An Overview of School-wide PBIS

New England PBIS Conference

11/21/2014

© 2014 May Institute, Inc.

1

School-Wide Positive Behavior

Support: An Overview

www.mayinstitute.org

www.pbis.org

Marcie Handler, Ph.D., BCBA-D

mhandler@mayinstitute.org

The May Institute, Inc.

OSEP Center on Positive Behavioral Interventions & Supports

GOAL

Establish a 3-5 year plan to…

• Develop efficient and effective

district-wide and school-wide

systems, practices, and capacity

to improve discipline and academic

support practices for ALL students

using data based decision-making

SW-PBS Logic!

Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable

(Zins & Ponti, 1990)

Science of Behavior

• “If we teach it, they will learn” – When a student cannot read, we teach her to

decode and build fluency

– When a student struggles in math, we teach him to

add, subtract etc. and build fluency

– When a student cannot dress himself, we teach him

to put on each piece of clothing (over head, pull up)

– When a student has difficulty getting along with

peers, talks back, and/or disrupts the class, …

…Students CAN and DO learn better

ways of behaving by being TAUGHT

directly & receiving positive feedback

An Overview of School-wide PBIS

New England PBIS Conference

11/21/2014

© 2014 May Institute, Inc.

2

SWPBS is

Framework

Continuum

Academically

All

RTI Integrated

Continuum

Mar 10 2010

Academic

Continuum

Behavior

Continuum

IMPLEMENTATION W/ FIDELITY

CONTINUUM OF EVIDENCE-BASED INTERVENTIONS

PREVENTION & EARLY

INTERVENTION

CONTINUOUS PROGRESS

MONITORING

DATA-BASED DECISION MAKING

& PROBLEM SOLVING

UNIVERSAL SCREENING

RtI

~80% of Students

~5%

~15%

SOME

FEW

CONTINUUM OF SCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT (example)

ALL

Universal

Targeted

Intensive

~80% of Students

~5%

SECONDARY PREVENTION (group)

• Check in/out

• Targeted social skills instruction

• Peer-based supports

• Social skills club • Connections

TERTIARY PREVENTION (individual)

• Function-based support

• Wraparound • Person-centered planning

PRIMARY PREVENTION (universal)

• Teach SW expectations

• Proactive SW discipline

• Positive reinforcement

• Effective classroom instruction • Parent engagement

• Classroom behavior support

• Data-based decisions

~15%

SOME

FEW

CONTINUUM OF SCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT (example)

ALL

Universal

Targeted

Intensive

PRACTICES

Supporting

Staff Behavior

Supporting

Student Behavior

OUTCOMES

Supporting Social Competence &

Academic Achievement

Supporting

Decision

Making

Approach

4 Integrated

Elements

An Overview of School-wide PBIS

New England PBIS Conference

11/21/2014

© 2014 May Institute, Inc.

3

• Improvement in school climate and

academic performance: – Increase in

• prosocial behaviors

• time on-task

• academic performance

• school attendance

• classroom on-task behavior

• student, staff, and parent perceptions of school safety

• student, parent and staff satisfaction

• staff retention and attendance

Positive Behavior Support Primary Outcomes

Few positive SW expectations defined,

taught, & encouraged

Few positive SW expectations defined,

taught, & encouraged =

COMMON LANGUAGE

Setting School-wide Goals

An Overview of School-wide PBIS

New England PBIS Conference

11/21/2014

© 2014 May Institute, Inc.

4

AT THE ROBINSON SCHOOL WE

SHOW RESPECT BY:

Teach Expectations & behavioral

skills…to students and adults

Teach Expectations & behavioral

skills…to students and adults

• Regard the feelings and right of others.

• Listen to others.

• Use appropriate language (verbal and

non-verbal) and tone.

• Treat the environment with care.

Staff Training

• Common language

• New Procedures

• Implementing lessons

• Providing reinforcement

• Documenting minors/majors

An Overview of School-wide PBIS

New England PBIS Conference

11/21/2014

© 2014 May Institute, Inc.

5

Acknowledge & Recognize Establish a continuum of procedures to

respond to rule violating behavior

• Classroom-based responses

• Office Discipline Referrals

– Minor vs. Major

– Classroom Managed vs. Office Managed

• Other School-Based Consequences

– Warnings

– Loss of privileges (e.g., recess, school dance, bus pass)

– Detention

– Restitution

– Suspension

… That link to function and

are instructional

Agreements

Team

Data-based

Action Plan

Implementation Evaluation

GENERAL

IMPLEMENTATION

PROCESS

GENERAL

IMPLEMENTATION

PROCESS

Behavioral Capacity

Priority & Status

Data-based Decision Making

Communications

Administrator

Representation

Team

Coaching

An Overview of School-wide PBIS

New England PBIS Conference

11/21/2014

© 2014 May Institute, Inc.

6

Classroom

SWPBS

Practices

Non-classroom Family

Student

• Smallest #

• Evidence-based

• Biggest, durable effect

Improvements in Behavior

469

321

71

0

50

100

150

200

250

300

350

400

450

500

2011-2012 2012-2013 2013-2014

Office Referrals Changes in School Climate

“We found some minutes?”

After reducing their office discipline referrals from 400 to 100, …..

Students gained 6000 instructional minutes back (300 less referrals x 20 minutes)…

and students requiring individualized, specialized behavior intervention plans decreased from 35 to 6.

Data Management System

SWIS Example

An Overview of School-wide PBIS

New England PBIS Conference

11/21/2014

© 2014 May Institute, Inc.

7

0

10

20

30

40

50

60

70

80

Behavior Frequency

2009-2010 2010-2011 2011-2012

67% 67%

58%63%

30%

50%

58%

14%

43%40%

46%

100%

67%

92%

75%

90%

71% 71%

54%

68%

60%

73%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Benchmarks of Quality Year over Year Goal = 80%

Exploration / Adoption

Develop Commitment

Installation

Establish Leadership Teams, Set up Data Systems

Initial Implementation

Provide Significant Support to Implementers

Elaboration

Embed as Standard Practice / Add schools

Continuous Regeneration

Increase Efficiency & Effectiveness

STAGES OF IMPLEMENTATION

Kincaid, Florida PBIS

Step One: Readiness “Exploration / Adoption” “Installation”

Data Systems

PBIS Overview

Team Leader & Team Development

Staff Survey and PBIS buy-in vote

PBS Survey: School-wide

On average, only 28% of

responses reflect SW

features that are “in place”

89% note it is a high or

medium priority to get

those features in place

An Overview of School-wide PBIS

New England PBIS Conference

11/21/2014

© 2014 May Institute, Inc.

8

40 43

13

25

32

22

16

27

92

79 79

63 67

71 67 69

0

10

20

30

40

50

60

70

80

90

100

3/12 6/13

PBS Survey – SW Subscale

Academic

Behavioral

Motor

Home

Step Two: Training

2 Day Training: 1. Consistency 2. Positive Expectations 3. Teaching social skills 4. Monitoring 5. Reinforcement 6. Responding to problem behavior 7. Data system

Plan Development 1. Finish Plan Document 2. Plan staff and student training schedules

Optional additional day with PBIS trainer to complete the plan

Step Three: Initial Implementation

Ongoing Coaching Support

Staff Training on school-wide plan

Student Training on school-wide plan

Monthly Team Meetings and Data Review

PBIS works because: “Universal language and common

expectations are terrific.”

“It wasn’t dumped on us.. it was a process and gradually implemented.”

“It wasn’t packaged.. we created it to work for us!”