PBIS AT FAIRVIEW ELEMENTARY SCHOOL Positive Behavioral Interventions and Supports.
Positive Behavioral Interventions and Supports (PBIS )
description
Transcript of Positive Behavioral Interventions and Supports (PBIS )
![Page 1: Positive Behavioral Interventions and Supports (PBIS )](https://reader036.fdocuments.us/reader036/viewer/2022062410/5681655a550346895dd7db67/html5/thumbnails/1.jpg)
1
Positive Behavioral Interventions and Supports (PBIS)
January 2012Marlene Gross-AckeretJennifer Grenke
Building on Children’s & Families’ Strengths
![Page 2: Positive Behavioral Interventions and Supports (PBIS )](https://reader036.fdocuments.us/reader036/viewer/2022062410/5681655a550346895dd7db67/html5/thumbnails/2.jpg)
2
Who’s Here?
Parents?
Teachers?
Advocates?
Administrators?
Other?
![Page 3: Positive Behavioral Interventions and Supports (PBIS )](https://reader036.fdocuments.us/reader036/viewer/2022062410/5681655a550346895dd7db67/html5/thumbnails/3.jpg)
3
Advanced Organizer
• Challenges/Rationale for PBIS
• Overview of PBIS• Research Findings• Framework of support• What does PBIS look Like?
• Wisconsin PBIS Initiative
• Family/Parent Involvement in PBIS
![Page 4: Positive Behavioral Interventions and Supports (PBIS )](https://reader036.fdocuments.us/reader036/viewer/2022062410/5681655a550346895dd7db67/html5/thumbnails/4.jpg)
4
Challenges Facing Schools Today
• Doing more with less
• Educating increasing numbers of students with more diverse needs
• Educating students with challenging behaviors
• Creating “host environments” or systems that enable adoption & sustained use of effective practices
![Page 5: Positive Behavioral Interventions and Supports (PBIS )](https://reader036.fdocuments.us/reader036/viewer/2022062410/5681655a550346895dd7db67/html5/thumbnails/5.jpg)
5
Over-Reliance on Exclusion
• Exclusion & punishment are the most common responses to conduct disorders in schools.
(Lane & Murakami, 1987; Rose, 1988; Nieto, 1999; Sprick, Borgmeier, & Nolet, 2002)
• Exclusion & punishment are ineffective at producing long-term reduction in problem behavior.
(Costenbader & Markson, 1998)
• “When the horse is dead, it’s time to dismount.”
![Page 6: Positive Behavioral Interventions and Supports (PBIS )](https://reader036.fdocuments.us/reader036/viewer/2022062410/5681655a550346895dd7db67/html5/thumbnails/6.jpg)
6
Research Findings
Reviews of over 600 studies on how to reduce school discipline problems indicate that the least effective response to school violence are:
– Disconnected “fix the student” counseling– Psychotherapy– Punishment
(Gottfredson, 1997; Lipsey, 1991 & 1992; Tolan & Guerra, 1994; Elliott, Hamburg, Williams, 1998)
![Page 7: Positive Behavioral Interventions and Supports (PBIS )](https://reader036.fdocuments.us/reader036/viewer/2022062410/5681655a550346895dd7db67/html5/thumbnails/7.jpg)
7
Most Effective Trends in Discipline Practices
• Proactive school-wide discipline systems
• Social skills instruction
• Academic/curricular restructuring
• Behaviorally based interventions
• Early screening & identification of antisocial behavior patterns
(Biglan, 1995; Gottfredson, 1997; Colvin, et al., 1993; Lipsey, 1991, 1992; Mayer, 1995; Sugai & Horner, 1994; Tolan & Guerra, 1994; Walker, et al., 1995; Walker, et al., 1996)
![Page 8: Positive Behavioral Interventions and Supports (PBIS )](https://reader036.fdocuments.us/reader036/viewer/2022062410/5681655a550346895dd7db67/html5/thumbnails/8.jpg)
8
Basic Principles of PBIS
• Just as we teach students to read, write & compute, we also need to teach students how to behave.
• There is always a function to someone’s behavior, even if the person cannot tell you what that function is.
• Discipline alone is not enough. Appropriate replacement behavior must be taught to prevent re-occurrence of misbehavior.
