POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS (PBIS)

A Staff Overview

In Partnership with OSEP’s TA Center on Positive Behavior Support

Co-Director’s: Rob Horner, University of Oregon, and George Sugai, University of Connecticut

www.pbis.orgwww.swis.org

The Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this presentation and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material.

Wisconsin RtI Center

Our mission is to support schools through the phases and sustainability of their RtI system implementation.

The core reason that the Wisconsin RtI Center exists is to develop, coordinate and provide high-quality professional development and technical assistance…

as well as to gather, analyze and disseminate RtI implementation data to enhance the support of schools’ implementation.

Principles for RtI in Wisconsin:1.RtI is for ALL children and ALL educators.

2.RtI must support and provide value to effective practices.

3.Success for RtI lies within the classroom through collaboration.

4.RtI is a framework for academics and behavior together.

5.RtI supports and provides value to the use of multiple assessments to inform instructional practices.

6.RtI is something you do and not necessarily something you buy.

7.RtI emerges from and supports research and evidence based practice.

An organizational framework that guides implementation of a multi-level system of support to achieve academic and behavioral success for all

Wisconsin RtI

Response to Intervention

Is what?

An organizational frameworkthat

guides implementation of a multi-level system of support

Does what?

toachieve academic and

behavioral successfor all

For what?

Schools face a set of difficult challenges today when dealing with behavioral needs

Multiple expectations (Academic accomplishment, Social competence, Safety)

Students arrive at school with widely differing understandings of what is socially acceptable.

Traditional “get tough” and “zero tolerance” approaches are insufficient.

Faculty come with divergent visions of effective discipline

MOST EFFECTIVE TRENDS IN SCHOOL DISCIPLINE PRACTICES

• Proactive school-wide discipline systems• Social skills instruction• Academic/curricular restructuring• Behaviorally based interventions• Early screening & identification of antisocial

behavior patterns

(Biglan, 1995; Gottfredson, 1997; Colvin, et al., 1993; Lipsey, 1991, 1992; Mayer, 1995; Sugai & Horner, 1994; Tolan & Guerra, 1994; Walker, et al., 1995; Walker, et al., 1996)

What is PBIS ?

“PBIS” is a research-based systems approach designed to enhance the capacity of schools to…

effectively educate all students, including students with challenging social behaviors

adopt & sustain the use of effective instructional practices

What has research shown for schools implementing PBIS?

• Creates learning environments that proactively deal with behaviors.

• Improves support for students with specialized behavioral needs.

• Maximizes on-task behavior and increases learning time for all students.

What does PBIS emphasize?

• The PBIS decision-making process emphasizes 3 integrated elements to provide measureable outcomes for students:– DATA sources to support decision-making,– PRACTICES that support student behavior, and– SYSTEMS that support staff behavior.

Data Collection (Big 5 x 2)

• PBIS teams should analyze the following five data points and should be disaggregated by disability and ethnicity status for disproportional trends:1. Referrals by Problem Behavior,2. Referrals by Location,3. Referrals by Time,4. Referrals by Student, and5. Average referrals by Day and by Month

Improving Decision-Making

Problem Solution

From:

To:

Problem

Problem

Solving

Using

Data

Solution

Monitor

Outcome

Supporting Student Behavior

– Universal (Tier 1) instruction support for all district learners

– Targeted (Tier 2) layered interventions for areas of need determined from data analysis

– Individualized (Tier 3) layered supports required for individual students with high-needs or specific situations.

Tier 3/Intensive Level 1-5%

Tier 2/Selected Level 5-15%

Tier 1/Universal 80-90%

Increasing Intensity

LAYERS OF SUPPORT

Attendance

Math (Acceleration)

A Student’s Snapshot

Reading (Intervention)

PE

Hallway Behavior

Strengths &Challenges

Language Arts

Science

Supporting Staff Behavior

• Reduce teacher stress• Increase teacher efficacy in

teaching replacement behaviors• Support teachers in designing

classroom management systems

Six Key Elements of PBIS

1. Define, teach and acknowledge positive behaviors.

2. On-going collection and use of data for decision-making regarding implementation of systems that support effective practices.

