Positive Behavior Interventions and Supports (PBIS)

School Team Training

Training Objectives Training Participants:

will gain knowledge of basic PBIS principals and structures. will understand the role of the PBIS in EUSD’s Integrated

System of Student Supports . will be able to identify the steps necessary for

implementing PBIS at your schools. Will take the first steps in developing a plan for the

implementation of PBIS at your school site.

CARE Youth Project Community-wide initiative

Best practice models Response to Intervention/CSAT/PBIS TurnAround Schools

Sustainable systems and services to support student personal and academic

CARE Youth Project Multi-funded

Safe Schools/Healthy Students (2009 - 2013) NCPEI – North County Prevention and Early Intervention

(2009-2016) USC Military Connected Schools (2010-2014) Additional Community and School Funding

Targeted

(High-Risk Students)

Intensive Supports

(3 – 5%)

Selected

(At-Risk Students)

Group and Individualized Supports

(5 – 10%)

Universal

(All Students)

Preventative School-wide System of Supports

(80 – 90%)

Tier III

Tier II

Tier I

RTI MODEL

BehaviorAcademic

Targeted

(High-Risk Students)

Intensive Supports

(3 – 5%)

Selected

(At-Risk Students)

Group and Individualized Supports

(5 – 10%)

Universal

(All Students)

Preventative School-wide System of Supports

(80 – 90%)

Tier III

Tier II

Tier I

RTI MODEL

CSAT

Targeted

(High-Risk Students)

Intensive Supports

(3 – 5%)

Selected

(At-Risk Students)

Group and Individualized Supports

(5 – 10%)

Universal

(All Students)

Preventative School-wide System of Supports

(80 – 90%)

Tier III

Tier II

Tier I

School-wide PBIS

Behavior

Six Exceptional SystemsCulture of Universal AchievementCollaborationStandards AllignmentAssessmentData Management Interventions**

TurnAround Schools

Team Activity1. Read the excerpt from TurnAround Schools,

Chapter 8: Data Driven Interventions, Both Academic and Social

2. List five main components an exceptional system of behavior interventions.

TurnAround Schools

Integrated System of Student Supports

UNIVERSAL ACHIEVEMENT

Attendance

Safety

Instruction

Intervention

FAA/BSP

Expulsion

NCDS

Suspension

Individualized Corrective Actions

Classroom Individualized Behavior Plans

Bullying Intervention Groups

School-wide PBIS

Comprehensive Bullying Prevention Outreach and Education

Tier III

Tier II

Tier I

SAFETY

• Suspension Guidelines• District Behavior Contract• Administrator Trainings

• Student Success Plans• CSAT Interventions• Behavior Reflection

Form

• Staff Trainings• Policy Development• Curriculum

Development

What is PBIS?

“School-wide Positive Behavioral Interventions and Supports is a proactive, team-based framework for creating and sustaining safe and effective schools.

Emphasis is placed on the prevention of problem behavior, development of pro-social skills, and the use of data-based problem solving for addressing behavior concerns.”

(Michigan Department of Education, 2010)

What is PBIS?

School-wide PBIS is…

The intentional structuring of the learning environment to equip students for behavior success.

Why PBIS?

• PBIS addresses behavior concerns with simple strategies that are actually possible to implement.

• PBIS is not a program, but a framework. District and schools can modify framework to meet individual site needs.

• PBIS assists in setting the tone for a positive school culture.• PBIS provides skills to ALL students.• PBIS reduced behavioral incidents. • PBIS increases students time in class.

Why PBIS?

Research shows… PBIS WORKS!

Why PBIS?

School Culture:“ The belief, attitudes, and behaviors that characterize a school in terms of:• how people treat and feel about each other;• the extent in which people feel included and appreciated;• the rituals and traditions that reflect congeniality and collaboration.”

(G. Phillips, 1993)

Why PBIS?

CARE Youth Project – School Culture/Climate Data

Why PBIS?

Your School Culture Discussion:1. How do students (staff) treat each other? 2. What rituals or activities do your students and staff

participate in that promotes a sense of connection to each other, the school or the community?