![Page 9: Positive Behavioral Interventions and Supports (PBIS )](https://reader036.fdocuments.us/reader036/viewer/2022062410/5681655a550346895dd7db67/html5/thumbnails/9.jpg)
9
The Old Way….(hopefully)
• Referrals to Special Education may be seen as the “intervention” vs. actual changes in student’s learning environment
• FBA may be viewed as required “paperwork” vs. a needed part of designing an intervention
• Rely on interventions the system is familiar with vs. ones that are likely to produce an effect
• Focus one-student at a time (reactive approaches) vs. capacity (systems) within schools to support ALL students
![Page 10: Positive Behavioral Interventions and Supports (PBIS )](https://reader036.fdocuments.us/reader036/viewer/2022062410/5681655a550346895dd7db67/html5/thumbnails/10.jpg)
10
Special Education
General Education
Sea of Ineligibility
Without Problem Solving
![Page 11: Positive Behavioral Interventions and Supports (PBIS )](https://reader036.fdocuments.us/reader036/viewer/2022062410/5681655a550346895dd7db67/html5/thumbnails/11.jpg)
11
Bridging the Gap
General + Intensive Resources
General Resources
Intensity of Problem
Am
ount
of R
esou
rces
Nee
ded
to S
olve
Pro
blem
General + Supplemental Resources
![Page 12: Positive Behavioral Interventions and Supports (PBIS )](https://reader036.fdocuments.us/reader036/viewer/2022062410/5681655a550346895dd7db67/html5/thumbnails/12.jpg)
12
What is PBIS?
A broad range of proactive, systemic, and individualized strategies for achieving important social & learning outcomes in safe & effective environments while preventing problem behavior with all students. (Sugai, 2007)
![Page 13: Positive Behavioral Interventions and Supports (PBIS )](https://reader036.fdocuments.us/reader036/viewer/2022062410/5681655a550346895dd7db67/html5/thumbnails/13.jpg)
Tier 3/Tertiary Interventions 1-5%•Individual students•Assessment-based•High intensity
1-5% Tier 3/Tertiary Interventions• Individual students• Assessment-based• Intense, durable procedures
Tier 2/Secondary Interventions 5-15%•Some students •High efficiency•Rapid response•Small group interventions• Some individualizing
5-15% Tier 2/Secondary Interventions• Some students (at-risk)• High efficiency• Rapid response• Small group interventions• Some individualizing
Tier 1/Universal Interventions 80-90%•All students•Preventive, proactive
80-90% Tier 1/Universal Interventions• All settings, all students• Preventive, proactive
School-Wide Systems FOR Student Success:A Response to Intervention (RtI) Model
Academic Systems Behavioral Systems
Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm
13
![Page 14: Positive Behavioral Interventions and Supports (PBIS )](https://reader036.fdocuments.us/reader036/viewer/2022062410/5681655a550346895dd7db67/html5/thumbnails/14.jpg)
14
Emphasis on Prevention at Each Level
Universal Level• GOAL: To reduce new cases of problem behavior &/or
academic failureSecondary Level• GOAL: To reduce current cases of problem behavior
&/or academic failureTertiary/Wraparound Level• GOAL: To reduce complications, intensity, severity of
students with chronic problem behavior &/or academic failure
![Page 15: Positive Behavioral Interventions and Supports (PBIS )](https://reader036.fdocuments.us/reader036/viewer/2022062410/5681655a550346895dd7db67/html5/thumbnails/15.jpg)
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Tertiary Interventions• Few families• Family voice• High Intensity
Tertiary Interventions• Few families• Family voice• Intense, durable procedures
Secondary Interventions• Some families• High efficiency• Rapid response• Planned Interventions• Some Individualizing
Secondary Interventions• Some families • High efficiency• Rapid response• Planned Interventions• Some Individualizing
Universal Interventions• All families• Preventive, proactive
Universal Interventions• All families• Preventive, proactive
Designing School-Wide Systems for Student Success through Family Involvement
Academic Systems Behavioral Systems
15
![Page 16: Positive Behavioral Interventions and Supports (PBIS )](https://reader036.fdocuments.us/reader036/viewer/2022062410/5681655a550346895dd7db67/html5/thumbnails/16.jpg)
Tiered Model for Students:To meet standards.
