at least 1 from each area): a. School administrator b. Gen Ed teachers (representative of grade levels in school) c. Staff with Behavioral or Counseling Expertise (psych, nurse, SPED staff) d. Classified Staff (aides, assistants, bus drivers, library…) e. Family Member of a Student

Date __________

2. Identify a Team Lead

Should not be school administrator, preferably strong General Education staff member. Team Leader will usually facilitate meetings and attend monthly PBIS Team Leader Meetings with other PBIS Team Leaders.

Date __________

3. Attend PBIS Trainings

Entire team will attend all PBIS Trainings (3 days of training) Date __________

4. Monthly Team Meetings

PBIS Team will hold at least one meeting per month at school site to plan, develop, monitor and sustain implementation of PBIS Programs. (Meetings typically are 45 minutes in length)

Date __________

5. PBIS presence in School Staff Meetings

Allocate 5-15 minutes per month at staff meeting to provide updates and receive feedback from staff on PBIS efforts

Date __________

6. School PBIS Evaluation

a) Implement School-Wide Information System (SWIS) that provides capacity to examine discipline referral data on a school-wide level.

b) Use of PBIS Assessments to track implementation fidelity.

Date __________

I understand and agree to the above commitments to qualify for the PBIS Training series and support.

Principal Date

BEHAVIOR DATA FOR DECISION-‐MAKING

School-‐Wide InformaCon System

SWISTM (School-‐Wide InformaCon System)

•  Defined – SWISTM is a web-‐based informaDon system for gathering, entering, summarizing, reporCng and using office discipline referral informaCon

•  Purpose – A progress monitoring tool for improving the ability of school personnel to develop safe and effecCve learning environments

13 Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team IniCated Problem Solving (TIPS) Training Manual. EducaConal and Community Supports, University of Oregon, unpublished training manual.

Phoenix Elementary 265 Students K-5

Typical Behavior MeeCng

•  The naCves are gejng restless, behavior is out of control on the playground, and the office is full of students.

Phoenix Elementary 265/100 = 2.65 2.65 x .34 = .901

17 Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

•  Our rates of problem behavior are above the naConal average for 8 of past 10 months, almost double the number from last year, and there is an increasing trend from November – April

•  Use what, where, when, by whom, why reports to define problem with precision

Primary Problem Statement


Phoenix Elementary Problem Behaviors


Phoenix Elementary LocaCons

Year One Year Two


Phoenix Elementary -‐ Time


Phoenix Elementary Referrals Per Student (2 + Referrals)


Phoenix by moCvaCon


•  Do we have one or more problems? – Based on locaCon, Cme, problem behavior, and students involved

•  Build a precise problem statement for one problem at a Cme

•  Give best guess on hypothesis – Other informaCon sources lead to sharing equipment, taking turns on swings, different games rules for soccer during recess and during soccer games.

Problem Statement


1.   We have high rates of physical aggression, disrespect and inappropriate language on the playground at 10:00, 10:15, 12:15, 12:30, 1:45 & 2:00. Many students are involved and it appears that students are trying to get access to equipment/games.

2.  We have lower rates of disrupCon and disrespect in classrooms throughout the day with many students, some of whom are also having problems on the playground. Problems are occurring with grades 3-‐5 students

Precision Statements


UNIVERSAL SCREENING Finding Students in Need of AddiConal Support

Universal Screening for Schools

A Multiple Gating System

Step 1 Teacher Nomination (with criteria) Step 2 Short Screener (internalizing or externalizing) Step 3 Team uses other (attendance, grades, ODR’s) data sources Step 4 Students Rated (most to least at-risk) Step 5 Parents notified before Tier 2 Interventions

Universal Screening Tool for Classroom Teachers

Examples of externalizing types of behavior

Examples of Internalizing types of Behavior

Displaying aggression towards objects or persons Low or restricted activity levels

Arguing or defying the teacher Avoidance of speaking with others

Forcing the submission of others Shy, timid, and or unassertive

Out of seat behavior Avoidance or withdrawal from social situations

Non-compliance with teacher instructions or requests A preference to play or spend time alone

Tantrums Acting in a fearful manner

Hyperactive Behaviors Avoiding participation in games and activities

Disturbing Others Unresponsive to social interactions by others

Stealing Failure to stand up for oneself

Not following Teacher or School Rules

Non-Examples of externalizing types of behavior

Non-Examples of Internalizing types of behavior

Cooperating Initiation of social interactions with peers

Sharing Engagement in conversations with peers

Working on assigned tasks Normal rates or level of social contact with peers

Asking for help appropriately Displaying positive social behaviors towards others

Listening to teacher Participating in games and activities

Interacting in appropriate manner with peers Resolving peer conflicts in an appropriate manner

Following Directions Joining in with others

Attending to task Demands

Complying with teacher requests

Externalizing Students Internalizing students 1. 1. 2. 2. 3. 3.

