School-Wide Positive Behavioral

Interventions & Supports (PBIS)

SUSTAINING MOMENTUM Horner & Sugai

OSEP Center on PBISUniversities of Oregon & Connecticut

Presented by: Milt McKenna

Set Up/My Goal Today

• Provide “NEW” Ideas• Create Energy for “OLD”

Ideas• Provide Useful Info• Reinforce Current Situation

Coordination/ Collaboration

1999 - 2013

PBIS

MSDE Sheppard Pratt Johns Hopkins University Local School Systems

19,054 Schools 19,054 Schools AdoptingAdoptingSchool-wide PBISSchool-wide PBISFebruary 2013February 2013

A Main Message

Good Teaching Behavior Management

STUDENT ACHIEVEMENT

Increasing District & State Competency and Capacity

Investing in Outcomes, Data, Practices, and Systems

SWPBS (aka PBIS/RtI) isFramework

In The Beginning

• PBIS WAS NEW !!– SNI

• We/You did whatever it took to keep it going (fresh)

• A person with a PASSION• Lot‘s of Excitement• Enthusiasm• New Ideas

As time wore on . . . .

• Less enthusiasm• Same old stuff• Burn out• No delegation• Overworked• Overwhelmed• Etc…..Etc…Etc…

What Happened?

How do we Get it back?

? ????

??

?

?Where did “IT” Go?

? ? ?

Challenge #1

Maslow's Hierarchy of Needs

Challenge # 2

Challenge # 3

Challenge # 4

Competing, Inter-related National Goals

• Improve literacy, math, geography, science, etc.• Make schools safe, caring, & focused on teaching

& learning• Improve student character & citizenship• Eliminate bullying• Prevent drug use• Prepare for postsecondary education• Provide a free & appropriate education for all• Prepare viable workforce• Affect rates of high risk, antisocial behavior • Leave no child behind• Etc….

Challenge # 5 + +

T H E DO NOTs

Sit Back - Relax

Benchmarks of Quality (BOQ)

Relating what we do to the “Critical Features” of School Wide

PBIS PBIS Team Faculty/Staff Commitment Expectations and Rules Developed Lesson Plans for Teaching expectations/rules Reward/Recognition Program Established Effective Procedures for Dealing with Discipline Data Entry and Analysis Plan Established Classroom Systems Evaluation Implementation Plan

Functions

Data

Reinforcers/Recognition

Funding

Functions

Data

Reinforcers/Recognition

Funding

FUNCTIONS

Initiative, Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID

Sample Teaming Matrix

PBIS Team, BOQ items 1, 2, & 3

Initiative, Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID

Attendance Committee

Increase attendance

Increase % of students attending daily

All students Eric, Ellen, Marlee

Goal #2

School Climate Committee

Improve Climate Improve Climate All students Marlee, J.S., Ellen, Eric

Goal #3

Safety Committee Improve safety Predictable response to threat/crisis

Dangerous students

Has not met Goal #3

School Spirit Committee

Enhance school spirit

Improve morale All students Has not met

Discipline Committee

Improve behavior Decrease office referrals Bullies, antisocial students, repeat offenders

Ellen, Eric, Marlee, Otis

Goal #3

S&DFS Committee Prevent drug use High/at-risk drug users

Don

PBIS Work Group Implement 3-tier model

Decrease office referrals, increase attendance, enhance academic engagement, improve grades

All students Eric, Ellen, Marlee, Otis, Emma

Goal #2Goal #3

Are outcomes measurable?

1.Eliminate initiatives that do NOT have a defined purpose and measurable outcome.

2. Combine initiatives that have the same measurable outcome and/or same target group

3. Combine initiatives that have 75% of the same staff

4. Eliminate initiatives that are not tied to School Improvement Goals.

Team Led Process - Sample Teaming Matrix

REORGANIZATION of PBIS Duties

Behavior Family Involvemen

t

Awards and Incentives

Instruction

Wellness ???