=
Identify the needs ofthese students
16
To provide instruction& interventions
16
![Page 17: Positive Behavioral Interventions and Supports (PBIS )](https://reader036.fdocuments.us/reader036/viewer/2022062410/5681655a550346895dd7db67/html5/thumbnails/17.jpg)
Tiered Model for Families:To meaningfully
engage with parentsacross all Tiers
=
Identify the needs ofthese parents
17
To develop differentiated outreach
17
![Page 18: Positive Behavioral Interventions and Supports (PBIS )](https://reader036.fdocuments.us/reader036/viewer/2022062410/5681655a550346895dd7db67/html5/thumbnails/18.jpg)
18
PBIS Biggest Idea!Instead of working harder (inefficient), schools
have to establish systems & processes & use data & practices that enable them to work smarter (efficient, effective).• Establish a small number of priorities – Do less but
better.• Consolidate/integrate whenever possible – Only do it
once.• Specify what is wanted & how you’ll know when you
get there – Invest in a clear outcome & assess progress.
• Give priority to what works – Use research- & evidence-based practices & programs.
![Page 19: Positive Behavioral Interventions and Supports (PBIS )](https://reader036.fdocuments.us/reader036/viewer/2022062410/5681655a550346895dd7db67/html5/thumbnails/19.jpg)
19
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
OUTCOMES
Social Competence & Academic Achievement
![Page 20: Positive Behavioral Interventions and Supports (PBIS )](https://reader036.fdocuments.us/reader036/viewer/2022062410/5681655a550346895dd7db67/html5/thumbnails/20.jpg)
20
Data - How Decisions Are Made
Components of decision making with PBIS• Data collection
• T-chart• ODR form
• A problem-solving team• Data at every meeting
• Data use• Big 5 reports
• Communication with school community about data, patterns, & decisions• Newsletter• Website
![Page 21: Positive Behavioral Interventions and Supports (PBIS )](https://reader036.fdocuments.us/reader036/viewer/2022062410/5681655a550346895dd7db67/html5/thumbnails/21.jpg)
21
Systems - How Things are Done
• Procedures for classroom and non-classroom settings – lunchroom, bus, bathroom, assembly, transition/hallway
• Procedures for reinforcing expected behavior
• Procedures for responding to office discipline referrals (ODRs)
• Procedures for meeting the needs of ALL students
![Page 22: Positive Behavioral Interventions and Supports (PBIS )](https://reader036.fdocuments.us/reader036/viewer/2022062410/5681655a550346895dd7db67/html5/thumbnails/22.jpg)
22
![Page 23: Positive Behavioral Interventions and Supports (PBIS )](https://reader036.fdocuments.us/reader036/viewer/2022062410/5681655a550346895dd7db67/html5/thumbnails/23.jpg)
23
Practices - How adults Interact with Students
Every time any adult interacts with any student, it is an instructional moment!
PBIS emphasizes…• Teaching behaviors like we teach academics• Modeling & practicing expected behaviors• http://www.hasd.org/schools/ges/pbis.cfm
• Reinforcing expected behaviors• http://www.youtube.com/watch?v=fc8H_7D0Q1Y
• Pre-correcting to ensure positive behaviors are displayed
• Actively supervising to prevent problem behaviors
![Page 24: Positive Behavioral Interventions and Supports (PBIS )](https://reader036.fdocuments.us/reader036/viewer/2022062410/5681655a550346895dd7db67/html5/thumbnails/24.jpg)
24
What Does PBIS Look Like?• 3-5 Positively stated expectations are defined
and taught for all students in all settings• >80% of students can tell you what is expected
of them & give behavioral example because they have been taught, actively supervised, practiced, & acknowledged
• Positive adult-to-student interactions exceed negative
• Data- & team-based action planning & implementation are operating
• Administrators are active participants• Full continuum of behavior support is available
to all students
![Page 25: Positive Behavioral Interventions and Supports (PBIS )](https://reader036.fdocuments.us/reader036/viewer/2022062410/5681655a550346895dd7db67/html5/thumbnails/25.jpg)
25
Teaching MatrixSETTING
All Settings Hallways Playgrounds Cafeteria
Library/Compute
r LabAssembly 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.
