Overview of School-Wide Positive Behavioral Interventions and Supports

(PBIS)

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Division of Students with Disabilities and English Language Learners - 2012

Positive Behavioral Intervention and Supports (PBIS)

Positive Behavioral Interventions and Supports (PBIS) promote school-based prevention systems to improve student social, emotional and behavioral outcomes and build positive school climate and culture. 

Improving student academic and behavior outcomes is about ensuring all students have access to the most effective and accurately implemented instructional and behavioral practices and interventions possible.

By building a continuum of supports that begins with the whole school and extends to intensive, wraparound support for individual students and their families, PBIS provides a multi-tiered operational framework for achieving these outcomes for all students.

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Positive Behavioral Intervention and Supports (PBIS)

PBIS is NOT a curriculum, intervention, or practice, rather it is:

a decision making framework that guides selection, integration, and implementation of the best evidence-based academic, social, emotional and behavioral practices for improving important academic and behavior outcomes for all students. 

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Why School-Wide Positive Behavioral Interventions and Supports?

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ACADEMIC and BEHAVIOR SYSTEMS Tier 3: Intensive, Individualized Interventions & Supports The most intense (increased time, narrowed focus, reduced group size) instruction and intervention based upon individual student need provided in addition to and aligned with Tier 1 & 2 academic and behavior instruction and supports.

Tier 2: Supplemental Interventions & Supports More targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and behavior curriculum.

Tier 1: Core, Universal Instruction & Supports General academic and behavior instruction and support provided to all students in all settings. Multi-Tiered System of Supports (MTSS) (FL RtI State Transformation Team, Dec. 2009)

Multi-Tiered System of Supports (MTSS)

If a child doesn’t know how to read

…we teach

If a child doesn’t know how to swim

…we teach

If a child doesn’t know how to tie his shoes

…we teach

If a child doesn’t know how to multiply

…we teach

If a child doesn’t know how to behave

... we?

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Most Common Responses to Disciplinary Issues…

Removal

Increased supervision and monitoring

Exclusion

Counseling

Suspension

Referrals

Placement…

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Common Problem Behaviors

> Late To Class

> Nonattendance

> Truancy

> Insubordination

> Noncompliance

> Defiance

> Disruptive

> Uncooperative

> Disrespect

> Dress Code

> Inappropriate Language

> Verbal Abuse

> Social Withdrawal

> Unprepared To Learn

> Stealing

> Vandalism

> Property Destruction

> Smoking/Drugs Use

> Selling Drugs

> Harassment

> Aggression

> Physical Abuse

> Fighting

> Violent Behavior

> Weapons

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“Punishing” problem behaviors (without a proactive support system) is associated with increases in:

A. Aggression;B. Vandalism;C. Truancy; andD. Drop out.

> These outcomes adversely affect student academic and social/ emotional achievement.

> These outcomes result in a greater financial burden to schools.

(Mayer, 1995, Mayer & Sulzar-Azaroff, 1991, Skiba & Peterson, 1999)

Research Shows Negative Effects of Traditional, Exclusionary Approaches To School Discipline

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Social Skills TrainingAcademic RestructuringBehavioral Instruction

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

Research Indicates the Most Effective Responses to School Violence is an Alternative Approach

Outcomes of School-Wide PBISReduction in problem behaviorImproved academic performanceImproved school safetyReduction in staff turnover

(Examining the Evidence Base for School-Wide Positive Behavior Support, 2010 Focus on Exceptional Children, 49, (8) 1-14.)

