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School-wide Positive Behavioral
Interventions and Support for
All Students:
Getting Started Overview
Minnesota PBIS TrainingAdapted from George Sugai
University of ConnecticutCenter on Positive Behavioral Interventions & Supports
Center on Behavioral Education & Research
and
Rob Horner, Ph.D.University of Oregon
www.pbis.org www.cber.org
PURPOSE
Overview of fundamentals
for getting started with
SWPBIS implementation
OUTCOME OBJECTIVES
Rationale for adopting SWPBIS
Features of SWPBIS
Description of implementation framework
Examples
Why SWPBIS?
• The fundamental purpose of SWPBIS is to make schools more effective and equitable learning environments.
Predictable
Consistent
Positive
Safe
School-wide Positive Behavioral Interventions and Supports (PBIS)
• School-wide PBIS is:• A multi-tiered framework for establishing the social culture
and behavioral supports needed for a school to achieve behavioral and academic outcomes for all students.
• Evidence-based features of SWPBIS• Prevention• Define and teach positive social expectations• Acknowledge positive behavior• Arrange consistent consequences for problem behavior• On-going collection and use of data for decision-making• Continuum of intensive, individual intervention supports. • Implementation of the systems that support effective
practices
CommonVision/Values
Common Language &
Behaviors
Common Experience
QualityLeadership
EffectiveOrganizations
End Goal
www.pbis.org
Why SWPBIS?
PBIS is about….
Improving classroom & school climate
Decreasing reactive management
Maximizing academic
achievement
Improving support for
students w/ EBD
Integrating academic &
behavior initiatives
HOW?
Establish positive school
climate Maximizing academic success
Teaching important
social skills
Recognizing good behavior
Modeling good behavior
Active supervision
Communicating positively
A FUNDAMENTAL Biglan, Colvin, Mayer,Patterson,
Reid, Walker
What is PBIS?
IMPLEMENTATION W/ FIDELITY
CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS
CONTENT EXPERTISE &
FLUENCY
TEAM-BASEDIMPLEMENTATION
CONTINUOUSPROGRESS
MONITORING
UNIVERSAL SCREENING
DATA-BASEDDECISION MAKING & PROBLEM SOLVING
CORE FEATURESMTSS/RtI
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
SYST
EMS
PRACTICES
DATA
OUTCOMES
Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011; Sugai, O’Keeffe, & Fallon, 2012ab
Culturally Equitable Academic & Social Behavior Expectations
Culturally Relevant & Effective Instruction
Culturally Knowledgeable Staff
Culturally Valid Information for
Decisions
All
Some
FewContinuum of Support for
ALL
Dec 7, 2007
Continuum of Support“Terri”
Dec 7, 2007
Science
Soc Studies
Comprehension
Math
Soc skills
Basketball
Spanish
Label behavior…not people
Decoding
Writing
Technology
Continuum of Support for
ALL:“Molcom”
Dec 7, 2007
Prob Sol.
Coop play
Adult rel.
Anger man.
Attend.
Peer interac
Ind. play
Label behavior…not people
Self-assess
Homework
Technology
Continuum of Support for
ALL:“George”
Dec 7, 2007
Statistics
Teaching
Tennis
Catalan
Cooking
Bicycle Touring
Lawn Mowing
Label behavior…not people
ReadingComprehension
Billiards
Technology
ExpressingEmotions
Continuum of Support for
ALL:“________”
Dec 7, 2007
__________
_________
________
__________
_______
_________
_________
________
___________
_________
__________
Minnesota’s PBIS Training Sequence
• 9 Days of Training over 2 years
• First year is focused on Tier 1
Classroom
SWPBSPractices
Non-classroom Family
Student
School-w
ide
• Smallest #• Evidence-based
• Biggest, durable effect
SCHOOL-WIDE1.1. Leadership team
2.Behavior purpose statement
3.Set of positive expectations & behaviors
4.Procedures for teaching SW & classroom-wide expected behavior
5.Continuum of procedures for encouraging expected behavior
6.Continuum of procedures for discouraging rule violations
7.Procedures for on-going data-based monitoring & evaluation
EVIDENCE-BASED
INTERVENTIONPRACTICES
CLASSROOM1.All school-wide
2.Maximum structure & predictability in routines & environment
3.Positively stated expectations posted, taught, reviewed, prompted, & supervised.
4.Maximum engagement through high rates of opportunities to respond, delivery of evidence-based instructional curriculum & practices
5.Continuum of strategies to acknowledge displays of appropriate behavior.
6.Continuum of strategies for responding to inappropriate behavior.
