PBIS POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS YEAR ONE TEAM
TRAINING ANN MARIE DUBUQUE MARTHA WALLY
Slide 2
TRAINING EXPECTATIONS SELF-ASSESS (PARTICIPATING? Engaged as a
learner, Talking during allotted times?) Stretch, break, stand as
needed SELF Cell Phones (inaudible): Converse in lobbies and breaks
Work as a team: room for every voice, reinforce participation
OTHERS Recycle Maintain neat working area ENVIRONMENT
Slide 3
Goals What: Define the core features of SWPBIS Why: Define how
SWPBIS implementation can improve school culture and climate How:
Define the process for implementing SWPBIS Establish: Quality,
Equity, Efficiency as guiding themes.
Slide 4
Year 1 Goals Confirmation that at least 80% of staff agree to
support SWPBS implementation School Leadership Behavior Team,
Internal Coach, & meeting schedule Completion of SWPBIS
Self-Assessment, Team Implementation Checklist, & Behavior
Practices Audit Action plan based on Chapter 2 of SWPBIS Workbook
w/ schedule for implementing SWPBIS: SW expectations, lesson plans
& teaching schedule, acknowledgement system, data system
Training Year 1 School-wide Behavior Leadership Team Day 1 SW
Systems Logic & Overview SW/CW Expectations Day 2 SW/CW
Teaching Matrix Action Planning Day 3 Acknowledgement Systems
Non-Classroom Settings Day 4 Classroom Management Action Planning
Day 5 Data Systems Crisis & Safety Plans Day 6 Preparation for
Roll-Out Action Planning Year 2 Goals Full implementation of SW/CW
Tier I PBIS, including high fidelity & sustainability Action
plan for Tier II practices & systems Training Year 2
School-wide Behavior Leadership Team Day 3 Function-based Support
Practices & Systems Action Planning Year 3 Goals Sustained
implementation of SW/CW Tier I & Tier II PBIS, including high
fidelity & sustainability Action Plan for Tier III practices
& systems Training Year 3 Specialized Behavior Support Team Day
1 Review Tier II Practices & Systems Day 2 Tier II: Check In
Check Out Day 3 School Mental Health Wraparound Day 1 Review Tier
III Practices & Systems Day 2 Tier III: Function-based Behavior
Support Planning Massachusetts School-wide PBIS: Annual Training
Content and Goals Adapted from CT SERC Training Series
Logic for School-wide PBIS Early Intervention CCSS PARCC Math
Literacy Educator Evaluation RTI Family Support PBIS Schools face a
set of difficult challenges today Students arrive at school with
widely differing understandings of what is socially acceptable
Multiple expectations (Academic accomplishment, Social competence,
Safety) Individual student interventions Effective, but cant meet
need Multiple initiatives Equity
Slide 7
The Challenge 80% of principals indicate that too much time is
spent dealing with disruptive and dangerous students. National
Association of Elementary School Principals, 1997 81% of teachers
polled state that their worst behaved students are a barrier to
effective education in their classrooms Public Agenda, 2004
Slide 8
Typical responses to students behavior Get Tough Get Tough
(practices) Train-&-Hope Train-&-Hope (systems)
Slide 9
When behavior doesnt improve, we Get Tough! Zero tolerance
policies Increased suspension & expulsion In-service training
by expert Alternative programming Increase monitoring for future
problem behavior Re-review rules & sanctions Extend continuum
of aversive consequences Establish bottom line Security guards,
student uniforms, metal detectors, video cameras ..Predictable
systems response !
