VermontPositive Behavior Support Services

A Framework for Improving Learning and Behavior

Rae Ann Knopf, Vermont PBS State Coordinator

Department of Education, Assistant Division Director

What is PBS?What is PBS? Positive Behavior Support (PBS) is a Positive Behavior Support (PBS) is a

proven, systems-focused approach that: proven, systems-focused approach that: decreases problem behaviors among decreases problem behaviors among

students, students, increases on-task engagement, and increases on-task engagement, and raises levels of satisfaction with school raises levels of satisfaction with school

climate for students, teachers, and parents.climate for students, teachers, and parents.

““PBS enhances the capacity of schools, PBS enhances the capacity of schools, districts, and states to adopt and districts, and states to adopt and sustain effective behavior and academic sustain effective behavior and academic support practices.” – support practices.” – May Institute, May Institute, Partner to Partner to the National Technical Assistance Center on PBISthe National Technical Assistance Center on PBIS

PBS is based on . . . . .PBS is based on . . . . . Person Centered ValuesPerson Centered Values – – interventions interventions

designed to meet the unique goals and designed to meet the unique goals and challenges of each individualchallenges of each individual

The Normalization/Inclusion MovementThe Normalization/Inclusion Movement – – promotes the rights of individuals with promotes the rights of individuals with behavior disorders or disabilities to be given the behavior disorders or disabilities to be given the same educational and social opportunities as same educational and social opportunities as those withoutthose without

Applied Behavior Analysis Applied Behavior Analysis – – behavior is behavior is learned, serves a purpose, and can most learned, serves a purpose, and can most effectively be improved through the use of effectively be improved through the use of personalized-intervention planning to promote personalized-intervention planning to promote positive changepositive change

Data-based Decision MakingData-based Decision MakingPositive Behavioral Interventions and Supports BriefPositive Behavioral Interventions and Supports Brief, , National Center National Center

for Mental Health Promotion and Youth Violence Prevention, 2006.for Mental Health Promotion and Youth Violence Prevention, 2006.

PBS GoalsPBS Goals

School-BasedSchool-Based – PBS works from a – PBS works from a framework of local control in framework of local control in improving school culture. Schools improving school culture. Schools affirm/establish their own rules, affirm/establish their own rules, practices and procedures, manage practices and procedures, manage their own process within the context their own process within the context of the PBS philosophyof the PBS philosophy

Resiliency and Personal Well-Resiliency and Personal Well-being being – increase protective factors – increase protective factors and reduce risk factorsand reduce risk factors

PBS Goals - continuedPBS Goals - continued PreventionPrevention – – reduce the need for more reduce the need for more

intensive interventions for students whose intensive interventions for students whose behavior, without intervention might behavior, without intervention might escalateescalate

Safe, Healthy, Learning EnvironmentsSafe, Healthy, Learning Environments – – a culture of learning where a culture of learning where classroom/school disruptions, incidents, classroom/school disruptions, incidents, and resulting disciplinary actions and and resulting disciplinary actions and suspensions are reducedsuspensions are reduced

Respectful InterventionRespectful Intervention – provide a – provide a continuum continuum of positively focused behavioral of positively focused behavioral expectations and interventionsexpectations and interventions

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

Universal Applications

Targeted small group, short term individual interventions

Intensive individual

interventions

Positive Behavior Positive Behavior Supports ContinuumSupports Continuum

How Wide-spread is PBS?How Wide-spread is PBS? PBS has been in existence for nearly 20 PBS has been in existence for nearly 20

yearsyears Currently over 41 states are engaged in a Currently over 41 states are engaged in a

State-Wide effort for implementing PBSState-Wide effort for implementing PBS Over 6600 schools have implemented Over 6600 schools have implemented

PBS with fidelityPBS with fidelity The U.S. Department of Education The U.S. Department of Education

sponsors national PBS centers in Oregon sponsors national PBS centers in Oregon and Connecticut, the May Institute is a and Connecticut, the May Institute is a National Center PartnerNational Center Partner