INDIVIDUAL STUDENT1.Behavioral competence at school & district levels
2.Function-based behavior support planning
3.Team- & data-based decision making
4.Comprehensive person-centered planning & wraparound processes
5.Targeted social skills & self-management instruction
6. Individualized instructional & curricular accommodations
NONCLASSROOM1.Positive expectations & routines taught & encouraged
2.Active supervision by all staff (Scan, move, interact)
3.Precorrections & reminders
4.Positive reinforcement
FAMILY ENGAGEMENT1.Continuum of positive behavior support for all families
2.Frequent, regular positive contacts, communications, & acknowledgements
3.Formal & active participation & involvement as equal partner
4.Access to system of integrated school & community resources
Year 1
Year 2
Year 2
Discussion
What are you thoughts about the Framework of PBIS so far?
PBIS Implementatio
n
“Train & Hope”
REACT toProblemBehavior
Select &ADD
Practice
Hire EXPERTto TrainPractice
WAIT forNew
Problem
Expect, But HOPE for
Implementation
Factors Directly & Indirectly Contributing To Student Learning
Louis, Leithwood, Wahlstrom, & Anderson (2010).
School Leadership
School Conditions
Teachers
Classroom Conditions
Student/ Family Background
Agreements
Team
Data-based Action Plan
“Plan”
Implementation“Do”
Evaluation“Check”
GENERAL IMPLEMENTATION
PROCESS: “Getting Started”
Teaching Academics & Behaviors
DEFINESimply
MODEL
PRACTICEIn Setting
ADJUST forEfficiency
MONITOR &ACKNOWLEDGE
Continuously
Teaching Matrix
SETTING
All Settings
Hallways Playgrounds CafeteriaLibrary/
Computer Lab
Assembly Bus
Respect Ourselves
Be on task.Give your best effort.
Be prepared.
Walk. Have a plan.
Eat all your food.Select healthy foods.
Study, read,
compute.
Sit in one spot.
Watch for your stop.
Respect Others
Be kind.Hands/feet
to self.Help/share
with others.
Use normal voice
volume.Walk to
right.
Play safe.Include others.Share
equipment.
Practice good table manners
Whisper.Return books.
Listen/watch.Use
appropriate applause.
Use a quiet voice.
Stay in your seat.
Respect Property
Recycle.Clean up after self.
Pick up litter.
Maintain physical space.
Use equipment properly.
Put litter in garbage can.
Replace trays &
utensils.Clean up
eating area.
Push in chairs.Treat books
carefully.
Pick up.Treat chairs appropriately
.
Wipe your feet.Sit
appropriately.
Exp
ecta
tions
1. SOCIAL SKILL
2. NATURAL
CONTEXT
3. BEHAVIOR
EXAMPLES
Acknowledge & Recognize
Fixsen & Blase, 2009
Implementation Fidelity
SYST
EMS
PRACTICES
DATATraining
+Coaching
+Evaluation
Cultural/Context Considerations
Improve “Fit”Improve “Fit”
Start w/ effective,
efficient, & relevant, doable
Start w/ effective,
efficient, & relevant, doable
Prepare & support
implementation
Prepare & support
implementation
ImplementationFidelity
MaximumStudent
Outcomes
BASIC PBIS LOGIC
• Reduced major disciplinary infractions• Improvement in aggressive behavior, concentration, prosocial behavior, & emotional regulation• Improvements in academic achievement• Enhanced perception of organizational health &
safety• Reductions in teacher reported bullying behavior &
peer rejection• Improved school climate
I write to you today as a former Jackson Elementary school student who wishes to convey her fondest of gratitude toward a fantastic school. As I grow older and move from state to state, I never forget my roots and where my future began…. Though I had only attended Jackson for roughly four years during kindergarten, first, second, and third grade, I realize now that those years were just as important as any other and I am proud to say that I was once a Jaguar. Without further ado, I would like to state that nine years later I still remember your kindness, your positivity, and most of all the three R's: Respect yourself, Respect others, and Respect property.Those three lessons have stuck with me throughout the years, from age eight to seventeen, and have bettered me as a human being. In essence, I simply dropped by to express my thanks, and to reassure the staff of Jackson Elementary that their hard work does not go to waste, and that even the simplest of actions or words can spur on a revolution.Thank you very much for giving me the opportunity to live my life to its fullest.Sincerely,
High School
Student writing to her grade school
principal
Never stop doing what already works
Always look for the smallest change that will produce the largest effect
Avoid defining a large number of goals Do a small number of things well
Do not add something new without also defining what you will stop doing to make the addition possible.
Collect and use data for decision-making
Adapt any initiative to make it “fit” your school community, culture, context.
FamiliesStudentsFacultyFiscal-political structure
DiscussionDiscussion
How is your understanding of SWPBIS different than when you walked in the door today?