Slide 10
Erroneous assumption that a student Is inherently bad and wants
to ruin my day Will be better tomorrow Will learn more appropriate
behavior through increased use of aversives
Slide 11
Reactive responses are predictable. When we experience aversive
situations, we want to select interventions that produce immediate
relief Remove student Remove ourselves Modify physical environment
Assign responsibility for change to student &/or others
Slide 12
Example of Teaching by Getting Tough Principal Principal: You
skipped all of your a.m. classes, Im assigning you two days of
O.S.S. Student Student: See-ya
Slide 13
However Punishing problem behaviors (without a proactive
support system) is associated with increases in (a) aggression, (b)
vandalism, (c) truancy, and (d) dropping out. (Mayer, 1995, Mayer
& Sulzar-Azaroff, 1991, Skiba & Peterson, 1999)
Slide 14
Science of behavior has taught us that students. Are NOT born
with bad behaviors Do NOT learn when presented contingent aversive
consequences .. Do learn better ways of behaving by being taught
directly & receiving positive feedback
Slide 15
React to a Problem Behavior Select & ADD Practice Hire
EXPERT to Train Practice Expect, But HOPE for Implementation Wait
for NEW Problem TRAIN AND HOPE
Slide 16
Main Messages We will not achieve the academic goals of schools
without investing in building the social culture that makes a
school and effective learning environment. The most cost-effective
approach to reducing problem behavior is to invest first in
school-wide systems then add more intensive supports. 16
Slide 17
Move Towards a Solution The answer is not the invention of new
solutions, but the enhancement of the schools organizational
capacity to: Accurately adopt and efficiently sustain their use of
research-validated practices Provide a seamless continuum of
behavioral and academic support for all students Adopt an
instructional focus that accounts for students prior learning
history
Slide 18
SWPBIS Logic Core Features
Slide 19
Purpose of SWPBIS The fundamental purpose of SWPBIS is to make
schools more effective learning environments. Predictable
Consistent Positive Safe
Slide 20
SWPBIS/RTI is a for enhancing adoption & implementation of
Continuum of evidence- based interventions to achieve Academically
& behaviorally important outcomes for All students
Framework
Slide 21
SWPBS Conceptual Foundations Behaviorism ABA PBS SWPBIS Laws of
Behavior Applied Behavioral Analysis Social Validity All
Students
Slide 22
Establishing a Social Culture Common Vision/Values Common
Language Common Experience MEMBERSHIP
Slide 23
Talk at your table Take 2 minutes Who are your students? How
well do you know them? How are you supporting them?
Slide 24
NICHOLAS Nick is a student who has a long history of anger
management issues. He was expelled in the sixth grade for throwing
a chair at a teacher. He is now back in the same school to finish
eighth grade. He is six feet tall, wears skinny jeans, refuses to
remove his hat in the hall and walks around in the morning banging
on lockers.
Slide 25
Fortunately, we have a science that guides us to Assess these
situations Develop behavior intervention plans based on our
assessment Monitor student progress & make enhancements All in
ways that can be culturally & contextually appropriate Crone
& Horner, 2003
Slide 26
Context matters What factors influence our ability to implement
what we know with accuracy, consistency, & durability for
students like Nick?
Slide 27
Our hood By 2 nd period, the ISS room has so many students that
the overflow is sent to the counselors office. Most students have
been assigned for being out of dress code. Nick is in this
school!
Slide 28
Slide 29
DAVID David is a 10 th grade student at McKensie High School.
He lives on a farm 20 miles out and is bused into town to attend
school. He wakes up everyday at 4:30 am to tend to his chores prior
to coming to school. On Tuesday, he fell asleep during Algebra,
when the teacher nudged him to wake up his pocket knife slipped out
of his pants onto the floor
Slide 30
Cant sit here During Homeroom the rich kids sit on the left the
poor kids sit to the right. Most of the class period they yell and
text slurs back and forth to each other (e.g. white trash,
snob,etc) The teacher is no-nonsense He sends the students he
catches to the office everyday. David is in this classroom!
Slide 31
SWPBIS Is About Improving classroom & school climate
Decreasing reactive management Maximizing academic achievement
Improving support for students w/ EBD Integrating academic &
behavior initiatives
Slide 32
SWPBIS Logic Successful individual student behavior support is
linked to host environments or school climates that are effective,
efficient, relevant, & durable for all students (Zins &
Ponti, 1990)
Slide 33
Basic Logic SYSTEMS PRACTICES DATA Training + Coaching +
Evaluation Cultural/Context Considerations Improve Fit Start w/
effective, efficient, & relevant, doable Prepare & support
implementation Maximum Student Outcomes Implementation
Fidelity
Slide 34
Universal Targeted Intensive All Some Few PBIS/RTI Continuum of
Support for ALL Dec 7, 2007
Agreements Team Data-based Action Plan Data-based Action Plan
Implementation Evaluation GENERAL IMPLEMENTATION PROCESS: Getting
Started
Slide 39
Behavioral Capacity Priority & Status Data-based Decision
Making Communications Administrator Team Administrator Specialized
Support Student Community Non-Teaching Teaching Family
Representation Start with Team that Works. Start with Team that
Works. Team-led Process Meetings
Slide 40
3-4 Year Commitment 3-4 Year Commitment Top 3 School- Wide
Initiatives Top 3 School- Wide Initiatives Coaching &
Facilitation Coaching & Facilitation Dedicated Resources &
Time Dedicated Resources & Time Administrative Participation
Administrative Participation 3-Tiered Prevention Logic 3-Tiered
Prevention Logic Agreements & Supports Agreements &
Supports
Slide 41
Data Action Plan Self Assessment Existing Discipline Data
Multiple Systems Evidence- Based Practices Team-based Decision
Making Efficient Systems of Data Management
Slide 42
Team ManagedEffective Practices Administrator Participation
Staff Training & support Continuous Monitoring Staff
Acknowledgments Implementation
Slide 43
Evaluation Continuous Monitoring Team based Decision making
& Planning Relevant & Measurable Indicators Efficient
Input, Storage & Retrieval Effective Visual Displays Regular
Review
Slide 44
Action Plan
Slide 45
Slide 46
Getting Started with SWPBIS 1. Establish leadership team 2.
