PBIS – Tier ISchool-wide SystemsTeri LewisNW PBIS Network, Oregon Director

Goal of this Training

• Overview/Review of School-wide Positive Behavior Support (SWPBS)

• Understand Core Features of PBIS • Readiness for Implementation• Action Planning for Roll Out

Check-in

Opening Discussion

In Regards to PBIS:

• What Do You Know?

• Want Do You Want To Know?

• What Are You Excited About?

• What Are Your Fears/Reservations?

OVERVIEW/REVIEW

Overview• Emphasis will be placed on the processes, systems, &

organizational structures that are needed to enable the accurate adoption, fluent use, & sustained application of these practices.

• Importance of data based decision making, evidence based practices, & on-going staff development & support will be emphasized.

Purpose• To examine the features of a proactive systems approach

to preventing and responding to school-wide discipline problems• Big Ideas• Examples

Student Wellbeing

• One in five (20%) of students are in need of some type of mental health service during their school years, yet 70% of these students do not receive services (Surgeon General’s Report on Mental Health, 2011)

• It is estimated that the number of students being identified as having an Emotional/Behavioral Disorder has doubled in the last 30 years (US Dept of Ed, 2007).

Impact of Behavior on Schools• More than 30% of our teachers will leave the

profession due to student discipline issues and intolerable behavior of students (Public Agenda, 2004).

• Student problem behavior can consume more than 50% of teachers’ and administrators’ time (U.S. Department of Education, 2000).

The Challenge• Exclusion and punishment are the most common

responses to conduct disorders in schools. • Lane & Murakami, (1987)• Rose, (1988)• Nieto, (1999)• Sprick, Borgmeier, & Nolet, (2002)

• 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

Examples…

• In one school year, Jason received 87 office discipline referrals.

• In one school year, a teacher processed 273 behavior incident reports.

• A middle school principal must teach classes when teachers are absent, because substitute teachers refuse to work in a school that is unsafe & lacks discipline.

• During 4th period, in-school detention room has so many students that overflow is sent to counselor’s office. Most students have been assigned for being in hallways after the late bell.

Why are school important places for investing?

• Regular, predictable, positive learning & teaching environments

• Positive adult & peer models• Regular positive reinforcement• Academic & social behavior development &

success

Challenges to Implementation(Kratochwill, Albers, & Steele Shernoff, 2004)

• Primary focus on education• Lack of emphasis on prevention programs• Organization impedes collaboration, working as team• Lack of skills, training, resources

“Positive Behavior Support”

PBS is a broad range of systemic & individualized strategies for achieving important social & learning outcomes while preventing problem behavior with all students.

“EBS” = “PBS” = “PBIS” etc.

Critical Features• High status leadership team• Active administrator participation• High priority in school improvement planning• Proactive (positive and preventive) systems approach• Data-based decision making• Continuum of behavior supports• Long term commitment• Research validated practices

Outcomes

Systems: To sustain the implementation

Data: For decision making

Practices: Evidenced-based and doable

SWPBS IMPLEMENTATION DRIVERS

Emphasis on Prevention

• Primary• Reduce new cases of problem behavior

• Secondary• Reduce current cases of problem behavior

• Tertiary• Reduce complications, intensity, severity of current cases

Why implement SWPBS?

Create a positive school culture:

School environment is predictablecommon language and vision (understanding of expectations)common experience (everyone knows)

School environment is positiveregular recognition for positive behavior

School environment is safeviolent and disruptive behavior is not tolerated

School environment is consistentadults use similar expectations

School-wide & Classroom-wide Systems

Common purpose & approach to discipline Clear set of positive expectations & behaviors Procedures for teaching expected behavior Continuum of procedures for encouraging expected

behavior Continuum of procedures for discouraging inappropriate

behavior Procedures for on-going monitoring & evaluation

Classroom Management Systems

Behavior & classroom management Classroom-wide positive expectations taught & encouraged Teaching classroom routines & cues taught & encouraged Ratio of 6-8 positive to 1 negative adult-student interaction Active supervision Redirections for minor, infrequent behavior errors Frequent precorrections for chronic errors

Instructional management Selection Modification & design Presentation & delivery

Environmental management

Specific Setting Systems

Positive expectations & routines taught & encouraged

Active supervision by all staff Scan, move, interact

Precorrections & remindersPositive reinforcement

Individual Student Systems Behavioral competence at school & district levels Function-based behavior support planning Team- & data-based decision making Comprehensive person-centered planning & wraparound

processes Targeted social skills & self-management instruction Individualized instructional & curricular accommodations

Experimental Research on SWPBIS

Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention 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 Positive Behavioral Interventions and Supports (PBIS) on the organizational 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 Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148.

Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & 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 effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145.

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

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

Waasdorp, T., Bradshaw, C., & Leaf , P., (2012) The Impact of Schoolwide Positive Behavioral Interventions and

Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial. Archive of Pediatric Adolescent Medicine. 2012;166(2):149-156

SWPBIS Experimentally Related to:1. Reduction in problem behavior2. Increased academic performance3. Increased attendance4. Improved perception of safety5. Improved organizational efficiency

6. Reduction in staff turnover7. Increased perception of teacher efficacy

Planning for Full Implementation

Implementation Features

1. Establish PBIS leadership team2. Secure SW agreements & supports3. Establish data-based action plan4. Arrange for high fidelity implementation5. Conduct formative data-based monitoring

Who should comprise leadership team?

• Active administrator• Representative building staff members, family

members & students• Members should be respected• Members understand behavioral principles• Members should be collaborative, critical

examiners who are also supportive.

Schoolwide Social Expectations • Guidelines

Identify 3-5 Expectations That:• Desired Behaviors that Replace Your Problem

Behaviors• Short, Positive Statements (what to do!)• Easy to remember • Consider the Culture of Community

• For all students, staff, parents and others who come to your school

Establish Team Roles

• Facilitator• Data Analyst• Minute Taker• Coach

* Back-up for each role.

Workgroup, Committee

Purpose OutcomeLink to SIP

TargetGroup

Staff Involved

SIP/SID

Attendance Committee

Increase attendance

Increase % of students attending daily

All students Eric, Ellen, Marlee

Goal #2

Character Education

Improve character Improve character All students Marlee, J.S., Ellen

Goal #3

Safety Committee Improve safety Predictable response to threat/crisis

Dangerous studentsScreened In

Has not met Goal #3

School Spirit Committee

Enhance school spirit

Improve morale All students Has not met

Discipline Committee

Improve behavior Decrease office referrals

Bullies, antisocial students, repeat offenders

Ellen, Eric, Marlee, Otis

Goal #3

Drug and Alcohol Committee

Prevent drug use Decrease Drug and Alcohol

High/at-risk drug usersScreened In

Don

Behavior Work Group

Implement 3-tier model

Decrease office referrals, increase attendance, enhance academic engagement, improve grades

All students Eric, Ellen, Marlee, Otis, Emma

Goal #2Goal #3

Working Smarter Matrix

Activity

Establishing a Team

• Determine Membership and Roles

• Identify protected and regular meeting time

• Complete the Working Smarter Matrix

What are the duties of the leadership team?

• Examine school climate and behavior• Create an action plan based on data• Obtain staff commitment to the plan• Evaluate progress through data• Plan for professional development• Meet regularly (Bi-monthly or Monthly)

 

Be Responsible

Respect Yourself

Respect Others

Promoting: Pulling in the students

Activity

Identifying Expectations

• Identify 3-5 School-wide Expectations That Broadly Address Your Problem Behaviors

• Consider Culture of Community

• If You Have Expectations – Do They Need Revising?

• Identify Actions as Needed for Expectations

• How will you define these?

Behavior Matrix

• The behavior matrix identifies specific student behavior across various school settings

• It establishes universal expectations to guide all students and staff

• It provides the language for giving behavioral feedback to students

• It uses positive statements

Kuleana: Be ResponsibleHave lunch card ready Be orderly in all lines

Ho’ihi: Be Respectful Use proper table manners Eat your own food

Laulima: Be CooperativeWait patiently/ quietly

Malama: Be SafeWalk at all timesWash hands Chew food well; don’t rush

Cafeteria

King Kaumualii on Kauai

Activity

Construct Behavior Matrix

• Identify The Settings (Locations) In Your Schools For The Matrix (Hall, Cafeteria. Playground)

• Define Behaviors In Positive Terms That Exemplify Your School-wide Expectations In These Settings

Behavioral Errors

• More often occur because:

Students do not have appropriate skills- “Skill Deficits”

Students do not know when to use skills

Students have not been taught specific

classroom procedures and routines

Skills are not taught in context

Why Develop a System forTeaching Behavior?

