Embed Size (px)
Citation preview
PBIS OverviewNorth Carolina
Department of Public InstructionRevised April 2017
Behavior Support SectionExceptional Children Division
NC Department of Public Instruction
Training modules developed by the University of Missouri
Center for School-Wide PBIS and Overview revised by North Carolina Behavior
Consultants
What is PBIS?
What is PBIS?
“…a framework or approach comprised of intervention practices and organizational systems for establishing the social culture, learning and teaching environment, and individual behavior supports needed to achieve academic and social success for all students.” (Sugai, et al, 2010, p. 13)
Whole School Effective SchoolOrganization
Positive School Climate
Effective StaffDevelopment
Data Based Decision Making
Culturally ResponsivePractices
Parent and Community Partnerships
EffectiveInstructional
Practices
Classroom
Effective InstructionalPractices
PositiveClassroomManagement
Culturally ResponsiveInstruction
Universal Design/Differentiated Instruction
OngoingScreening and Assessment
Classroom Coachingand Consultation
Struggling Students
ProgressMonitoring
Behavioral Group Strategies
Mental Health Assistance
Focused Research-based Academic Instruction
Individuals
FBA/BIP
MentalHealth Services
Consider- action for Eligibility
ECSpecially DesignedInstruction
BehaviorInterventions
Related Services
School Improvement
Supplemental/Targeted Group Interventions•Small group instruction•Focused academic help sessions
Intensive, Individual Interventions•Tutoring•Academic Remediation Plans•Specially Designed Instruction
Intensive, Individual Interventions•Functional Behavior Assessment &
Behavior Intervention Planning
Supplemental/Targeted Group Interventions•Social Skills instruction•Reinforcement of specific skills•Group Behavioral Strategies•Classroom Coaching
Differentiated Core•School-wide rules and procedures•Systematic reinforcement•Social Skills Instruction•Culturally responsive practices•Data-based decision-making•Parent & Community Partnerships
Differentiated Core•Effective instructional practices •Recognition of academic achievement•Culturally responsive practices•Data-based decision-making•Parent & Community Partnerships
Academic Behavior
AC
AD
EM
ICS
BE
HA
VIO
R
Multi-Tiered System of Support (MTSS)
ACADEMICS BEHAVIOR
9
Change of Focus
Process for some students
Framework for total school
improvement
TIER I: Differentiated
Core
*
GOAL: 100% of students achieve at high levels
● Clear Expectations (Matrix)● Data Collection System ● Lessons for teaching matrix● Character Education● Office Referral System● Clear Consequences● School-wide Acknowledgement
System● Effective Classroom
Management in all classrooms11
Missouri PBIS Technical Center
Tier II < 20% of students
Differentiated Core +
Supplemental
● Designed to supplement primary prevention efforts
● Often provided in a group based format
● Standardized practices and systems
● Easily assessable● Research based interventions● Appropriate for students who
exhibit problem behaviors across multiple settings. 12
TIER 2: Supplemental
Supports
TIER II: MTSS Interventions < 20% of students
Core + Supplemental
1.Competing Pathways
2.Check in and Check out
3.Small Group Social Behavior Instruction
4.Interventions for Bullying Behaviors
5.Classroom Coaching
6.Data Collection System (ex. SWIS/CICO)
7.Data Decision Rules
8.Restorative Circles
Tier III < 5% of Students
Core+
Supplemental+
Intensive Individual Instruction
● Team Driven Functional Behavior Assessment (FBA)
● Team Developed Behavior Intervention Plan (BIP)
● Frequency counts and point system data collection
● Wrap Around Services/Social Work involvement
● Possible Behavior Specialist
TIER 3: Intensive Supports
Features of a Comprehensive System of PBIS
Total staff commitment to
managing behavior
Clearly defined and
communicated expectations and
rules
Clearly defined consequences for
unwanted behaviors
An instructional component for
teaching students expected behaviors
A support plan to address the needs of students with chronic, challenging behaviors
Procedures for acknowledging
appropriate behavior(s)
SYST
EMS
SupportingStaff Behavior
DATA SupportingDecisionMaking
PRACTICES
SupportingStudent Behavior
PositiveBehavior Intervention &Support
OUTCOMES
Social Competence &Academic Achievement
VIDEO: What Is PBIS?https://www.youtube.com/watch?v=HZmJJx-G43U
Activity: What is PBIS? Create an elevator speech and share it with your neighbor!
Why Do We Need PBIS?
School-wide Systems Create a Positive School Culture That Is…..Predictable
Positive
Safe
Consistent
School-Wide PBIS Benefits for Children ▶ Reduction in problem behavior
▶ Increased student engagement
▶ Improved academic performance
▶ Improved family involvement
School-Wide PBIS Benefits for Faculty and Staff▶ Improved consistency across faculty
▶ Improved classroom management
▶ Reduced faculty absenteeism
▶ Increased faculty retention
▶ Improved substitute performance/perception
▶ Increased ratings of faculty “effectiveness”
Why Positive Behavior Intervention and Support?
VIDEO: School to Prison Pipeline
Youth Justice NC Video
http://youthjusticenc.org/our-work/
Illustration by Chris Buzelli
ODR = Instructional Time Lost
1 ODR = 40 minutes approximately to “handle”2 ODRs/ day for 1 week = 400 minutes or 1 day4 weeks/ month = 1600 minutes (4 days approx)10 months/ school year = 40 days lost instructional time
What could teachers do with 40 extra instructional days?How could this impact your student academic
outcomes?
School Outcomes
“White Oaks Elementary School in Carteret County re-gained 53 hours of instructional time for
students, and 40 hours of administrator time, by reducing disciplinary referrals through the
implementation of PBIS.”
School OutcomesDillard Drive Elementary School, Raleigh, NC▶ Title 1 school▶ Over 60% of students receive free or reduced
lunch▶ PBIS in place since 2007▶ CICO “SOAR Squad”▶ Office Discipline Referral (ODR) numbers
decreased significantly over time:▶ 2012-2013: 712▶ 2013-2014: 495▶ 2014-2015: 308
School OutcomesJanie C. Hargrave Elementary, Lumberton, NC▶ Received PBIS State Recognition four years in
a row▶ Decrease in ODRs and OSS.▶ NC Teacher Working Conditions Survey:
Q5.1a: Students understand expectations2010=67%, 2012=78%, 2014=89%
Q5.1f: Teachers consistently enforce rules2010=80%, 2012=89%, 2014=94%
School OutcomesReidsville High School, Reidsville, NC▶ Received PBIS training in 2010-2011
▶ Office Discipline Referrals (ODR) ▶ 2010-2011: 1377▶ 2013-2014: 369
▶ Out of School Suspension (OSS) days▶ 2010-2011: 770▶ 2013-2014: 207
LEA OutcomesRockingham County▶ 10 elementary schools, 2 middle schools, 3 high
schools implementing PBIS (60%)▶ LEA Office Discipline Referrals (ODR)
▶ 2009-2010: 15,328▶ 2013-2014: 7,255
▶ Discipline Task Force created in 2013-2014 to address disproportionality
▶ LEA Out of School Suspension (OSS) days▶ 2012-2013: 2,395▶ 2013-2014: 1,658
PBIS Data Management System
Contact/Information
▶ Joe Simmons: [email protected]▶ Shelby Snead: [email protected]
▶ http://behaviorsupport.ncdpi.wikispaces.net/