Develop behavior purpose statement 3. Identify positive school-wide
behavioral expectations 4. Develop procedures for teaching
school-wide behavioral expectations 5. Develop procedures for
teaching classroom-wide behavioral expectations 6. Develop
continuum of procedures for encouraging use of expectations 7.
Develop continuum for discouraging behavior violations of
expectations 8. Develop data-based procedures for monitoring
implementation
Slide 47
STEP 1 - Establish Team Membership
Slide 48
Initiative, Committee PurposeOutcomeTarget Group Staff Involved
SIP/SID Attendance Committee Increase attendance Increase % of
students attending daily All studentsEric, Ellen, Marlee Goal #2
Character Education Improve character All studentsMarlee, J.S.,
Ellen Goal #3 Safety Committee Improve safetyPredictable response
to threat/crisis Dangerous students Has not metGoal #3 School
Spirit Committee Enhance school spirit Improve moraleAll
studentsHas not met Discipline Committee Improve behaviorDecrease
office referrals Bullies, antisocial students, repeat offenders
Ellen, Eric, Marlee, Otis Goal #3 DARE Committee Prevent drug
useHigh/at-risk drug users Don EBS Work GroupImplement 3-tier model
Decrease office referrals, increase attendance, enhance academic
engagement, improve grades All studentsEric, Ellen, Marlee, Otis,
Emma Goal #2 Goal #3 ACTIVITY: Sample Teaming Matrix
Slide 49
STEP 1 - Establish Team Membership 1. Representative of
demographics of school and community 2. 1-2 individuals with
behavior/classroom management competence 3. Administrator active
member 4. Schedule for presenting to whole staff at least monthly
5. Schedule for team meetings at least monthly 6. Integration with
other behavior related initiatives and programs 7. Appropriate
priority relative to school and district goals 8. Rules and
agreements established regarding voting, confidentiality and
privacy, conflict/problem solving, record-keeping, etc. 9. Schedule
for annual self-assessments 1.SAS Self-Assessment Survey 2.Review
Office Discipline Referrals 3.Benchmarks of Quality 4.School-wide
Evaluation Tool 10. Coaching support (school and/or
district/region)
Slide 50
ACTIVITY: Team Implementation Checklist (TIC) 1. Go to
www.pbisapps.orgwww.pbisapps.org 2. Select Applications (drop-down
menu) 3. Select PBIS Assessment 4. Under School Assessment Login
(top right) Enter School ID # (see table tent) 5. Under Surveys
Currently Open Find Team Checklist 6. Select under Action column 7.
Complete TIC as a team
Slide 51
~80% of Students ~5% ESTABLISHING CONTINUUM of SWPBIS SECONDARY
PREVENTION Check in/out Targeted social skills instruction
Peer-based supports Social skills club TERTIARY PREVENTION
Function-based support Wraparound Person-centered planning PRIMARY
PREVENTION Teach SW expectations Proactive SW discipline Positive
reinforcement Effective instruction Parent engagement SECONDARY
PREVENTION TERTIARY PREVENTION PRIMARY PREVENTION ~15% ACTIVITY:
Audit 1.Identify existing practices by tier 2.Specify outcome for
each effort 3.Evaluate implementation accuracy & outcome
effectiveness 4.Eliminate/integrate based on outcomes 5.Establish
decision rules
Slide 52
6 Eliminate, Integrate, Modify, Sustain
Slide 53
STEP 2 Develop Behavior Purpose Statement
Slide 54
The outcome of an effective systems approach is an organization
(school, district, state education agency) that has three basic
features (Gilbert, 1978; Horner, 2003): Common Language Common
Experience Common Vision/Values
Slide 55
Sample Behavior Purpose Statements Ex. 1 G. Ikuma School is a
community of learners and teachers. We are here to learn, grow, and
become good citizens. Ex. 2 At Abrigato School, we treat each other
with respect, take responsibility for our learning, and strive for
a safe and positive school for all!