![Page 26: Positive Behavioral Interventions and Supports (PBIS )](https://reader036.fdocuments.us/reader036/viewer/2022062410/5681655a550346895dd7db67/html5/thumbnails/26.jpg)
26
Behavior is Acknowledged and Recognized
![Page 27: Positive Behavioral Interventions and Supports (PBIS )](https://reader036.fdocuments.us/reader036/viewer/2022062410/5681655a550346895dd7db67/html5/thumbnails/27.jpg)
27
Consistency across staff/locations
http://schools.u-46.org/index.pl?id=27311
![Page 28: Positive Behavioral Interventions and Supports (PBIS )](https://reader036.fdocuments.us/reader036/viewer/2022062410/5681655a550346895dd7db67/html5/thumbnails/28.jpg)
Wisconsin PBIS Implementation
• 872 schools trained by January 2012
• 761 schools implementing• 380 schools implementing
with fidelity
![Page 29: Positive Behavioral Interventions and Supports (PBIS )](https://reader036.fdocuments.us/reader036/viewer/2022062410/5681655a550346895dd7db67/html5/thumbnails/29.jpg)
Wisconsin Data2010-11 Office Discipline Referral counts were received from 95 schools• 28 schools were implementing PBIS with fidelity by the end of the 2009-10 school
year• 67 schools were implementing PBIS but hadn’t yet reached fidelity by the end of
the 2009-10 school year
Fidelity Implementing, no Fidelity0
50
100
150
200
250
300
350
400
450
353
410
Number of Office Discipline Referrals in an Average School (180 days, 400 students)
14% Lower
![Page 30: Positive Behavioral Interventions and Supports (PBIS )](https://reader036.fdocuments.us/reader036/viewer/2022062410/5681655a550346895dd7db67/html5/thumbnails/30.jpg)
# of Days of Out of School Suspension
Fidelity Implementing, No Fidelity Trained, Not Implementing0
10
20
30
40
50
60
23
31
48
Days of OSS in an Average School (180 days, 400 students)
52% Lower
![Page 31: Positive Behavioral Interventions and Supports (PBIS )](https://reader036.fdocuments.us/reader036/viewer/2022062410/5681655a550346895dd7db67/html5/thumbnails/31.jpg)
Fidelity Implementing, No Fidelity Trained, Not Implementing0
2
4
6
8
10
12
14
16
910
14
Number of Students receiving OSS in an Average School (400 students)
# of Students receiving Out of School Suspension
36% Lower
![Page 32: Positive Behavioral Interventions and Supports (PBIS )](https://reader036.fdocuments.us/reader036/viewer/2022062410/5681655a550346895dd7db67/html5/thumbnails/32.jpg)
# of Infractions Resulting in Out of School Suspension
Fidelity Implementing, No Fidelity Trained, Not Implementing0
5
10
15
20
25
30
35
40
45
50
27
38
47
Number of Out of School Suspensions in an Average School (400 students)
43% Lower
![Page 33: Positive Behavioral Interventions and Supports (PBIS )](https://reader036.fdocuments.us/reader036/viewer/2022062410/5681655a550346895dd7db67/html5/thumbnails/33.jpg)
Sustaining Schools27 schools met fidelity by July 2010 and have sustained fidelity on all assessments since at least Spring of 2010.
