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The Center for Community Engagement at Arkansas State University

Positive Behavioral Interventions & Supports: Introduction/Overview

Tier I Module 1 Handbook

Revised Edition 12/5/18

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This PBIS Tier I Handbook was created to accompany the online video module RTI

Arkansas: Preparing for PBIS (IAC17034) (available at

http://ideaslms.aetn.org/mod/url/view.php?id=14891 – you will need an account

to login) or the online video module titled Introduction/Overview (located on A-

state PBIS website at http://cce.astate.edu/pbis/getting-started/). These online

modules are best supported when used in conjunction with live PBIS Tier I training

workshops. This handbook will guide teams as they work through the

implementation process.

Much of the material for this handbook is taken or copied directly

from, or adapted from the resources and work of

Michigan's Integrated Behavior and Learning Support Initiative

(https://miblsi.org/)

Missouri Schoolwide Positive Behavior Support (http://pbismissouri.org/)

OSEP Technical Assistance Center for PBIS (www.pbis.org)

Individual Schools, School Districts, or States, as referenced throughout

the Handbook

Note: “LINK:” Denotes an item/document/template that is conveniently

hyperlinked to a page on either the A-State PBIS website

(http://cce.astate.edu/pbis), or another website.

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Table of Contents

Positive Behavioral Interventions and Supports Introduction/Overview

Tier I Module 1 Handbook

Introduction/Overview

Content Page(s)

What is PBIS? 4

Why implement PBIS? 5

Stages of implementation 6

PBIS and academics 7-8

Complex Change Form 9

Survey examples 10-12

Discussion questions 13

Resources 14

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What is Positive Behavioral Interventions & Supports (PBIS)? PBIS is a framework or approach for assisting school personnel in adopting and organizing

evidence-based behavioral interventions into an integrated continuum that enhances academic

and social behavior outcomes for all students.

PBIS IS NOT a packaged curriculum, scripted intervention, or manualized strategy.

PBIS IS a prevention-oriented way for school personnel to (a) organize evidence-based

practices, (b) improve their implementation of those practices, and (c) maximize academic and

social behavior outcomes for students.

PBIS emphasizes the establishment of organizational supports or systems that give school

personnel capacity to use effective interventions accurately and successfully at the school,

district, and state levels through (a) team-based leadership, (b) data-based decision-making, (c)

continuous monitoring of student behavior, (d) regular universal screening, and (e) effective on-

going professional development.

- http://www.pbis.org/school/swpbis-for-beginners/pbis-faqs

PBIS School Impact

Patrick Henry Middle School Woodhaven-Brownstown

“The impact of implementing PBIS on behaviors and the general tone at our middle

school has been significant. Our school principal and I went from dealing with an

average of 10.3 behavioral infractions resulting in a suspension per day during the

2005-2006 school year down to an average of 3.8 per day this year. This significant

decrease in behavioral infractions has allowed us the opportunity to visit every

classroom this year. In addition to functioning as instructional leaders, we are also

given the opportunity to interact and connect with students in a manner that was not

possible two years ago.

I would not want to go back to a building that does not have the components of

Positive Behavior Support as a foundation for teaching, encouraging, and rewarding

expected behaviors. What a difference the PBIS program has made at Patrick Henry

Middle School!”

Tim Podlewski Assistant Principal Patrick Henry Middle School Woodhaven-

Brownstown Public Schools

Taken from Michigan’s Integrated Behavior and Learning Support Initiative: https://miblsi.org/training-materials/ppsc/training-sequence#schools

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PBIS is more than just adding interventions.

It is a change in philosophy.

PBIS is a proactive and positive approach to discipline rather than punitive discipline.

Why implement PBIS? What you can gain:

Clear, commonly understood behavioral expectations Clear, consistent ways of addressing both appropriate and

inappropriate behavior Behavior education and supports for all students, appropriate to

their needs Collaborative, on-going, data-driven problem solving More time for teaching A more positive environment Better grades and test scores

PBIS is the tool – the framework – that will guide you through the process of creating the

environment that you want to achieve!

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Stages of Implementation

Work to do

it right!

Should we

do it?

Work to do

it better!

Do we need to improve school climate?

Establish team, create behavior expectations, lesson plans, and acknowledgement systems, set up data collection system…

Kick-off assembly, teach lessons, monitor behavior

Adapted from: Michigan Department of Education

Taken from Michigan’s Integrated Behavior and Learning Support Initiative: https://miblsi.org/training-materials/ppsc/training-sequence#schools

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PBIS is a Prevention Framework

The Response to Intervention (RTI) Model – for academics AND

behavior:

➢ Tier 1: Core instruction (general education) for ALL students.