Slide 56
STEP 2 Develop Behavior Purpose Statement 1. Positively stated
2. 2-3 sentences in length 3. Supportive of academic achievement 4.
Contextually/culturally appropriate (e.g., age, level, language) 5.
Comprehensive in scope (school-wide ALL students, staff, and
settings) 6. Agreement by >80% faculty and staff 7. Communicated
to stakeholders (e.g., families, community members, district
administrators) 8. Included in school publications (e.g., handbook,
posters, newsletters)
Slide 57
www.pbis.org
Slide 58
Share-outShare-out 1 Minute per team please: Date of your next
meeting One thing accomplished One Question/Concern 1 Minute per
team please: Date of your next meeting One thing accomplished One
Question/Concern
Slide 59
PBIS POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS YEAR ONE TEAM
TRAINING ANN MARIE DUBUQUE MARTHA WALLY
Slide 60
TRAINING EXPECTATIONS SELF-ASSESS (PARTICIPATING? Engaged as a
learner, Talking during allotted times?) Stretch, break, stand as
needed SELF Cell Phones (inaudible): Converse in lobbies and breaks
Work as a team: room for every voice, reinforce participation
OTHERS Recycle Maintain neat working area ENVIRONMENT
Slide 61
Agenda DAY 2 Welcome, feedback review Introduction to SWIS Step
3 - Identify Behavioral Expectations Lunch Coaches Meeting Action
Planning
Slide 62
Basic Logic SYSTEMS PRACTICES DATA Training + Coaching +
Evaluation Cultural/Context Considerations Improve Fit Start w/
effective, efficient, & relevant, doable Prepare & support
implementation Implementation Fidelity Maximum Student
Outcomes
Slide 63
How are RTI & PBIS connected?
Slide 64
Need for better Data-based decision making Early & timely
decision making Comprehensive screening Support for non- responders
Implementation Fidelity Instructional accountability &
justification Assessment- instruction alignment Resource & time
use
Slide 65
GUIDING PRINCIPLES Data Academic & Behavior Success
Outcomes Research-validated practices Instructional Approach
Prevention Integration Culture & Content Continuum of behavior
support School-wide for all Evaluate Team
Slide 66
RTI Integrated Continuum Mar 10 2010 Academic Continuum
Behavior Continuum
Slide 67
Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
Alignment for Systems change Literacy Wraparound Math Family
Support Behavior Support ALIGNMENT Early Intervention Response to
Intervention/Prevention Student Outcomes Primary Prevention
Universal Screening Multi-tiered Support Early Intervention
Progress Monitoring Systems to support practices
Slide 68
SOUNDS SIMPLE, BUT IMPLICATIONS FOR. Curricular &
instructional decisions Special education functioning General
education functioning Measurement, assessment, & evaluation
Implementation accountability Families & community
interactions
Slide 69
Universal Targeted Intensive All Some Few PBIS/RTI Continuum of
Support for ALL Dec 7, 2007
Slide 70
EVALUATION CRITERIA Effective Desired Outcomes documented
Efficient Doable by local implementers Relevant Contextual &
Culturally appropriate Sustainability Lasting implementation and
durable outcomes Scalable Transportable and Generalizable
Defendable Conceptually sound and theoretically logical
Slide 71
IMPLEMENTATION W/ FIDELITY CONTINUUM OF EVIDENCE-BASED
INTERVENTIONS STUDENT PERFORMANCE CONTINUOUS PROGRESS MONITORING
DATA-BASED DECISION MAKING & PROBLEM SOLVING UNIVERSAL
SCREENING RTI Response to Intervention
Slide 72
SWIS
Slide 73
What is the School-Wide Information System (SWIS)? The
School-Wide Information System (SWIS) is a web-based decision
system used to improve behavior support in schools and other
educational facilities by providing school personnel with accurate,
timely, and practical information for making decisions about school
environments.
