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Illinois Alliance of Administrators of

Special Education

Winter Conference

February 16, 2017

Katie Pohlman, LSW

Technical Assistance Director

Midwest PBIS Network

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3 Main Takeaways

What we have been doing isn’t working.

There is research to tell us what to do!

To make true sustainable change, systems,

data, and practices have to be utilized.

It’s not either BP or RP or PBIS… it’s about

creating a framework that helps everything

align

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Caution!

Not meant to be a “quick fix”to check off a box

Times like this can be exciting, and make us re-think what we are currently doing

Remember that without using a framework to hold it all together & considerations of alignment it’s less likely to sustain long-term

This is an opportunity to actually DO things DIFFERENTLY

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Where are we?

Turn to a shoulder partner:

1. Introduce yourself (name, role, district)

2. Share your SB100 journey to date:

What policy changes have been made?

How has it changed the way data is being looked at in

your district?

What practices have been added to support students?

3. Consider where you would put your district on this

continuum:

1 - Quick fixes or workarounds 5- Systemic change

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WHAT WE KNOW

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Zero Tolerance Policies

Zero tolerance policies don’t work!

Research says they don’t work

And even make things worse!

Are often over utilized

They don’t make schools more safe

Often create disproportionality

No longer an option

Policies that push students out of school can have

lifelong effects

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Disproportionality is

real and is a

problem

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The Challenge

The “core curriculum” is often “punishment” to

try and reduce problem behavior in school

However, “punishing” problem behaviors

(without a proactive support system) is

associated with increases in (a) aggression, (b)

vandalism, (c) truancy, and (d) dropping out. (Mayer, 1995, Mayer & Sulzar-Azaroff, 1991, Skiba & Peterson, 1999)

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Traditional Discipline

vs. MTSS (PBIS)

Traditional

Focuses on the student’s

problem behavior

Relies on punishment to

stop unwanted behavior

“What do we do when?”-

reactionary

PBIS Alters environments

Replaces unwanted behaviors with new behaviors or skills

Meet the needs that youth present

Teaches appropriate skills

Reinforces appropriate behaviors

Relies on function based interventions

“What do we do in between?”- preventative

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SYSTEMIC CHANGEUtilizing a framework

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Supporting

Staff Behavior

Supporting

Decision

Making

Supporting

Student Behavior

Positive

Behavior

Support

PRACTICES

OUTCOMES

Social Competence &

Academic Achievement

Adapted from “What is a systems

Approach in school-wide PBS?”OSEP

Technical Assistance on Positive

Behavioral Interventions and Supports.

Accessed at

http://www.Pbis.org/schoolwide.htm

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What is PBIS?

Improving student academic and behavior outcomes

is about ensuring all students have access to the most

effective and accurately implemented instructional and

behavioral practices and interventions possible. SWPBS

provides an operational framework for achieving these

outcomes. More importantly, SWPBS is NOT a curriculum,

intervention, or practice, but IS a decision making

framework that guides selection, integration, and

implementation of the best evidence-based

academic and behavioral practices for improving

important academic and behavior outcomes for all students.

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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

Individualized

Systems for Students with

High-Risk Behavior

~80% of Students

~15%

~5%

SCHOOL-WIDE

POSITIVE BEHAVIOR

SUPPORT:

• Students

• Staff

• Parents

• Families

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Reflect and Action Plan

What did you learn about PBIS?

What was reinforced in your knowledge of PBIS?

What did you learn about PBIS?

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SYSTEMSSupport staff behavior

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A shift in our thinking…

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Educators cannot “make” students learn or

“make” students behave.

Educators can create environments to

increase the likelihood that students will

learn and behave.

Changing Environments vs.

Changing Youth

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Behavior Change

The change is an instructional process

We change STUDENT behavior

by changing

ADULT behavior

Interventions = changes in staff procedures & practices

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A Focus on Supporting the AdultsChanging Adult Behavior

Build the capacity of all

staff to be social

emotional leaders in the

building

Provide positive

consistent language

Systems to acknowledge

Ways to teach

Classroom management

techniques

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Professional Development IDEAS

Create a PD calendar for how you will PD the staff throughout the entire year

Consider using newsletters, toilet times, etc.