3. What is your staff’s belief about discipline and responses to students behavior?

Six Key PBIS Components

• 3 – 5 behavioral expectations that are positively stated• ongoing direct instruction of behavior expectations • ongoing reinforcement of positive behaviors• predictable and consistent consequences• data informed decision making related to PBIS

implementation• environmental changes or re-teaching in response to

PBIS data

PBIS: Steps to Implementation

1. ensure administrator and staff commitment2. create the PBIS Team3. establish comprehensive data system 4. identify clear and consistent behavior expectations and

develop a plan for teaching the expected behaviors5. design system for reinforcing positive behaviors6. design consequence system for negative behaviors7. engage in data-based decision making

1. Administrator and Staff Commitment

Requires district-level commitment of supportA. BOARD GOAL # 1 - Provide systemic student supports that

promote high student expectations and achievement for

all students.B. established PBIS and CSAT implementation within

Principals ExpectationsC. committed to use SS/HS and USC Building Capacity Grant

funding for PBIS programs over next two years.

1. Administrator and Staff Commitment

Requires site administrator supportA. many EUSD School Sites have started PBIS Programs

independently or have requested assistance in starting

a PBIS programB. PBIS is imbedded within the TurnAround Schools Model

Principals: ARE YOU WILLING TO MAKE POSITIVE STUDENT BEHAVIOR ONE OF YOUR SITE FOCUS AREAS FOR

THE NEXT THREE YEARS??

1. Administrator and Staff Commitment

Requires SCHOOL SITE STAFF SUPPORT! A. Staff agree that addressing behavior proactively is a priorityB. Staff agree that positive behavior in the classroom leads to

increased opportunity for teaching, learning, and student success.

C. Staff agree that teaching, reinforcing, and modeling appropriate behaviors is a priority.

D. Staff commit to their support of PBIS annually.

1. Administrator and Staff Commitment

Staff Commitment and School Culture : 1. How do students (staff) treat each other? 2. What rituals or activities do your students and staff participate

in that promotes a sense of connection to each other, the school or the community?

3. What is your staff’s belief about discipline and responses to students behavior?

STAFF: WILL YOUR STAFF BE WILLING TO REDEFINE YOUR SCHOOL and CLASSROOM CULTURE?

2. PBIS Team

• Composition of PBIS Team:– classroom teachers – administrator (s)– support team staff (counselor, social worker)– parent representative* (optional)– at least one individual with special training in PBIS– at least one staff with technology skills

STAFF WHO ARE WILLING TO BE PBIS CHAMPIONS!

2. PBIS Team

• Tasks of the PBIS Team include:– coordinating all components of PBIS at the school site.– assisting in the creation of materials to support PBIS

implementation.• staff information• expectation/rules• reward system and activities• data collection system

– participating in regular meetings reviewing data and making decisions about PBIS implementation.

3. Comprehensive Data System

• creation of a site Office Disciplinary Referral (ODR)• training of all staff in how and WHEN to utilize ODR• clear protocol for collecting and responding to ODR• regular input of information from ODR into

PowerSchool• regular review of data from PowerSchool

4. Clear Behavioral Expectations

1. identify 3 – 5 school behavior rules

2. develop a one-page behavior matrix

3. develop a plan for teaching the school rules

4. create lesson plans and materials

4. Clear Behavioral Expectations

1. identify 3 – 5 school behavior rules

4. Clear Behavioral Expectations

Felicita ElementaryPioneer Elementary

Los Penasquitos ElementaryDundalk Elementary

4. Clear Behavioral Expectations

2. develop a one-page behavior matrix

4. Clear Behavioral Expectations

4. Clear Behavioral Expectations

3. develop a plan for teaching the school rules

4. Clear Behavioral Expectations

4. create lesson plans and materials

4. Clear Behavior Expectations

Watertown Unified School District, Lincoln Elem.- Hallway

Watertown Unified School District, Lincoln Elem. - Bathroom

4. Clear Behavior Expectations

Classroom Lesson #1

Classroom Lesson #2

Classroom Lesson #3

5. Reinforcement of Positive Behaviors

• The most EFFECTIVE reinforcement to use with students is teacher PRAISE (verbal and non verbal). FOUR TO ONE RATIO

• tangible acknowledgements (coupon, certificate, award)• lottery or redeemable systems• activity reinforcement (once a month event for those who do not

receive an ODR , connected to coupons)

IMPLEMENTED THE SAME IN ALL SCHOOL LOCATIONS AND BY ALL SCHOOL STAFF.

6. Consequences for Negative Behaviors

The school site consequence plan is:• clear• simple• consistent• predictable• sequential (with flexibility)IMPLEMENTED THE SAME IN ALL SCHOOL LOCATIONS AND

BY ALL SCHOOL STAFF.