REORGANIZATION of PBIS Duties

Behavior Family Involvemen

t

Awards and Incentives

Instruction

Wellness ???

Go for the Green program

Code of Conduct Matrix

Hallway Code of Conduct

Peer Mediation

Safety patrol

New Student Orientation

REORGANIZATION of PBIS Duties

Behavior Family Involvemen

t

Awards and Incentives

Instruction

Wellness ???

Go for the Green program

Parent PBIS Survey

Code of Conduct Matrix

Home Matrix

Hallway Code of Conduct

Good News Ambassadors

Peer Mediation Parent orientation

Safety patrol

New Student Orientation

REORGANIZATION of PBIS Duties

Behavior Family Involvemen

t

Awards and Incentives

Instruction

Wellness ???

Go for the Green program

Parent PBIS Survey

Golden Egg Shopping cart

Code of Conduct Matrix

Home Matrix Weekly Golden Egg Awards

Hallway Code of Conduct

Good News Ambassadors

Quarterly Golden Egg Awards

Peer Mediation Parent orientation

Teacher Incentives

Safety patrol

New Student Orientation

REORGANIZATION of PBIS Duties

Behavior Family Involvemen

t

Awards and Incentives

Instruction

Wellness ???

Go for the Green program

Parent PBIS Survey

Golden Egg Shopping cart

Code of Conduct Lessons

Code of Conduct Matrix

Home Matrix Weekly Golden Egg Awards

Professional Development

Hallway Code of Conduct

Good News Ambassadors

Quarterly Golden Egg Awards

Peer Mediation Parent orientation Teacher Incentives

Safety patrol

New Student Orientation

Functions

Data

Reinforcers/Recognition

Funding

Critical Feature # 7Data Entry and Analysis Plan

Established

BOQ Items 13 - 16

What Do You Do With Data ?

• Make Informed Decisions• Look At Trends• Use Data To Inform

DECISION MAKING• Is there a problem?• What areas/systems are involved?• Are there many students or a few involved?• What kinds of problem behaviors are

occurring?• When are these behaviors most likely?• What is the most effective use of our

resources to address this problem?

What does a reduction of 850 office referrals and 25 suspensions mean?

Kennedy Middle School

Savings in Administrative time

ODR = 15 min Suspension = 45 min

13,875 minutes231 hours

29, 8-hour days

Savings in Student Instructional time

ODR = 45 min Suspension = 216 min

43,650 minutes728 hours

121 6-hour school days

Total Office Discipline Referrals (ODR) per Month

LOOKS LIKE OCTOBER WAS A BUSY MONTH

Avg. # ODR/Day/MonthConsider # of SCHOOL DAYS in the month.

0

5

10

15

20

Ave

Ref

erra

ls p

er D

ay

Sept Oct Nov Dec Jan Feb Mar Apr May Jun

School Months

Office Referrals per Day per MonthLast Year and This Year

0

500

1000

1500

2000

2500

3000

94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06

Tota

l ODR

s

Academic Years

FRMS Total Office Discipline ReferralsSUSTAINED IMPACT

Pre

Post

Use the Data to Maintain Support

• Share visuals with

staff monthly

• What’s working??

• What needs more

focus?

• Emphasize staff

involvement !

Academic AND Behavioral Data

IF...

FOCUS ON...

More than 40% of students receive one or more office

referrals More than 2.5 office referrals per student

School Wide System

More than 35% of office referrals come from non-classroom settings

More than 15% of students referred from non-classroom settings

Non-Classroom System

More than 60% of office referrals come from the classroom

50% or more of office referrals come from less than 10% of classrooms

Classroom Systems

More than 10-15 students receive 5 or more office referrals

Targeted Group Interventions / Classroom Systems

Less than 10 students with 10 or more office referrals Less than 10 students continue rate of referrals after

receiving targeted group settings Small number of students destabilizing overall

functioning of school

Individual Student Systems

+ If many students are making same mistake, consider changing systems ...not students

+ START by teaching, monitoring & rewarding…before increasing PUNISHMENT

IF...