Do a “rotation station” type event at the start of the year with staff on every aspect of PBIS

Get your staff to practice delivering specific positive praise and corrective feedback

Report data out to your staff at every staff meeting

Make sure their voice is involved in major decision-making processes. Don’t be building/flying the plane and leave your staff on the island!

Create a MAP of what interventions are taking place in your building so that there is total transparency

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Layering Up When Needed

A continuum of support allows us to

better meet the needs of ALL youth

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Tier 1/Universal

School-Wide Assessment

School-Wide Prevention Systems

Perception Tools: Home, School, Community Tool,

Education Tool, Etc.

Check-in/ Check-

out (CICO)

Brief Functional Behavior Assessment/

Behavior Intervention Planning (FBA/BIP)

Complex or Multiple-domain FBA/BIP

Wraparound / RENEW

ODRs, Credits,

Attendance,

Grades

Time Out of Class,

DIBELS, etc.

Daily Progress

Report (DPR)

(Behavior and

Academic Goals)

Competing Behavior

Pathway, Functional

Assessment Interview,

Scatter Plots, etc.

Social/Academic

Instructional Groups (SAIG)

A Multi-Tiered System of Support for Behavior

Tier 2/

Secondary

Tier 3/

Tertiary

Intensified CICO

Classroom

Management

Mentoring

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Tier 1

Tier 2

Tier 3

Layering of SupportMore individualization as student needs increase/intensify

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3-Tiered System of Support

Necessary Conversations (Teams)

CICO

SAIG

Complex

FBA/BIP

Brief Function-Based

Problem Solving Team

Tertiary Systems

Team

Brief

FBA/BI

P

Brief FBA/BIP

WRAP

RENEW

Secondary

Systems Team

Plans SW &

Class-wide

supports

Uses Process data;

determines overall

intervention

effectiveness

Standing team; uses

FBA/BIP process for one

youth at a time

Uses Process data;

determines overall

intervention

effectiveness

Universal

Team

Universal

Support

Mentoring

Intensified

CICO

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What is your vision? Is it supported by research?

Do all staff have skills needed to support

students?

Is there a continuum of interventions in place to

support students?

Do staff know how to support those interventions

in their classroom? Or other areas of school?

Do you have teams for all necessary

conversations?

Reflect and Action Plan

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DATASupport decision making

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Data Drives Everything

Staff supports

Professional development needs

Student supports

Interventions to Add

Level of student support

Monitor outcomes

System response

Individual student response

Disproportionality

Ensure fidelity

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Data-Based Decision-Rules:

Sample to Consider

a) Identification for CICO (IN): Student is identified by 2 or more ODRs, attendance,

homework completion, referral from family or school staff, etc.

b) Progress-monitoring (ON): DPR data is collected daily & reviewed every other week.

Data is collected for 4-6 weeks (individual buildings decide whether 4 or 6 weeks will be better for their students).

c) Exiting/transitioning (OUT): Student received a total of 80% of DPR points averaged

per day/week for 4 weeks and has had no new ODRs or attendance concerns. Student may be transitioned into being a CICO student mentor.

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Improving Decision Making

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Disproportionality

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Other Student Outcome Data

Sources

Grades

Attendance- classes and days

Behavior problems- (SWIS)

Tracking performance on assignments, quizzes, tests, homework

Behavior problems

Screening data

Visits to nurse or counselor

Housing, relationships at home

What the student needs

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Tiered Fidelity

InventoryTo assess fidelity of

implementation

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What data is used to develop PD plan?

How is disciplinary data used in problem solving

process?

Is disproportionality a problem in your district?

How do you know the effectiveness of new

practices?

Do you monitor both outcome and fidelity data?

Reflect and Action Plan

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PRACTICESSupport student behavior

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From Reactive to Preventative

ABCs of Behavior

2

Antecedent/

Trigger:

When _____

happens….