Statewide Behavior InitiativesStatewide Behavior Initiatives, National Association of State , National Association of State Directors of Special Education, Inc., inForum, February 2007 Directors of Special Education, Inc., inForum, February 2007

School staff continue to identify low level School staff continue to identify low level student aggression (disrespect, con-student aggression (disrespect, con-compliance and bullying) as a significant compliance and bullying) as a significant barrier to academic achievementbarrier to academic achievement

Recent state health statistics indicate Recent state health statistics indicate 52% of Vermont children are born into 52% of Vermont children are born into povertypoverty

1 in 4 children in Vermont schools are 1 in 4 children in Vermont schools are eligible for free & reduced luncheligible for free & reduced lunch

Achievement gaps are greatest among Achievement gaps are greatest among students with economic disadvantage students with economic disadvantage and/or emotional/behavioral challengesand/or emotional/behavioral challenges

Vermont ChallengesVermont Challenges

Vermont Challenges - Vermont Challenges - continuedcontinued Inclusion rates have been declining in recent yearsInclusion rates have been declining in recent years

Increasing reliance on paraprofessionals as the Increasing reliance on paraprofessionals as the primary solution for meeting the needs of primary solution for meeting the needs of behaviorally challenged students despite lack of behaviorally challenged students despite lack of evidence to demonstrate effectivenessevidence to demonstrate effectiveness

Vermont’s rate of identification of students with Vermont’s rate of identification of students with emotional disabilities is very high relative to other emotional disabilities is very high relative to other disability categories and general student disability categories and general student populationpopulation

Communicating full understanding of PBS – not a Communicating full understanding of PBS – not a “canned system,” importance of implementing full “canned system,” importance of implementing full continuum to obtain integrity and fidelity continuum to obtain integrity and fidelity

Vermont ResourcesVermont Resources Vermont has a strong history of Vermont has a strong history of

focusing on students at risk following focusing on students at risk following Act 230 (1992) and Act 117 (2001)Act 230 (1992) and Act 117 (2001)

National Centers exist to support PBS National Centers exist to support PBS being used in thousands of schools being used in thousands of schools nationally with great success nationally with great success

Resources exist through Act 230 and Resources exist through Act 230 and State Improvement grants to provide State Improvement grants to provide regional professional development to regional professional development to support PBS implementation over the support PBS implementation over the next 5 yearsnext 5 years

Vermont Resources - Vermont Resources - continued continued PBS complements other efforts PBS complements other efforts

underway in Vermont schools and underway in Vermont schools and creates a framework for maximizing creates a framework for maximizing their value (responsive classroom, their value (responsive classroom, Olweus Bullying Program, LSCI, CPI, Olweus Bullying Program, LSCI, CPI, Second Step, RtI, CES, etc.)Second Step, RtI, CES, etc.)

Vermont’s own BEST team has made Vermont’s own BEST team has made this a primary focus for development this a primary focus for development over the next 3-5 yearsover the next 3-5 years

A pre-existing Summer Institute exists A pre-existing Summer Institute exists to deliver training for school teamsto deliver training for school teams

How does it work?How does it work?

As part of a multi-year commitment, As part of a multi-year commitment, School Leadership Teams focus School Leadership Teams focus their efforts on improving 3 their efforts on improving 3 primary areas - primary areas -

School-wide procedures for discipline School-wide procedures for discipline and student supportand student support

Targeted interventions designed to Targeted interventions designed to prevent further escalation of problemsprevent further escalation of problems

Individualized behavior support Individualized behavior support planningplanning

Universal (School-Wide) Universal (School-Wide) ApplicationsApplications

1. School teams review existing behavioral expectations, discipline practices, and procedures

2. They agree upon a common approach and make a positive statement of purpose

3. At least 80% of school personnel agree4. Positively stated expectations for all

students and staff are formed5. A continuum of procedures for teaching

these expectations, sustaining them, and discouraging rule violations are established and taught

School teams review existing School teams review existing committees and groups for committees and groups for

efficacy and impact – efficacy and impact – working smarter not harder.