FOCUS ON...

More than 40% of students receive one or more office

referrals More than 2.5 office referrals per student

School Wide System

More than 35% of office referrals come from non-classroom settings

More than 15% of students referred from non-classroom settings

Non-Classroom System

More than 60% of office referrals come from the classroom

50% or more of office referrals come from less than 10% of classrooms

Classroom Systems

More than 10-15 students receive 5 or more office referrals

Targeted Group Interventions / Classroom Systems

Less than 10 students with 10 or more office referrals Less than 10 students continue rate of referrals after

receiving targeted group settings Small number of students destabilizing overall

functioning of school

Individual Student Systems

IF...

FOCUS ON...

More than 40% of students receive one or more office

referrals More than 2.5 office referrals per student

School Wide System

More than 35% of office referrals come from non-classroom settings

More than 15% of students referred from non-classroom settings

Non-Classroom System

More than 60% of office referrals come from the classroom

50% or more of office referrals come from less than 10% of classrooms

Classroom Systems

More than 10-15 students receive 5 or more office referrals

Targeted Group Interventions / Classroom Systems

Less than 10 students with 10 or more office referrals

Less than 10 students continue rate of referrals after receiving targeted group settings

Small number of students destabilizing overall functioning of school

Individual Student Systems

Tier 3

Tier 2

Tier 1

Triangle Triangle Activity:Activity:Applying the Applying the Three-Tiered Three-Tiered Logic to Logic to Your SchoolYour School

And Families

BOQ # 41

School counseling services Second Step FBAs/BIPs School health services Social skills, bully proofing, and/or anger management groups

Student Intervention Plans

UNIVERSAL

TARGETED

INTENSIVE

School wide PBIS

Check-in/Check-out Section 504 Plans and/or IEPs

Health Education Voluntary State Curriculum Behavioral contracting

Alternative programs

Character Education

Responsive counseling School mental health services Bullying Prevention

Expanded School Mental Health Initiatives and Interagency Partnerships

Lead

ersh

ip T

eam

Stud

ent S

ervi

ces

Team

Family

ESMH

Wrap Team

Classroom

SWPBISSubsystems

Non-classroom Family

Student

School-wide

Functions

Data

Reinforcers/Recognition

Funding

Critical Feature # 5Reward/Recognition Program Established

BOQ Items 22-28

School-wide “quick” Reinforcers/Acknowledgement

s

Rewards that are quickly presented in the presence of the behavior

Acknowledging SW Expectations:REINFORCERS “RATIONALE”

• Humans require regular & frequent feedback on their actions

• Humans experience frequent feedback from others, self, & environment

• W/o formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors

How Do you “Redeem” Reinforcers?• Daily/Weekly/Monthly Drawings• Group Rewards• Purchase (Token Economy):

– School Store items– Prize Cart– Privileges

• Time on computers Bus Announcements• Lunch with … Answer Phone• Dances/Parties Computer time• Homework Pass• Dress Down Day (Faculty also)

Surveys can be used to determine universal rewards or can be used with individual

students.

How can you determine appropriate incentives for students?

Ask the students

SurveyPut a check beside at least eight items/activities you would like to earn in class. (You can read the list to non-readers and help them mark their selections.)

___ 1. Blow bubbles___11. Use tape recorder___ 2. Ice cream ___12. Coloring/drawing___ 3. Puzzles ___13.Play game with friend___ 4. Stickers ___14. Puzzles___ 5. Write on chalkboard___15. McDonald’s coupon___ 6. Extra recess ___16.Write on chalkboard___ 7. Carry messages ___17. Computer time___ 8. Time with grown-up ___18. ________________ 9. Popcorn ___19. ________________10. Video games ___20. _____________

SurveyIf you could earn a special reward, what would it be? List 5 items you would like to earn. (You can name “things” or “activities.”)