1

Behavior:

the student

does (what)__

3

Consequence/

Outcome

..because

(why) ______

If we can predict it, we can prevent it…(Loman & Borgmeier)

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Tier III/Tertiary Interventions 1-5%•Individual students

•Assessment-based

•High intensity

1-5% Tier III/Tertiary Interventions•Individual students

•Assessment-based

•Intense, durable procedures

Tier II/Targeted Interventions 5-15%•Some students (at-risk)

•High efficiency

•Rapid response

•Small group interventions

•Some individualizing

5-15% Tier II/Targeted Interventions•Some students (at-risk)

•High efficiency

•Rapid response

•Small group interventions

•Some individualizing

Tier I/Universal Interventions 80-90%•All students

•Preventive, proactive

Framework to Organize Practices

Academic Systems Behavioral Systems

80- 90% Tier I/Universal Interventions•All settings, all students

•Preventive, proactive

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Tier1/Universal Practices of PBIS

Define

3-5 school-wide expectations

Teach/Pre-correct

Differentiated behavior lesson plans direct instruction

In-the-moment reminders

Model/Practice

Adults model what they teach

Students practice what we teach

Acknowledge

Daily recognition – ex. gotchas

Weekly/quarterly grade-level/whole school celebrations

Re-teach

Re-teach the expectation using different strategies

Have the student practice the skill

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What are the behavioral interventions you can

say you have “tried” before disciplinary

measures are taken?

How do your Tier 2/Tier 3 interventions

provide higher dose of Tier 1?

What tier of interventions is strongest? Needs

more?

Reflect and Action Plan

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EXPANDING SCHOOL-WIDE

PBIS• To include classroom management,

restorative practices, roles of clinicians, etc.

• Alignment

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Once the foundation is laid,

you can do even more!

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ISF BIG Idea…Interconnected Systems Framework

How Multi-tiered Systems of Support (MTSS)

can enhance mental health in schools

Installing SMH through MTSS in Schools

The Interconnected Systems Framework (ISF)

SMH +MTSS=ISF

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Bullying PreventionCurriculum at www.pbis.org

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A CONTINUUM OF RESTORATIVE PRACTICES

Intensive Intervention

Return from suspension

Administrative transfer or

school crime diversion:

Victim offender meetings

Family/community group

conferences

Restitution

Early Intervention

Restorative Conferencing to

develop alternatives to

suspension:

Youth/peer court

Peer mediation

Conflict resolution training

Restitution

Prevention & Skill Building

Peace-keeping circles for:

Morning meetings

Social/emotional instruction

Staff meetings

Prevention & Skill Building

Define and teach

expectations

Establish consequence

system

Collection and use of data

Early Intervention

Check-in/ Check-out

Social Skills Curricula

Intensive Intervention

Function-based support

Wraparound support

“Person-centered”

A CONTINUUM OF SWPBIS PRACTICES

~80% of Students

~15%

~5%

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The Intersection of SWPBIS and RP

SWPBIS & Restorative Practices are:

responses to Zero Tolerance

SWPBIS provides systems to guide adult behaviors

RP provides additional disciplinary alternatives

(practices) that are:

Not exclusionary and,

Provide the opportunity to restore harm and

relationships and reteach behavior.

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Reduction in problem behavior

Increased academic performance

Increased attendance

Improved perception of safety

Improved organizational efficiency

Reduction in staff turnover

Increased perception of teacher efficacy

Reduction in teacher reported bullying behavior and peer rejection

PBIS has been connected to

outcomes including:

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REMEMBER:It ALL needs to plug into the SAME system!

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What will be

your next step?

Please contact us for more information:

• Katie Pohlman-

katie.pohlman@midwestpbis.org

• Midwest PBIS Network- www.midwestpbis.org• We

• National Technical Assistance Center- pbis.org

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RESOURCES

• 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 Positive 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.

• Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and

adjustment. Pediatrics.

• 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

• ISF monograph: https://www.pbis.org/school/school-mental-health/interconnected-systems

• Illinois Balanced and Restorative Justice: www.ibarj.org

• Costello, Bob, Joshua Wachtel, and Ted Wachtel. The Restorative Practices Handbook: For Teachers, Disciplinarians and Administrators. Bethlehem, PA:

International Institute for Restorative Practices, 2009. Print.

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THANK YOU SO MUCH!

Questions, Follow-up, Final Comments