➢ Tier II: Targeted supports for students with non-serious repetitive

behaviors.

➢ Tier III: Individualized supports for students engaging in dangerous or

threatening behaviors.

Taken from Arkansas RTI: http://www.arkansased.gov/divisions/learning-services/curriculum-and-instruction/rti

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Behavior and Academics are Related

“If a child doesn’t know how to read, we teach.”

“If a child doesn’t know how to swim, we teach.”

“If a child doesn’t know how to multiply, we teach.”

“If a child doesn’t know how to drive, we teach.”

“If a child doesn’t know how to behave, we… …teach? …punish?”

“Why can’t we finish the last sentence as automatically as we do the others?”

(John Herner)

Behavior needs to be taught, just like academics:

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LINK: Complex Change Form

Using the worksheet below, begin generating some initial ideas and thoughts

around the questions in each box regarding your work with PBIS.

Component Initial Ideas & Thoughts Vision Where are we going?

Skills What do we need to learn?

Incentives Why are we doing this?

Resources What are we going to need to get there?

Action Plans What are the steps for getting there?

Adapted from Michigan’s Integrated Behavior and Learning Support Initiative: https://miblsi.org/training-materials/ppsc/training-sequence#schools

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LINK: Staff Survey Example

We want to know whether you would like to see changes in your school to increase positive behavior and school climate. Circle one response per question. Do not write your name on the survey. 1. My job is best described as

a. Certified – classroom instruction b. Certified – non-classroom/support staff c. Classified – in the classroom d. Classified – non-classroom/support staff e. Administration

2. When do the majority of behavior problems occur? a. Before school b. Recess/passing period c. During class time

d. Lunch e. After school

3. The behavior I spend most of my time correcting is a. Defiance/disrespect b. Inappropriate language c. Bullying

d. Property damage/misuse e. Fighting

4. I systematically award appropriate student behaviora. On a daily basis b. Weekly

c. Monthly d. Annually

5. I believe school expectations should be taught and practiced a. First day of school b. First week of school c. Twice a year

d. After breaks e. On a regular basis

6. I feel supported by administration’s management of discipline problems. a. Strongly disagree b. Disagree

c. Agree d. Strongly agree

7. Consequences are consistently applied across all areas of campus. a. Strongly disagree b. Disagree

c. Agree d. Strongly agree

8. I would like to learn new ways to work with all students.a. Strongly disagree b. Disagree

c. Agree d. Strongly agree

9. I am committed to supporting the implementation of school-wide reform to improve student behavior and increase school climate.

a. Strongly disagree b. Disagree

c. Agree d. Strongly agree

10. Please use the reverse side of this form to indicate any discipline or behavior concerns you would like the PBIS team to address.

*Adapted from San Bernardino City Unified School District (SBCUSD); PBS Initiative

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LINK: School Snapshot Survey on

Student Behavior

Circle One

Students in this school are well-behaved. No Yes

Students in this school respect the teachers. No Yes

How the school is dealing with student behavior is working well. No Yes

The school needs some new ways of dealing with student behavior.

No Yes

Teachers need to be more consistent in dealing with student behavior.

No Yes

The school needs to be more consistent in dealing with problem behaviors.

No Yes

Some days I sometimes get frustrated enough with student behavior that I wish I didn’t have to go to work.

No Yes

I would like our school to have a more positive school climate. No Yes

Children come to our school without a clear understanding of how to be respectful and responsible.

No Yes

I would like our school to have a way to manage behavior. No Yes

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Staff Survey Example – Sodus Middle School; Sodus, NY

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DISCUSSION QUESTIONS

1. How will you obtain staff buy-in?

2. How will you introduce PBIS to staff?

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RESOURCES

PBIS Compendium – School Examples:

https://pbiscompendium.ssd.k12.mo.us/universal-examples

PBIS Technical Assistance Center – SWPBIS for Beginners:

http://www.pbis.org/school/swpbis-for-beginners

Missouri PBIS Website – Common Philosophy: http://pbismissouri.org/tier-1-

workbook-resources/

Maryland PBIS website – school examples:

http://www.pbismaryland.org/schoolexamples.htm

Videos

Every Opportunity: https://www.youtube.com/watch?v=VxyxywShewI&t=10s

Creating the Culture of Positive Behavior Supports:

https://www.youtube.com/watch?v=Vc-Tjqm20cU#action=share

Mona Shores High School example:

https://www.youtube.com/watch?v=0vPpo9Zg2BA&t=31s