6. Consequences for Negative Behaviors

Sample questions for creating a consequence plan:• What negative behaviors will we not accept at our

school?• What negative behaviors will teachers deal with in the

classroom? (minor offenses)• What negative behaviors will lead to an Office

Disciplinary Referral? (major offenses)

6. Consequences for Negative Behaviors

Example of teacher response sequence (minor offenses):• warning• time out or alternative activity• privilege loss (stay in 5 minutes at recess to complete a

behavior reflection form)• parent contact • ODR

6. Consequences for Negative Behaviors

Example of Administrator Response Sequence (major offenses):• lunch time intervention• before of after school group/service• detention• community service• restitution • ALC• suspension

7. Data-based Decision Making

• utilize common ODR• input data into PowerSchool• review data from PowerSchool Reports on a monthly basis• identify patterns of incidents by location, time, grade levels• consider ways to address clusters of incidents (if incidents

are taking place at lunch, consider working with NTD staff on increasing active supervision;

• identify potential students for Tier II and Tier III supports

7. Data-based Decision Making

EUSD Sample Data Report

7. Data-based Decision Making

Putting the Pyramid Together

TIER II PBIS Behavior Strategies

TIER III PBIS Behavior Strategies

Targeted

(High-Risk Students)

Intensive Supports

(3 – 5%)

Selected

(At-Risk Students)

Group and Individualized Supports

(5 – 10%)

Universal

(All Students)

Preventative School-wide System of Supports

(80 – 90%)

Tier III

Tier II

Tier I

RTI

CSAT Process

Tier III

Tier II

Tier I After School Programs

Attendance Policy

Season for Nonviolence

ELAC/DLAC

Red Ribbon Week

Parent University

Positive Behavioral Supports

Safe Walk Program

Classroom Management Trainings

PRIDE Assemblies

Elizabeth Hospice

CYP Support Specialists

Student Study Teams

McKinney-Vento Program

Anytime School

SART Team

Classroom BSP

Student Success Contract

Social Work Intern Program

NCDS Referral

Behavior Contract

Vista Hill

FAA/BSP

SARB

SES Tutoring

Palomar Family Counseling

School Site Menu of Services

WHAT IS THE CSAT PROCESS?A systematic process for identifying students in need of additional interventions, and for linking students with

the supports available to reduce the barriers to learning and increase their school success.

Tier 1 School - Wide Supports and Prevention Programs

Student Concern Identification by:Administrators, Teachers, Grade Level Team, Support Staff, Parents, Student, Agency Staff

Parent Contact and ConsultationIntervention Implementation

Parent Conference

Monitoring and Evaluation

Formal Assistance TeamsGLIT/SST/BSP/504/SART

AssessmentAs Necessary

CSAT CORE Team Review/Determination of Services

ReferralNot Initiated

Referral to Menu of Services

BehaviorIncident

Complete CSAT CORE Team Referral

www.careyouth.org

PBIS Site Team Activity

1. What is your team’s first steps towards starting up (rejuvenating) PBIS at your school site?

2. What are potential barriers to starting up PBIS at your site? What is your plan to address these barriers?

3. What additional support will you need to start up

School-wide PBIS at your site?

Special Thanks!

• BEST Behavior – University of Oregon– Sprague, J. and A. Golly. (2005). Best Behavior: Building Positive Behavior

Support in Schools. Boston, MA: SOPRIS WEST.

• Center for Improving School Culture– www.schoolculture.net

• Columbia (Missouri) Public Schools – http://service.columbia.k12.mo.us/pbs/

• Michigan Department of Education– www.michigan.gov/documents/mde/SchoolwidePBS_264634_7.pdf

Special Thanks!

• Michigan’s Integrated Behavior and Learning Supports Initiative– http://miblsi.cenmi.org/MiBLSiModel.aspx

• San Bernardino School District, PBIS Initiative– www.modelprogram.com

• Teach Like A Champion (Chapters 6 and 7)– Lemov, D. (2010). Teach Like A Champion. San Francisco: Jossey-Bass.

• TurnAround Schools (Pages 106 – 109)– Lopez, D. and J. King. (2008). TurnAround Schools. Ramona, CA.: TurnAround

Schools.

• Rose, Pioneer, and Felicita Elementary Schools!!!!

Thanks for participating!

For more information on EUSD’s PBIS Implementation, please contact Kimberly Israel at kisrael@eusd4kids.org