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> Building capacity in schools to increase

appropriate student behavior & decrease student

problem behavior

> Building a continuum of support for all students

> Building comprehensive systems

School-Wide PBIS: Rethinking School Discipline

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School-Wide Systems for Student Success:Multi-tiered Frameworks

Tier 3/Tertiary Interventions 1-5%> Individual students> Assessment-based> High intensity

Tier 2/Secondary Interventions 5-15%> Some students (at-risk)> High efficiency> Rapid response> Small group interventions> Some individualizing

Tier 1/Universal Interventions 80-90%> All students> Preventive, proactive

1-5% Tier 3/Tertiary Interventions

5-15% Tier 2/Secondary Interventions

80-90% Tier 1/Universal Interventions

(Illinois PBIS Network (2008). Adapted from “What is school-wide PBS?”. [PowerPoint slides] Retrieved from http://pbis.org/schoolwide.htm)

> Individual students> Assessment-based> High intensity

> Some students (at-risk)> High efficiency> Rapid response> Small group interventions> Some individualizing

> All students> Preventive, proactive

Academic Systems Behavioral Systems

School-Wide Implementation

1. Create leadership team

2. Develop behavior and social/emotional purpose statement

3. Develop a set of 3-5 positive expectations and behaviors (core values for positive school culture)

4. Develop procedures for teaching expected school-wide and classroom behavior

5. Create continuum of procedures for encouraging expected behavior

6. Create continuum of procedures for discouraging rule violations

7. Develop procedures for on-going data-based monitoring and evaluation

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TERTIARY PREVENTION

SECONDARY PREVENTION

UNIVERSAL PREVENTION

± 80%

± 15%

± 5%

ESTABLISHING CONTINUUM of Evidence-Based Practices

UNIVERSAL PREVENTION Teach SW expectations Proactive SW discipline Positive reinforcement Effective instruction Parent engagement

SECONDARY PREVENTION Check in/out Targeted social skills

instruction Peer-based supports Social skills club

TERTIARY PREVENTION Function-based support Wraparound Person-centered planning

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Teaching Expectations/Rules Using an Instructional Approach

Define Observable, measurable

Teach Identify, prior knowledge, model, structured practice, acknowledge

Remind Pre-correct, prompt behaviors/rules prior to entering natural context

Monitor Supervise, feedback/acknowledgement, data

Evaluate Data, modifications needed, non-responders needing more support

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School RulesNO FoodNO WeaponsNO BackpacksNO Drugs/SmokingNO Bullying

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Redesign Learning & Teaching Environment

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Other Examples of Positive School-Wide Expectations

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Teaching Behavioral School-Wide Expectations

> Teach in the actual settings where behaviors are to occur

> Teach the words by demonstrating the actions using examples and non-examples.

> Model and practice to fluency

> Build a social culture that is predictable and focused on student success

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Teaching Matrix

SCHOOL SETTINGS

All Settings Hallways Playgrounds Cafeteria

Library/Computer

LabAssembly Bus

Respect Ourselves

Be on task.Give your best effort.

Be prepared.

Walk. Have a plan.

Eat all your food.

Select healthy foods.

Study, read, compute. Sit in one spot. Watch for your

stop.

Respect Others

Be kind.Hands/feet to

self.Help/share with others.

Use normal voice volume.Walk to right.

Play safe.Include others.

Share equipment.

Practice good table manners

Whisper.Return books.

Listen/watch.Use appropriate

applause.

Use a quiet voice.

Stay in your seat.

Respect Property

Recycle.Clean up after self.

Pick up litter.Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Replace trays & utensils.Clean up

eating area.

Push in chairs.

Treat books carefully.

Pick up.Treat chairs

appropriately.

Wipe your feet.Sit

appropriately.

Exp

ecta

tions

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Teaching Matrix

SCHOOL SETTINGS

All Settings Hallways Playgrounds CafeteriaLibrary/

Computer Lab

Assembly Bus

Respect Ourselves

Be on task.Give your best effort.

Be prepared.

Walk. Have a plan.

Eat all your food.

Select healthy foods.

Study, read, compute. Sit in one spot. Watch for your

stop.

Respect Others

Be kind.Hands/feet to

self.Help/share with others.

Use normal voice volume.Walk to right.

Play safe.Include others.

Share equipment.

Practice good table manners

Whisper.Return books.

Listen/watch.Use appropriate

applause.

Use a quiet voice.

Stay in your seat.