1.________________________________________________________

2.________________________________________________________

3.________________________________________________________

4.________________________________________________________

5.________________________________________________________

Samples• High Fives• Gotchas• Traveling Passport• Super Sub Slips, Bus

Bucks• Back/front of bus• Free homework coupon• Discount school store,

grab bag• Early dismissal/Late

arrival• First/last in Line• Video store coupon, free

fries• BUG=Bringing up Grades

• Extra dessert • Class event• G.O.O.S.E• 1-Free Period• Massage• File stuffer• Coffee Coupon• Golden Plunger• Give Em’ a Hand• Kudos• Positive Office Referrals• BASS=Behavior + Academics =

Student Success

What really mattersIs the POSITIVE social

acknowledgement & interaction!!

Consistent PRACTICES

and SYSTEMS

in the cafeteria

Consistent PRACTICES and SYSTEMS in the bathroom

Standing in line in the restroom Washing hands appropriately

So, with all of this going on, how do we maintain energy,

dedication, forward movement for PBIS?

ASSESS:Where you Are

Where You have been

Where you want to go

CELEBRATE• SUCCESS

–ODR’s–SUSPENSIONS–POSITIVES–FAMILY INVOLVEMENT

Reviewing Strive for Five• Be respectful.• Be safe.• Work peacefully.• Strive for excellence.• Follow directions.

BOQ Item # 33

Theme of The Month• October = Respectful• November = Responsible• December = Ready• Etc. Etc.

PBIS Matrix for Home

• .

I am respectful Listen to my parentsBe truthful to my parentsPlay cooperativelySpeak nicely to others

I am responsible Put away my toys, bike, and equipmentHelp with jobs at homeFollow my parents’ directionsShare Thursday folder with parents

I am safe Play safely with othersStay in designated areasStay away from strangersWear bike helmet and equipment

I am prepared Finish homework and share with parentPack backpack at night for school the next dayGo to bed on timeGet up and get ready for school when called

BOQ # 41

Family Teaching

Matrix

SETTING

At home Morning Routine Homework Meal

Times In Car Play Bedtime

Respect Ourselves

Respect Others

Respect Property

Exp

ecta

tions

1. SOCIAL SKILL

2. NATURAL

CONTEXT

3. BEHAVIOR

EXAMPLES

64

“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?”

(Herner, 1998)

Critical Feature # 4Lesson Plans for Teaching expectations/rules

BOQ #29 - 34

“GOLDEN PLUNGER”• Involve custodian• Procedure

– Custodian selects one classroom/ hallway each week that is clean & orderly

– Sticks gold-painted plunger with banner on wall

“1 FREE PERIOD”• Contributing to a safe,

caring, effective school environment

• Procedures– Given by Principal– Principal takes over class for one hour– Used at any time

“G.O.O.S.E.”• “Get Out Of School Early”

– Or “arrive late”• Procedures

– Kids/staff nominate – Kids/staff reward, then pick

“DINGER”• Reminding staff to have

positive interaction• Procedures

– Ring timer on regular, intermittent schedule

– Engage in quick positive interaction

Functions

Data

Reinforcers/Recognition

Funding

FUNDING

• PTA• ADMINISTRATOR• LOCAL VENDORS (School Night at

Pizza Hut)– Follow up with letters/certificates of appreciation

• Soup er Mondays• Ask For Donations

$$ FUNDING $$• Walmart• Sam’s Club• Target• Chick Filet• McDonald’s

Think On-Line Possibilities !!

Regional/Local Forum

•Coaches•Team Leaders•Team Members•Newsletter•Other Ways To Share??

What are Staff willing to do?

No Magic Solutions

Success

!!

Hard Work

Collaboration

DELEGATION

TEAM Work !!

www.pbismaryland.org

School-Wide Positive Behavioral

Interventions & Supports (PBIS)

Sustaining the Momentum

Milt McKennawww.pbismaryland.org

mmckenna@msde.state.md.us