Slide 74
Three Elements of SWIS Data Collection System Coherent system
for assigning referrals Problem behavior definitions, referral
form, rules for referrals Allocation of FTE to enter data and build
reports Computer Application Web-based, continuously available,
secure Decision Making Use of data School-wide Individual
student
Slide 75
Slide 76
Using SWIS Data for Decision Making: School-Wide Universal
Screening Tool Proportion of students with 0-1 Office Discipline
Referrals (ODRs) 2-5 ODRs 6+ ODRs Progress Monitoring Tool Compare
data across time Prevent previous problem patterns
Slide 77
Improving Decision Making Problem Solution From To Problem
Problem Solving Solution Action Planning
Slide 78
HOW OFTEN? A VERAGE R EFERRALS PER DAY PER MONTH
Slide 79
WHEN? By Day of Week
Slide 80
WHEN? By Time of Day
Slide 81
WHERE? By Location
Slide 82
WHAT? By Problem Behavior
Slide 83
WHO? By Grade
Slide 84
WHO? By Student
Slide 85
WHO? Total Referrals vs. Enrollment by Ethnicity By race
Slide 86
WHO? Students with Referrals vs. Enrollment by Ethnicity
Slide 87
WHO? Students within Ethnicity with Referrals
Slide 88
Students w/ disabilities are almost 2x as likely to be
suspended from school as nondisabled students, w/ the highest rates
among black children w/ disabilities. NYTimes, M. Rich Aug 7 2012
13% w/ v. 7% w/o 1 in 4 black K-12 students High suspension
correlated w/ Low achievement Dropout Juvenile incarceration >1
Susp. 1 Year 1 in 6 black 1 in 13 Amer Indian 1 in 14 Latinos 1 in
20 Whites Not correlated w/ race of staff Dan Losen & Jonathan
Gillespie Center for Civil Rights Remedies at UCLA
Slide 89
Slide 90
SWIS Implementation Readiness
Slide 91
Getting Started with SWPBIS 1. Establish leadership team 2.
Develop behavior purpose statement 3. Identify positive school-wide
behavioral expectations 4. Develop procedures for teaching
school-wide behavioral expectations 5. Develop procedures for
teaching classroom-wide behavioral expectations 6. Develop
continuum of procedures for encouraging use of expectations 7.
Develop continuum for discouraging behavior violations of
expectations 8. Develop data-based procedures for monitoring
implementation
Slide 92
STEP 3 Identify Positive SW Expectations
Slide 93
Alana Alana is an African-American student new to a mostly
white school in Southwestern Connecticut. Her transcripts state
that she is a mostly A student, very involved in clubs, and a
cheerleader. After about three weeks in her new school, she is
refusing to complete homework, talking back to the teachers, and
fighting with her classmates.
Slide 94
Circles Madley Elementary School has 400 children grades k-5.
The students whose families live in this community have been there
for generations. For the past 7-10 years families from the
neighboring city have been steadily moving to Madley for its
educationparents, teachers, and students are resentful Alana is in
this school!
Slide 95
Small number of positively stated expectations.
Slide 96
Slide 97
Slide 98
Slide 99
DePaolo Middle Schools Patriot Pride Pride in Self Pride in
Self Pride in Others Pride in Others Pride in School Pride in
School
Slide 100
Slide 101
Few positive SW expectations defined, taught, &
encouraged
Slide 102
Slide 103
Slide 104
STEP 3 Identify Positive SW Expectations
Slide 105
Advanced Organizer TO DOS: (In this order please) 1. Practices
Evaluations & Audit, 2. Membership audit, etc 3. Behavior
Purpose statement 4. SW Expectations 5. Defining problem behaviors
6. ODR compatibility w/ SWIS 7. Major vs. Minor 8. Update Team
Action Plan
Slide 106
Interim Tasks Schedule and Meet at least 1 x per Month Present
all work to Faculty for feedback Present PBIS overview to staff
(see websites for examples) Finalize Primary Prevention Tier
Implementation Steps 1-3 Get buy-in (staff survey) Update Team
Action Plan
Slide 107
Share-outShare-out 1 Minute per team please: Date of your next
meeting One thing accomplished One Question/Concern 1 Minute per
team please: Date of your next meeting One thing accomplished One
Question/Concern
Slide 108
Elements of Effective School Climate Clear expectations Caring
relationships Meaningful participation Perceived school safety
School connectedness Low violence perpetration Low violence
victimization Low harassment and bullying Low substance use at
school Adam Voight | Gregory Austin | Thomas Hanson A Climate for
Academic Success: How School Climate Distinguishes Schools That Are
Beating the Achievement Odds (2013)
Slide 109
Next Training Session Day 3: December 9, 2014 8:30 a.m. 3:30
p.m. Day 4: December 10, 2014 8:30 a.m. 3:30 p.m.