Initiative, Initiative, Project, Project,

CommitteCommitteee

PurposePurpose OutcomeOutcome Target Target GroupGroup

Staff Staff InvolvedInvolved

SIP/SID/SIP/SID/etcetc

Attendance

Character Education

Safety Committee

School Spirit

Discipline

DARE Committee

EBS Work Group

Examples of Universal Examples of Universal StrategiesStrategies

Positive expectationsPositive expectations taught & encouraged taught & encouraged throughout schoolthroughout school

Goal is a ratio of Goal is a ratio of 6-8 positive to 1 negative6-8 positive to 1 negative adult-student interaction per studentadult-student interaction per student

Active supervisionActive supervision Redirections for minorRedirections for minor, infrequent , infrequent

behavior errorsbehavior errors Frequent pre-correctionsFrequent pre-corrections for chronic for chronic

errorserrors Effective academic instruction & Effective academic instruction &

curriculumcurriculum

Coaching, monitoring, and consistency - School-based Coaches monitor and report

discipline data by student, class, time of day, and location to school teams and staff for informed decision making to improve school culture and learning.

Best chance for success - Interventions are focused toward the stated

behavior expectations, spanning the school, classroom, and community - changing the environment to encourage change in the behavior – giving students the best chance to succeed.

Acting on Information vs. Acting on Information vs. EmotionEmotion

UsabilityUsability Using evidence based practices (EBD) Using evidence based practices (EBD)

for implementation:for implementation: Consultation and Coaching vs. Train & Hope Consultation and Coaching vs. Train & Hope

– External and Internal Coaches– External and Internal Coaches 80% buy-in vs. “seeding” – Readiness Tool80% buy-in vs. “seeding” – Readiness Tool Creating District-Wide and State-Wide Creating District-Wide and State-Wide

Leadership teams to provide additional Leadership teams to provide additional support, expertise, and resourcessupport, expertise, and resources

User friendly data-collection systems (SWIS)User friendly data-collection systems (SWIS) On-going evaluation and adjustment (SET)On-going evaluation and adjustment (SET) Grounded in National Implementation Grounded in National Implementation

ResearchResearch

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

4 PBS 4 PBS ElementsElements

Intended ConsequencesIntended Consequences

These efforts provide a framework These efforts provide a framework for change school-wide, resulting in:for change school-wide, resulting in:

Safer schoolsSafer schools More positive school climates More positive school climates Improved academic outcomes Improved academic outcomes More effective responses to students More effective responses to students

who display significant problem who display significant problem behaviors, and behaviors, and

Higher parent and community Higher parent and community satisfactionsatisfaction

Out of Classroom Discipline Out of Classroom Discipline Referrals – Sample DataReferrals – Sample Data

0

10

20

30

40

50

Num

ber

of O

ffic

e R

efe

rrals

Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other

School Locations

Referrals by Location

Out of Classroom Discipline Out of Classroom Discipline Referrals – Sample Data Referrals – Sample Data

cont.cont.

0

10

20

Num

ber

of R

efe

rrals

per

Stu

dent

Students

Out of Classroom Discipline Out of Classroom Discipline Referrals – Sample Data Referrals – Sample Data

cont.cont.

0

10

20

30

40

50

Num

ber

of R

efe

rrals

Lang Achol ArsonBombCombsDefianDisruptDressAgg/fgtTheftHarassProp D Skip Tardy Tobac Vand Weap

Types of Problem Behavior

Referrals per Prob Behavior

Out of Classroom Discipline Out of Classroom Discipline Referrals – Sample Data Referrals – Sample Data

cont.cont.