• 18 of them are Elementary Schools
• 4 Middle Schools
• 4 are Multi-Level Schools (K8/K12)
• 1 is an Alternative School
• Represent 12 school districts
![Page 34: Positive Behavioral Interventions and Supports (PBIS )](https://reader036.fdocuments.us/reader036/viewer/2022062410/5681655a550346895dd7db67/html5/thumbnails/34.jpg)
Academic Outcomes – Reading Proficiency
2008-09 2009-10 2010-110%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
73.45% 73.18%76.27%
Reading Proficiency
% o
f Stu
dent
s Pro
fienc
t and
Adv
ance
d
![Page 35: Positive Behavioral Interventions and Supports (PBIS )](https://reader036.fdocuments.us/reader036/viewer/2022062410/5681655a550346895dd7db67/html5/thumbnails/35.jpg)
Academic Outcomes – Reading Proficiency
2008-09 2009-10 2010-110.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
85.50% 84.70% 85.80%
58.30% 58.80%64.30%
Reading Proficiency
Higher PerformingLower Performing
% o
f Stu
dent
s Pro
ficie
nt a
nd A
dvan
ced
![Page 36: Positive Behavioral Interventions and Supports (PBIS )](https://reader036.fdocuments.us/reader036/viewer/2022062410/5681655a550346895dd7db67/html5/thumbnails/36.jpg)
Academic Outcomes – Math Proficiency
2008-09 2009-10 2010-110%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
69.97% 72.45% 71.26%
Math Proficiency
% o
f Stu
dent
s Pro
fienc
t and
Adv
ance
d
![Page 37: Positive Behavioral Interventions and Supports (PBIS )](https://reader036.fdocuments.us/reader036/viewer/2022062410/5681655a550346895dd7db67/html5/thumbnails/37.jpg)
2008-09 2009-10 2010-110.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%84.56% 84.47% 83.14%
51.74%57.43% 56.42%
Math Proficiency
Higher PerformingLower Performing
% o
f Stu
dent
s Pro
ficie
nt a
nd A
dvan
ced
Academic Outcomes – Math Proficiency
![Page 38: Positive Behavioral Interventions and Supports (PBIS )](https://reader036.fdocuments.us/reader036/viewer/2022062410/5681655a550346895dd7db67/html5/thumbnails/38.jpg)
SCHOOL-WIDE1.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-wide2.Maximum structure & predictability in routines &
environment3.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
http://www.mjsd.k12.wi.us/clo/PBISatHomeKit.asp
38
![Page 39: Positive Behavioral Interventions and Supports (PBIS )](https://reader036.fdocuments.us/reader036/viewer/2022062410/5681655a550346895dd7db67/html5/thumbnails/39.jpg)
Call for Family Involvement
Positive behavior support has been defined as a collaborative endeavor that includes all relevant stakeholders, including especially families.
(Hieneman, Childs & Sergay, 2006; Koegel, Koegel, & Dunlap, 1996; Lucyshn, Dunlap, & Albin, 2002)
“Facilitates the inclusion of and respect for the values and priorities of families and all team members.” APBS Standards of Practice
Leadership Team –range of stakeholders (special education, regular education, families, mental health, administration). School-wide PBS Implementer’s Blueprint
39
![Page 40: Positive Behavioral Interventions and Supports (PBIS )](https://reader036.fdocuments.us/reader036/viewer/2022062410/5681655a550346895dd7db67/html5/thumbnails/40.jpg)
Family Involvement has been associated with…
• Higher grades, test scores, graduation rates• Better school attendance• Increased motivation, self-esteem• Lower rates of suspension• Decreased use of drugs and alcohol• Fewer instances of violent behavior
Henderson & Mapp (2002) – A New Generation of Evidence
40
![Page 41: Positive Behavioral Interventions and Supports (PBIS )](https://reader036.fdocuments.us/reader036/viewer/2022062410/5681655a550346895dd7db67/html5/thumbnails/41.jpg)
• Many problems at school reflect broader community issues
• Engaging the community will improve the effectiveness and outcomes of PBIS
• Students who need more intensive levels of support are often supported by systems other than the educational system
Assumptions
41
![Page 42: Positive Behavioral Interventions and Supports (PBIS )](https://reader036.fdocuments.us/reader036/viewer/2022062410/5681655a550346895dd7db67/html5/thumbnails/42.jpg)
42
Family Teaching Matrix
Family Teaching Matrix
SETTING
At Home Morning Routine
Homework Meal Times
In Car Play Bedtime
Expectations
Respect Ourselves
Respect Others
Respect Property
Stolen from OSEP National Technical Assistance Center
![Page 43: Positive Behavioral Interventions and Supports (PBIS )](https://reader036.fdocuments.us/reader036/viewer/2022062410/5681655a550346895dd7db67/html5/thumbnails/43.jpg)
43
Contact Information:
Marlene [email protected]
608.697.8826
Jennifer [email protected]
920.855.2114 x 245