3. Continuum of universal supports, targeted interventions, and individualized supports.

Six Elements (cont.)

4. Implement evidenced-based behavioral practices with fidelity and accountability

5. Arrange the environment to prevent the development and occurrence of problem behavior

6. Screen universally and monitor student performance and progress continually.

West Elementary, Alton, ILReduced ODRs by 719, ISSs by 47, OSSs by 27*

3965 mins. 66.1 hrs. 11 days

135 mins. 2.3 hrs.

235 mins.3.9 hrs.

3595 mins.59.9 hrs.

Staff

41020 mins. 683.7 hrs. 144 days

9720 mins.162 hrs.

16920 mins.282 hrs.

14380 mins.239.7 hrs.

Student

9345 mins.155.8 hrs. 25.9 days

1215 mins. 20.3 hrs.

940 mins. 15.7 hrs.

7190 mins.119.8 hrs.

Admin

Total TimeGained Back

OSSsISSsODRs

04-05 05-06 06-07 07-08 08-09 09-10 10-110

0.05

0.1

0.15

0.2

0.25

0.3

0.35

0.4

0.45

Mean Major Median Major, Elem

Elementary SchoolsMean & Median Major ODR/100 students/day2004 to 2011

N = 641 959 1316 1737 2137 2564 2979

22% reduction

04-05 05-06 06-07 07-08 08-09 09-10 10-110

0.2

0.4

0.6

0.8

1

1.2

Middle Mean Middle Median

N = 256 334 423 536 672 808 889

Middle SchoolsMean & Median ODR/100 students/day2010-11

44% reduction

04-05 05-06 06-07 07-08 08-09 09-10 10-110

0.2

0.4

0.6

0.8

1

1.2

High Sch Mean High Sch Median

High SchoolsMean &Median ODR/100 students/day2010-11

N = 76 104 155 198 250 330 390

23% reduction

Suspensions - # of students – 2009/2010 to 2010/2011

2009-2010 to 2010/2011 Suspensions - # of Students - by School and Implementation Level

Elementary Middle High Pk-8

-30.00%

-20.00%

-10.00%

0.00%

10.00%

20.00%

30.00%

40.00%

1.13% 0.75%

-10.50%

32.26%

5.36%

31.16%

-13.44%

16.67%

-10.77%

-6.40%-4.76%

-2.31%

-8.73%

1.75%

-23.06%

-16.42%

Not TrainedTrained, Not ImplementingImplementing, No FidelityFidelity

N=3

Current Status Nationally

• Main Messages:– SWPBIS is possible (over 18,200 schools)

– SWPBIS is effective at (a) reducing problem behavior, (b) improving academic achievement, and (c) improving perceived faculty effectiveness

– Coaching is critical to (a) implementation with fidelity and (b) sustained use of SWPBIS

– Coaching is perceived a major contributor to the cultural “fit” of SWPBIS to a community/ school.

