POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS (PBIS)

In Partnership with OSEP’s TA Center on Positive Behavior Support Co-Directors: Rob Horner University of Oregon George Sugai University of Connecticut

Why do we need a district-wide approach to address behavior needs? Proactive district-wide discipline systems help to establish a learning culture within which both social and academic success is more likely.

Schools face a set of difficult challenges today when dealing with behavioral needs  Multiple expectations (Academic accomplishment, Social competence, Safety)  Students arrive at school with widely differing understandings of what is socially acceptable.  Traditional “get tough” and “zero tolerance” approaches are insufficient.  Faculty come with divergent visions of effective discipline

MOST EFFECTIVE TRENDS IN SCHOOL 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)

What is District-wide Positive Behavior Interventions and Supports (SW-PBIS)? “PBIS is a broad range of proactive, systemic and individualized strategies for achieving important social and learning outcomes in safe and effective environments while preventing problem behavior with all students” (Sugai 2007)

What has research shown for schools implementing PBIS? Creates learning environments that proactively deal with behaviors. Improves support for students with specialized behavioral needs. Maximizes on-task behavior and increases learning time for all students.

What does PBIS emphasize? The PBIS decision-making process emphasizes 3 integrated elements to provide measureable outcomes for students: – DATA sources to support decision-making, – PRACTICES that support student behavior, and – SYSTEMS that support staff behavior.

SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavior Support 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 Pbis.org/schoolwide.htm

Data Collection PBIS recommends the ability to isolate and analyze the following five data points: 1.Referrals by Problem Behavior, 2.Referrals by Location, 3.Referrals by Time, 4.Referrals by Student, and 5.Average referrals per Day per Month

Improving Decision-Making Problem Solution From: To: Problem Solving Using Data Solution Monitor Outcome

Supporting Student Behavior – Universal (Tier 1) instruction support for all district learners – Targeted (Tier 2) interventions for areas of need determined from data analysis – Individualized (Tier 3) supports required for individual students with high-needs or specific situations.

Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT ~80% of Students ~15% ~5%

Supporting Staff Behavior Reduce teacher stress Increase teacher efficacy in teaching replacement behaviors Support teachers in designing classroom management systems

Six Key Elements of PBIS 1.Define, teach and acknowledge positive behaviors. 2.On-going collection and use of data for decision-making regarding implementation of systems that support effective practices. 3.Continuum of universal supports, targeted interventions, and individualized supports.

Six Elements (cont.) 4.Implement evidenced-based behavioral practices with fidelity and accountability 5.Arrange the environment to prevent the development and occurrence of problem behavior 6.Screen universally and monitor student performance and progress continually.

PBIS TRACK RECORD Highly successful in many other states Many excellent resources available free on- line Interest in Wisconsin schools is growing exponentially DPI acting to respond to this interest & need

When SWPBIS is implemented well, more students find their school to be an effective learning environment.

Current Status Nationally Main Messages: – SWPBIS is possible (over 16,000 schools nationally, over 800 in Wisconsin) – SWPBIS is effective at (a) reducing problem behavior, (b) improving academic achievement, and (c) improving perceived faculty effectiveness – Coaching is critical to (a) implementation with fidelity and (b) sustained use of SWPBIS – Coaching is perceived a major contributor to the cultural “fit” of SWPBIS to a community/ school.

SWPBIS in 15,995 Schools in 8/2011 Wisconsin

A View of SWPBIS in Wisconsin Themes: – Child as the unit of impact, School as the unit of implementation, District as the unit of coordination. – Use data for continuous improvement, cultural fit, sustainability. Are we doing what we said we would do? Is what we are doing benefiting children? – Build the systems needed to support effective practices. Never train school teams without also training the Trainers, Coaches and Evaluators who will make the practices endure

Likely Outcomes The following slides show outcomes for Wisconsin schools implementing PBIS.

Outcome Data – Days of Out of School Suspension Out of School Suspension data for: 21 schools Fully Implementing before school year 51 schools Partially Implementing before

Outcome Data – Students with Out of School Suspension Out of School Suspension data for: 21 schools Fully Implementing before (Ave 2.83% students receive OSS) 51 schools Partially Implementing before (Ave 2.33% students receive OSS)

Outcome Data – Occurrences - OSS Out of School Suspension data for: 21 schools Fully Implementing before (Ave.06 OSS/student) 51 schools Partially Implementing before (Ave.10 OSS/student)

Outcome Data – Office Discipline Referrals Office Discipline Referral Data for: 28 schools Fully Implementing before (Ave ODR/100 students/day=.4909) 67 schools Partially Implementing before (Ave ODR/100 students/day=.5692)

TeacherStudentAdministrator Referrals5 minutes20 minutes10 minutes Out-of-School Suspensions 5 minutes6 hours45 minutes (Barrett & Swindell, 2002)

ODRs (57 fewer)Out-of-School Suspensions (12 fewer) Administrator57 referrals x 10 minutes = 570 minutes saved (over 9.5 hours returned!) 12 OSS x 45 minutes = 540 minutes saved (9 hours returned!) Student57 referrals x 20 minutes = 1140 additional minutes of instruction (19 hours!) 12 OSS x 6 hours = 72 additional hours of instruction! Teacher57 referrals x 5 minutes = 285 additional minutes for instruction 12 OSS x 5 minutes = 60 additional minutes for instruction

District Commitments High priority in District Improvement Plans 3-5 year commitment Continuation of the district leadership team Ongoing staff development Allocation of resources

Building Commitments Establish and maintain building PBIS team Identify building coaches Training for and implementation by all staff Effectively use student information systems

PBIS APPROACH WORKS! Data driven building decision-making Clear expectations that are universally known Focuses on positive interaction and acknowledges appropriate behavior Proactive rather than reactive Supports a positive learning environment Delivers results