4.0 Introduction to Positive Behavioral Interventions and Supports (PBIS) District Cohort 1

School Practices that Promote Serious Discipline Problems Unclear rules and expectations regarding behavior. Inconsistent and punitive schoolwide, classroom, and individual behavior management practices. Failure to correct rule violations as well as to recognize and reward adherence to rules. Ineffective overuse of verbal reprimands, restrictions, suspensions, expulsions and other aversive consequence to “control” student behavior. Promote (Jenson, Evans, Morgan, & Rhode, 2006)

Activity Four Corners Read through the list of School Practices that Promote Serious Discipline Problems and decide which is most powerful for you. Move to the corner that matches your identified School Practice. Share your perspectives with the others in your corner.

The “Big Idea” of School-Wide Support Systems Goal is to establish host environments that support adoption, sustained use, & expansion of evidence-based practices. (Zins & Ponti, 1990)

for enhancing adoption and implementation of of evidence-based interventions to achieve and behaviorally important outcomes for students Framework Continuum Academically All What is Positive Behavior Support?

Positive Behavioral Interventions and Supports Emphasis is placed on prevention of problem behavior through creating predictable environments, teaching appropriate behavior and acknowledging appropriate behavior. Providing behavior interventions and supports matched to student need- more intense behavior problems require more intensive supports

Prevention Logic for All (Biglan, 1995; Mayer, 1995; Walker et al., 1996) Decrease development of new problem behaviors Prevent worsening & reduce intensity of existing problem behaviors Eliminate triggers & maintainers of problem behaviors Teach, monitor, & acknowledge prosocial behavior Redesign of teaching environments … not students!

Big Ideas In Positive Behavioral Interventions & Supports (PBIS) Identify & define expectations Teach expectations Monitor expected behavior Acknowledge/Encourage expected behavior Use data for decision making Correct behavioral errors (continuum of consequences)

The vision of the State Board of Education is to create learning environments that prepare students to be successful citizens in the 21st century. The educational community must provide a system that will support students’ efforts to manage their own behavior and assure academic achievement. An effective behavior support system is a proactive, positive, skill-building approach for the teaching and learning of successful student behavior. Positive behavior support systems ensure effective strategies that promote pro- social behavior and respectful learning environments. Research-based positive behavior support systems are appropriate for all students, regardless of age. The principles of Universal Education reflect the beliefs that each person deserves and needs a positive, concerned, accepting educational community that values diversity and provides a comprehensive system of individual supports from birth to adulthood. A positive behavior support policy incorporates the demonstration and teaching of positive, proactive social behaviors throughout the school environment. A positive behavior support system is a data-based effort that concentrates on adjusting the system that supports the student. Such a system is implemented by collaborative, school-based teams using person- centered planning. School-wide expectations for behavior are clearly stated, widely promoted, and frequently referenced. Both individual and school-wide learning and behavior problems are assessed comprehensively. Functional assessment of learning and behavior challenges is linked to an intervention that focuses on skill building. The effectiveness of the selected intervention is evaluated and reviewed, leading to data-based revisions. Positive interventions that support adaptive and pro-social behavior and build on the strengths of the student lead to an improved learning environment. Students are offered a continuum of methods that help them learn and maintain appropriate behavior and discourage violation of codes of student conduct. In keeping with this vision, it is the policy of the State Board of Education that each school district in Michigan implement a system of school-wide positive behavior support strategies. Adopted September 12, 2006 Michigan State Board of Education Positive Behavior Support Policy …it is the policy of the State Board of Education that each school district in Michigan implement a system of school-wide positive behavior support strategies.

Integrating Bully Prevention into Schoolwide Positive Behavioral Interventions & Supports (PBIS)

Activity Most Important Piece (MIP): Read through the information related to integrating Bully Prevention into School- wide Positive Behavioral Interventions & Supports (PBIS) and highlight what you feel is the Most Important Piece. You will share your MIP with a partner. Stand up and find a partner from another school. Share your MIP with your partner.

“Researchers and practitioners alike recognize that simple solutions such as stand-alone curriculums or targeting only a subset of students for interventions are not effective. Schools need systemic approaches that noticeably change aspects of the school culture while also teaching ALL students the skills to meet their social needs without bullying. (Olweus, 2003 as cited in IL-PBIS Technical Assistance Brief, December 2010, p.1)

“ A promising alternative to the stand- alone anti-bullying program is to include the anti-bullying program as part of a broader systems-level approach to preventing and addressing problem behaviors.” (Good, McIntosh, & Gietz, 2011, p. 50)

Research has demonstrated that when PBIS is implemented with fidelity there are reductions in problem behaviors such as fighting, aggression, and harassment as well as increases in the perception of school safety and pro- social behaviors. (Horner, Sugai, & Anderson, 2010)

“The demonstrated effectiveness of SW-PBIS provides a logical framework for the integration of strategies targeting bullying behavior. (Good, McIntosh, & Gietz, 2011)

How Did We Do Today? Did we accomplish what we set out to do today? Did we achieve the desired outcomes?

Intended Outcomes for PBIS Day 1 Building Leadership Teams will: A common understanding of what Multi-Tiered System of Supports (MTSS) / Response to Intervention (RtI) is and why the emphasis is placed on integrated academic and behavioral supports. A common understanding of how strong leadership teams function and the role of the leadership team within the MTSS/RtI work. A common understanding of the components necessary for creating an effective system. A common understanding of Schoolwide Positive Behavioral Interventions and Supports (PBIS).

Scope and Sequence of the Positive Behavioral Interventions & Supports Series Build understanding of: Day 1 –Introduction to Multi-Tiered System of Supports (MTSS) / Response to Intervention (RtI) –Effective School Leadership Teams –Creating Effective Systems –Introduction to Positive Behavioral Interventions & Supports (PBIS) Day 2 –Identifying and Defining Behavioral Expectations –Teaching Behavioral Expectations –Monitoring Expected Behavior –Acknowledging Expected Behavior and Correcting Behavioral Errors (Part One) Day 3 –Acknowledging Expected Behavior and Correcting Behavioral Errors (Part Two) –Responding to Behavioral Errors –Data-Based Decision Making

Thank you for your time and your dedication to the hard work of RtI/MTSS implementation!