Respect Property

Recycle.Clean up after self.

Pick up litter.Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Replace trays & utensils.Clean up

eating area.

Push in chairs.

Treat books carefully.

Pick up.Treat chairs

appropriately.

Wipe your feet.Sit

appropriately.

Exp

ecta

tions

1. SOCIAL SKILL

2. NATURAL CONTEXT

3. BEHAVIOR

EXAMPLES

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Exp

ecta

tions

Expectations & Behavioral Skills Are Taught Within The Recognized Natural Context

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Evaluating School-Wide PBIS Systems

> Outcome Metrics for All Students

> Increased attendance/reduced absenteeism

> Increased academic achievement

> Reduced suspensions/ time out of class

> Insure appropriate referrals to special education

> Increase referrals to least restrictive environment

> Reduced discipline referral rates and violent incidents as outlined in the Chancellor’s Discipline Code (reflected in OORS)

> Reduction of disproportionality

 

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Evaluating School-Wide PBIS Systems

> Established PBIS leadership team

> Faculty commitment

> Effective procedures for dealing with discipline

> Data entry and analysis plan established

> Expectations and rules developed

> Recognition/reinforcement system

> Lesson plans for teaching behavior

> Implementation plan

> Classroom Systems

> Evaluation

 

Benchmarks of Quality- Research Based School-Wide Fidelity ToolProcess and Implementation Evaluation Measures:

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PBIS and Federal LawIndividuals with Disabilities Education Act (IDEA)

> Since Congress amended the Individuals with Disabilities Education Act (IDEA) in 1997, PBIS is the only approach to addressing behavior that is specifically mentioned in the law. 

> This emphasis on using functional assessment and positive approaches to encourage good behavior remains in the current version of the law as amended in 2004.

> IDEA provides support for the use of PBIS in its provisions by authorizing states to use professional development funds to "provide training in methods of . . . positive behavioral interventions and supports to improve student behavior in the classroom"

(20 U.S.C. §1454(a)(3)(B)(iii)(I)). 

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PBIS and New York State PolicyNew York State Guidelines

NYSED supports statewide implementation of the PBIS initiative with funds provided through the Individuals with Disabilities Education Act (IDEA).

The New York State Education Department (NYSED) has established a State PBIS Technical Assistance Center (NYS PBIS TAC). 

NYSED has integrated PBIS support as part of its coordinated statewide special education technical assistance network, the Regional Special Education Technical Assistance Support Centers (RSE-TASC). 

NYSED strongly encourages all schools to implement PBIS.

NYSED in partnership with the NYS Office of Mental Health is promoting PBIS as a cross-system initiative to support social and emotional learning for all students as described in the 2006 NYS Children’s Plan.

PBIS is an allowable expenditure under NYSED Race to the Top.

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PBIS and New York City Policy

Each school is expected to promote a positive school climate and culture that provides students with a supportive environment in which to grow both academically and socially.

Schools are expected to take a proactive role in nurturing students’ pro-social behavior by providing them with a range of positive behavioral supports as well as meaningful opportunities for social emotional learning.

Effective social emotional learning helps students develop fundamental skills for life effectiveness, including: recognizing and managing emotions; developing caring and concern for others; establishing positive relationships; making responsible decisions; and handling challenging situations constructively and ethically. Examples can include: providing students with meaningful opportunities to share ideas and concerns and participate in school-wide initiatives; student leadership development; periodic recognition of stu dents’ achievements in a range of academic and co-curricular areas; using corrective feedback; and developing school-wide positive behavior systems.

(The Discipline Code and Bill of Student Rights and Responsibilities, K-12, September 2011)

NYC DOE Discipline Code

PBIS Practices Align with Other NYCDOE Citywide Initiative:

> Universal Design for Learning (Engagement)

> Teacher Effectiveness

> Social and Emotional Learning

> Culturally Responsive Instruction

> Response to Intervention

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Please see Resources: Positive Behavioral Supports and

Interventions for additional information.

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