Teacher Nomination

!

Rating!Scale!for!Externalizing!Students!Student!Risk!Screening!Scale!(SRSS;!Drummond,!1984)!

!

!!Teacher!Name_____________________________________!!!!!!!!!!!!Date_______________________________!!

Directions:!Please!rate!each!student!on!each!behavior!using!the!following!scale:!!

0!=!Never,!!!1!=!Rarely,!!!!2!=!Occasionally,!!3!=!Frequently!

!!!

!Student'Name'

!Stealing!

Lying,!cheating,!Sneaking!

!Behavior!Problems!

!Peer!

Rejection!

Low!Academic!

Achievement!

!Negative!Attitude!

!Aggressive!Behaviors!!!!!!

'Totals'

!!

! ! ! ! ! ! ! !

!!

! ! ! ! ! ! ! !

!!

! ! ! ! ! ! ! !

!!

! ! ! ! ! ! ! !

!!

! ! ! ! ! ! ! !

!

Ratings!Scale!for!Internalizing!Students!Student!Internalizing!Screening!Scale!(SIBSS)!

!!Teacher!Name_____________________________________!!!!!!!!!!!!Date_______________________________!!

Directions:!Please!rate!each!student!on!each!behavior!using!the!following!scale:!!

0!=!Never,!!!1!=!Rarely,!!!2!=!Occasionally,!!3!=!Frequently!!

!Student'Name'

!Nervous!or!fearful!

!Bullied!by!peers!

!Spends!

time!alone!

!Disinterested!

!Withdrawn!

!Seems!sad!or!unhappy!

!Complains!about!

being!sick!or!hurt!

'Totals'

!!

! ! ! ! ! ! ! !

!!

! ! ! ! ! ! ! !

!!

! ! ! ! ! ! ! !

!!

! ! ! ! ! ! ! !

!!

! ! ! ! ! ! ! !

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Tier(2(Interventions(by(Risk(Factor((

RISK! Tier!2!(Intervention!Ideas)! ! Progress!Monitoring! ! !Externalizing!

(SRSS)!Check!in!?Check!out!Peer!Mentoring!Self!Monitoring!

Social!Skills!Instruction!!

! SWIS!(Daily!Behavior!Report!Card!with!goals!and!graph!analysis)!

! !

ODR!(Office!Discipline!

Referral)!

All!Above!plus!increased!supervision!(Transitions/Breaks)!

! SWIS! ! !

Internalizing!(SIBBS)!

!

Refer!to!school!counselor!Social!opportunities/instruction!Mentoring!(CICO)!

! SWIS!(CICO)! ! !

Academics!STARR,!Grades,!District!assessment,!CBM!

Refer!to!Academic!team!Diagnostic!Assessment!!Targeted!Interventions!Extra!support!or!tutoring!!

! Trend!analysis!• Benchmark!standards!• Growth!Standards!

! !

Attendance!Zangle!

Parent!Meeting!Group!meeting!District!attendance!improvement!team!support!

! Weekly!monitoring!• Set!goals!(site!team!with!

district!support)!

! !

!

Encina Universal Screening

RESTORATIVE PRACTICES PBIS and RestoraCve JusCce

RestoraCve JusCce

PROFESSIONAL DEVELOPMENT PBIS 2013-‐2014

PD Calendar Responsibility Site Staff

MeeDng Site PBIS Team (Admin)

Site Facilitators

Teacher Leads

Day 1 Team Training (Aug) ✔ ✔ ✔

Day 2 Team Training (Aug) ✔ ✔ ✔

Day 3 Team Training (Nov) ✔ ✔ ✔

4 Days of Facilitator Training (Throughout Year)

✔ ✔

Monthly/Biweekly PBIS Site Team MeeCng

✔

✔ ✔

Review Data/ImplementaCon ✔ ✔ ✔ ✔

Data

Responsibility Self Assessment

TIC SET SWIS Data

Pre-‐training ✔ ✔

Quarterly PBIS Site MeeCng ✔ ✔

Yearly ✔ ✔

Monthly/Biweekly PBIS Site Team MeeCng

As needed ✔

PBIS/CEIS

•  Next Steps •  Input

Documents

Intro&to&PBIS& - · PDF fileTodays’&Agenda& • Deﬁne&PBIS&=&&Rob&Horner& • PBIS&Assessments&and&Data – Team&Implementaon&Checklist(TIC)& – CommitmentForm&