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Community-Wide Positive Behavior Interventions and

Supports (PBIS)

Building connections outside of the school

Michelle Smith, M.Ed.

Who is here?

Community Wide PBIS… Where are you?

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Today we will explore…

• The essential components of Positive

Behavior Interventions and Supports (PBIS) in

community wide practice.

• Examples of community wide collaboration

efforts.

• Next steps to support community wide PBIS

implementation in your program.

What is your definition of PBIS?

1. What does PBIS stand for?

2. How is it used?

3. Why is it important?

4. What are the current conditions

within your program?

Why PBIS?

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Gilliam, W. (May 4, 2005), Prekindergarteners Left Behind: Expulsion Rates in State Prekindergarten Systems,

Yale University Child Study Center.

Preschool & Expulsion

This group … More than this group … By this

amount

Preschool children K – 12 students 3 times

Boys Girls 4.5 times

African-American children

Caucasian or Latino children

2 times

African-Americanchildren

Asian-American children

5 times

Preventexpulsion.org

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Why PBIS? Research on PBIS

Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115

Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473.

Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Posit ive Behavior Interventions, 12, 133-148.

Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26.

Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145.

Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14.Ross, S. W., Endrulat, N. R., & Horner, R. H. (2012). Adult outcomes of school-wide positive behavior support.

Journal of Positive Behavioral Interventions. 14(2) 118-128.Waasdorp, T., Bradshaw, C., & Leaf , P., (2012) The Impact of Schoolwide Positive Behavioral Interventions and

Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial. Archive of Pediatric Adolescent Medicine. 2012;166(2):149-156

What does the research say?

DEC Division for Early Childhood

CASEL Collaborative for Academic, Social and

Emotional Learning

NCPMI National Center for Pyramid Innovations

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What is PBIS?

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PBIS is about Adult Behavior

Adults create the environments that

help students

succeed.(Tim Lewis March, 2013)

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PBIS in early childhood settings

a tiered framework of prevention strategies and evidenced-based

interventions for promoting the social, emotional, and behavioral

development of ALL young children. http://www.pyramidmodel.org

PBIS supports the success of ALL students.

Creative Curriculum

Strong Start

Curriculum

Early

Childhood

Mental Health

Flip It!

Social

Stories

Every

Moment

CountsDe-escalation Training

(CPI, BESST, etc.)

Leader in Me CSEFEL

Conscious

Discipline

PBIS

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Early Childhood Framework for PBIS

Universal

High Quality Supportive

Environments

Positive Relationships with

Children, Families and Colleagues

Targeted Social

Emotional Supports

Intensive

Interventions

All

Children

Children

At risk

Children with

persistent

challenges

Tier 2

Tier 1

Tier 3

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Program-Wide Implementation of PBIS

Leadership Team

Nurturing, responsive and caring relationships

Safe, organized and

predictable environments

Clear program-wide expectations

Behavior expectations

taught across all settings

System to encourage and acknowledge expected

behavior

Consistent procedures to respond to challenging

behavior

Data-based decision-making system

Culturally responsive practices

Relationships

• Adult to Child Relationships

• Adult to Adult Relationships

• School to Family Relationships

• Developing a Sense of Community

Expectations

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Teaching Day 1 1. Brainstorm what “being safe” means. Make a list of ideas.

(Save for reference and later use)

2. Share the Be Safe visual and hand gesture.

3. Watch PBIS hand gestures video as a class. As you teach

routines and procedures through the day, show the relevant

PBIS videos before going to that area. For example, show the

lunch line video before lunch, the bus videos before dismissal,

etc.

Day 2 1. Review the Be Safe visual and hand gesture.

2. Discuss Be Safe in the classroom.

3. Read No David by David Shannon

4. Use class mascot to roleplay good examples of being safe and

non-examples.

5. Watch classroom Greenwood PBIS video.

Day 3 1. Review the Be Safe visual and hand gesture.

2. Discuss Be Safe in the hallway and bathroom.

3. Watch the PBIS bathroom and hallway videos

Day 4 1. Review the Be Safe visual and hand gesture.

2. Discuss Be Safe in the cafeteria and playground.

3. Watch both both PBIS cafeteria and both playground videos.

Day 5 1. Review ways to Be Safe2. Make Be Safe class book. (Save for reference and later use)

Acknowledgment

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• Is there early childhood representation on district or building leadership teams?

• Do you have district wide expectations?

• Are expectations taught and acknowledged consistently from PreK-3rd?

• Do children transition from preschool to elementary with consistent expectations?

• How are you partnering with families and community partners?

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What is Community-Wide PBIS?

PBIS in early childhood settings

a tiered framework of prevention strategies and evidenced-based

interventions for promoting the social, emotional, and behavioral

development of ALL young children. http://www.pyramidmodel.org

PBIS supports the success of ALL students.

Community Wide PBIS extendsthis model to the Early Childhood Community.

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Community-Wide PBIS focuses on preserving PBIS adoption throughout programs and communities while building systems and policies to assure ongoing sustainability

Community Partnerships

• Building a strong

social emotional

foundation is an

investment in our

community

• Provides a sense of

security and

predictability in

and out of the

school setting

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is powerful

Community‐Wide PBIS Considerations

1. Applying what is learned from school wide PBIS to a community‐wide level of adoption

2. What are the Early Childhood programs in your community?

3. What is the current level of implementation of PBIS in the Early Childhood programs in your community?

4. Think about your readiness for adopting components of PBIS.

5. Think about the readiness of your community.

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Where do you start?

Families & School Staff

Where do you go in the community?

What ages do you support? What schools do children attend?

Community Partners

answergarden.ch/1031050

Community Wide Implementation of PBIS

Leadership Team

Implementation

Family Involvement

Evaluation

What does it

look like?

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Checklist: Leadership Team

• Community Coordinator

• Survey Families, Staff &

Community

• Awareness Presentation

• Handbook/Document

PBIS Components

• Participation in PBIS

Leadership Meetings?

Implementation• Share visuals and

resources

• Professional

Development

• Support

• Action Plan

• Universal Strategy

Inventory This Photo by Unknown Author is licensed under CC BY-SA-NC

Universal Strategies:Remember what you should see!

• Nurturing and Responsive Relationships

• High-Quality Supportive Environments

• Expectations

• Teaching

• Acknowledgement

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Family Involvement

• Communication

• Collaboration

• Educational Opportunities

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Fa

mili

es

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440

Evaluation: Community Wide

• Stakeholders

• Dissemination Strategies

• Updates

• Data

This Photo by Unknown Author is licensed under CC BY-NC-ND

Where has this work begun in Summit County?

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What is happening in our neighboring counties?

What is happening nationally?

Tools, Resources, & Handouts

https://tinyurl.com/y36uwzgs

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Michelle Smith

Early Learning Consultant

michelles@sst8.org

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We

b R

eso

urc

esFlorida’s Positive Behavior

Support Project

http://flpbs.fmhi.usf.edu

National Technical Assistance Center on

Positive Behavioral Interventions and Supports

www.pbis.org

http://tinyurl.com/OhioPBIS

www.pyramidmodel.org www.education.ohio.gov

https://www.pbisapps.org

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sst8.org

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https://challengingbehavior.cbcs.usf.edu/index.html