010203040

1stQtr

3rdQtr

West

0

5

10

15

20

25

30

Nu

mb

er

of R

efe

rra

ls

7:00 7:30 8:00 8:30 9:00 9:30 10:00 10:30 11:00 11:30 12:00 12:30 1:00 1:30 2:00 2:30 3:00 3:30

Time of Day

Referrals by Time of Day

Targeted InterventionsTargeted Interventions

School teams become aware of at School teams become aware of at risk students & high risk locationsrisk students & high risk locations

Proactive short term interventions Proactive short term interventions are used in an effort to change are used in an effort to change behavior and break negative cyclesbehavior and break negative cycles

Social skills clubs, Behavior Social skills clubs, Behavior Education Plans, “check-in check-Education Plans, “check-in check-out” systems are all examples of out” systems are all examples of targeted interventions targeted interventions

Intensive Individualized Intensive Individualized InterventionsInterventions

Behavior support teams form plans for Behavior support teams form plans for students needing intensive, fully students needing intensive, fully individualized, assessment based individualized, assessment based interventionsinterventions

Interventions complement primary and Interventions complement primary and secondary supports and may include secondary supports and may include things like:things like: wrap around planningwrap around planning evidence-based mental health interventionsevidence-based mental health interventions coordinated services planning, and coordinated services planning, and crisis responsecrisis response

Samples of OutcomesSamples of OutcomesFRMS Total Office Discipline Referrals

Sustained Impact

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

Academic Years

Tota

l OD

Rs

Cost Saving Outcomes – Cost Saving Outcomes – New Hampshire - 44 schools over 2 New Hampshire - 44 schools over 2

yearsyears

Cohort 1 – 22 Schools

(ECE, Elem., MS, HS, Multi level)

Reduction %

Office Discipline Referrals

6010 – 28%

In-School Suspensions

637 – 31%

Out of School Suspensions

395 – 19%

Recovered Time

1783 days for learning

282 days for teaching

612 days for leadership

Cohort 2 – 22 Schools

(ECE, Elem., MS, HS, Multi-level)

Reduction %

Office Discipline Referrals

1070 – 11%

In-School Suspensions

23 – 3%

Out of School Suspensions

497 – 46%

Recovered Time

1040 days for learning

309 days for teaching

651 days for leadership

Recovered:

2823 days for learning 591 days for teaching

1263 days for leadership/administration

Sustainability in NH & Sustainability in NH & MDMD

PBIS Schools

0

100

200

300

400

500

Maryland NewHampshire

Total #

Last 5 Years

Still Participating

Developing State Capacity for Durable and Accurate Implementation of Statewide Positive Behavior Support in New Hampshire, Howard S. Muscott, Ed.D. New Hampshire; presentations International APBS Conference, March 2007

How do I bring PBS to My How do I bring PBS to My School?School?

Talk with school administratorTalk with school administrator Contact a Vermont PBS/BEST team Contact a Vermont PBS/BEST team

membermember Form a school leadership team, identify a Form a school leadership team, identify a

coachcoach Complete the Readiness ChecklistComplete the Readiness Checklist Attend coaches and school leadership team Attend coaches and school leadership team

training training Create a school action plan for PBS Create a school action plan for PBS

implementationimplementation

Where to Learn More Where to Learn More About PBSAbout PBS

www.pbis.orgwww.pbis.org www.pbismaryland.orgwww.pbismaryland.org www.apbs.orgwww.apbs.org www.promoteprevent.orgwww.promoteprevent.org

PBS and Fixsen’s WorkPBS and Fixsen’s Work

Effective Effective InterventionIntervention + Effective + Effective ImplementationImplementation = = Good OutcomesGood Outcomes

Core Intervention Components – PBS is/has a:Core Intervention Components – PBS is/has a: Clearly described (who/what)Clearly described (who/what) Practical measure of fidelityPractical measure of fidelity Fully operationalized (do/say)Fully operationalized (do/say) Field tested (recursive revision)Field tested (recursive revision) Contextualized (org./systems fit)Contextualized (org./systems fit) Effective (worth the effort)Effective (worth the effort)

Dean Fixsen & Karen Blase, National Implementation Research Dean Fixsen & Karen Blase, National Implementation Research NetworkNetwork