SWPBIS in 13,331 schools 8/10’Al

abam

a

Alas

ka

Ariz

ona

Arka

nsas

Calif

orni

a

Colo

rado

*

Conn

ectic

ut

Del

awar

e

Flor

ida*

Geo

rgia

Haw

aii

Idah

o

Illin

ois

Indi

ana

Iow

a*

Kans

as*

Kent

ucky

Loui

sian

a*

Mai

ne

Mar

ylan

d*

Mas

sach

usett

s

Mic

higa

n

Min

neso

ta

Mis

siss

ippi

Mis

sour

i*

Mon

tana

*

Neb

rask

a

Nev

ada

New

Ham

pshi

re

New

Jers

ey*

New

Mex

ico

New

Yor

k

Nor

th C

arol

ina*

Nor

th D

akot

a*

Ohi

o

Okl

ahom

a

Ore

gon*

Penn

sylv

ania

Rhod

e Is

land

Sout

h Ca

rolin

a*

Sout

h D

akot

a

Tenn

esse

e

Texa

s

Uta

h*

Verm

ont

Virg

inia

Was

hing

ton

Stat

e

Was

hing

ton

DC

Wes

t Vir

gini

a

Wis

cons

in

Wyo

min

g

0

200

400

600

800

1000

1200

1400

WisconsinIllinois

#of schools implementing PBIS by state (incomplete August 2012)Al

abam

a

Alas

ka

Ariz

ona

Arka

nsas

Calif

orni

a

Colo

rado

*

Conn

ectic

ut

Del

awar

e

Flor

ida*

Geo

rgia

Haw

aii

Idah

o

Illin

ois

Indi

ana

Iow

a*

Kans

as*

Kent

ucky

Loui

sian

a*

Mai

ne

Mar

ylan

d*

Mas

sach

usett

s

Mic

higa

n

Min

neso

ta

Mis

siss

ippi

Mis

sour

i*

Mon

tana

*

Neb

rask

a

Nev

ada

New

Ham

pshi

re

New

Jers

ey*

New

Mex

ico

New

Yor

k

Nor

th C

arol

ina*

Nor

th D

akot

a*

Ohi

o

Okl

ahom

a

Ore

gon*

Penn

sylv

ania

Rhod

e Is

land

Sout

h Ca

rolin

a*

Sout

h D

akot

a

Tenn

esse

e

Texa

s

Uta

h*

Verm

ont

Virg

inia

Was

hing

ton

Stat

e

Was

hing

ton

DC

Wes

t Vir

gini

a

Wis

cons

in

Wyo

min

g

0

200

400

600

800

1000

1200

1400

1600

1800

• District commitment, school staff buy-in

• Coaching capacity

• Professional development plan

• Efficient data tool

How Do We Get There?

District Commitments

• High priority in District Improvement Plans• 3-5 year commitment• Continuation of the district leadership team• Ongoing staff development • Allocation of resources

Big Ideas-District

• Long term planning is essential• Funding sources• Coaching and ADMINISTRATIVE

commitment at all 3 tiers

Three-five year focus to get sustainable change Active administrative support and participation Administrative leadership for PBIS teams Commitment from staff (80%) Ongoing communication and support with staff Completion and use of data collection (discipline and

academic data, survey, checklists) Staff participation in ongoing training

Building Level CommitmentsHandout--PBIS Commitment for Success

Family Involvement or Engagement in a PBIS School?

Family involvement is often more of a “doing to,” while engagement is a “doing with.”•Involvement – schools tend to lead with their mouth – generally telling family members what to do•Engagement – schools lead with their ears – listening to family members’ ideas, and eliciting what they have found works best with their children

Larry Ferlazzo, Education Week, March 2012

Components of Family Engagement• Family member/parent academic aspirations

and expectations for children • Family member/parent-child communication

about school• Home structure that supports behavior and

learning• Family member/parent participation and

connection in school activities

Four Concepts of Family Engagement that Educators Need to Know

1.The positive effect of family engagement on student performance (academic and behavior).2.The home and cultural context of the students they teach.3.Family beliefs about ways to support children's learning.4.Specific strategies to support children’s learning.

Remember

• PBIS involves all of us

– we decide what our focus will be– we decide how we will monitor– we decide what our goals are– we decide what we’ll do to get there– we evaluate our progress– we decide whether to keep going or change

PBIS APPROACH WORKS!

• Data driven building decision-making• Clear expectations that are universally known• Focuses on positive interaction and

acknowledges appropriate behavior.• Proactive rather than reactive• Supports a positive learning environment• Delivers results

National and State Resources

• www.pbis.org• www.wisconsinPBISnetwork.org• www.SWIS.org• www.pbisassessment.org• www.apbs.org