• Behaviors are prerequisites for academics

• Procedures and routines create structure

• Repetition is key to learning new skills:• For a child to learn something new, it needs to

be repeated on average of 8 times• For a child to unlearn an old behavior and

replace with a new behavior, the new behavior must be repeated on average 28 times

A Comparison of Approaches to Academic and Social Problems

We Assume:• Student learned it wrong• Student was (inadvertently)

taught it the wrong wayNext We:• Diagnose the problem• Identify the misrule/ reteach• Adjust presentation. Focus on

the rule. Provide feedback. Provide practice and review

Finally We Assume:• Student has been taught skill • Will perform correctly in future

We Assume:• Student refuses to cooperate• Student knows what is right and has

been told oftenNext We:• Provide a“punishment”• Withdraw student from normal

social context• Maintain student removal from

normal contextFinally We Assume:• Student has“learned” lesson and

will behave in future• Colvin, 1988

Creative Ideas: “Putting it into Practice”

• Provide lesson format for teachers/students

• Expand lesson plan ideas throughout the year

• Teach behaviors in settings where behaviors occur

• Have classes compete to come up with unique ideas (student projects, bulletin boards, skits, songs, etc…)

• Recognize staff for creative activities

Encouraging Behavioral Expectations

• Build on positive person-to-person relationships

• Strive for a ratio of 6-8 positive interactions for every 1 negative interaction

• Label the behavior for which the positive acknowledgement is intended

Are Rewards Dangerous?

“…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.”

• Cameron, 2002• Cameron & Pierce, 1994, 2002• Cameron, Banko & Pierce, 2001

Focusing on the positives generates positive outcomes

Buehlman & Gottman predicted whether 700 newlywed couples would stay together or divorce by scoring their positive and negative interactions in one 15-minute conversation between each husband and wife. Ten years later, the follow-up revealed that they had predicted divorce with 93.6% accuracy.

1992 study (Buehlman, K., Gottman, J.M., & Katz, L.)

Eagle Tickets

Behavior Intervention We developed a method of positively reinforcing expected

behaviors through the use of our “I Spy” pads.

Promoting: Pulling in the Community

Establish System for Rewarding Behavioral Expectations

System for acknowledging student Reminder for staff Distributed with high rate of frequency System for acknowledging staff

Activity

Teaching and Encouraging

• Review how you currently teach student the expectations• All staff and settings included

• Review how you currently acknowledge students and determine if you need to revise, add to, etc• All students (not just high achievers)

• All staff and settings

• Frequency

Discouraging Problem Behavior• Clearly defined problem and context

• e.g., hat in class, tardies, transitions, etc.

• Precorrection/preventive strategy• for identified risk times or settings

• Consistent procedures• e.g, all staff, settings, minor behaviors

• Teaching Opportunity• focus on appropriate expectation

T- CHART OF BEHAVIOR

• Classroom Behavior• Office Behavior

Manage minor (low intensity/frequency) problem behaviors positively & quickly

Signal occurrence

• State correct response• Ask student to restate/show• Acknowledge compliance

Manage minor (low intensity/frequency) problem behaviors positively & quickly

Signal occurrence

• State correct response• Ask student to restate/show• Acknowledge compliance

Behavior Intervention We developed a method of positively reinforcing expected

behaviors through the use of our “I Spy” pads.

Office Discipline Referral Processes/Form• Coherent system in place to collect office discipline referral

data• Faculty and staff agree on categories• Faculty and staff agree on process• Office Discipline Referral Form includes needed information

• Name, date, time• Staff• Problem Behavior and motivation• Location

Establish System for Responding to Behavioral Violations

Staff and Administration agree on what problems are office managed and what problems are staff managed.

Clearly defined and consistent consequences and procedures for undesirable behaviors are developed.

Activity

Discouraging Problem Behavior

• Review current forms and systems

• Determine if you need to revise, add to, etc• Minors and majors/Level I, II & III

• Clear and efficient process

Moving Forward• Resources

• www.pbis.org• www.pbisnetwork.org• www.pbisapps.org• www.swis.org

Next Steps