School-wide Positive Behavior Support

Slides:



Advertisements
Similar presentations
PBS Overview Goal for Today To introduce you to key principles and basic concepts for a continuum of support for students known as Positive Behavior.
Advertisements

Targeted & Individual Systems of Support Lori Newcomer, Ph.D. Tim Lewis, Ph.D. University of Missouri – Columbia OSEP Center for Positive Behavior Interventions.
RQS Board of education presentation, October 28, 2013
PBIS Overview Wohlwend Elementary. Purposes of Presentation  To provide an overview of Positive Behavioral Interventions and Supports (PBIS)  To review.
Schoolwide Positive Behavior Interventions and Support -SWPBIS- Mitchell L. Yell, Ph.D. University of South Carolina
Extending RTI to School-wide Behavior Support Rob Horner University of Oregon
Teaching Social Skills: The Cornerstone of MBI
Optional PBIS Coaches Meeting November 15, 2010 Tier 2 and Tier 3 Interventions and Supports.
Building a Realistic Pyramid of Instructional and Behavioral Supports for Prevention and Intervention Tim Lewis, Ph.D. University of Missouri OSEP Center.
What is it? How can it help our students with unacceptable behaviors in the school environment?
Helpful-providing aid or service to others that is productive or beneficial. We are… All SettingsClassroomHallwaysCafeteriaBathroomsPlaygroundAssembly.
AGENDA Welcome! 3:10 Meeting Expectations: Be Present Engage
Vermont Positive Behavior Support Services
School-wide Positive Behavior Support Name of School Date.
Teaching Social Skills: The Cornerstone of SW-PBS Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Interventions and Supports.
Creating School Environments to Prevent Problem Behaviour and Support Students At-Risk and Those with Disabilities through School-wide Positive Behaviour.
Tim Lewis, Danielle Starkey, Barbara Mitchell University of Missouri
School-wide Positive Behavior Supports Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Intervention & Supports pbis.org.
Moving Up the Continuum: Implementing Successful Small Group Supports
SWPB Action Planning for District Leadership George Sugai & Susan Barrettt OSEP Center on PBIS University of Connecticut February 14,
School-wide Positive Behavior Support: Outcomes, Data, Practices, & Systems George Sugai Center on Positive Behavioral Interventions & Supports University.
Preparing for End & Beginning SWPBS Year: Evaluation & Action Planning George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.
PBIS (Positive Behavior Intervention System) “Husky Pride”
Functional Assessment & Positive Behavior Support Plans
SW-PBS District Administration Team Orientation
Module 2: Schoolwide/Classroom Interventions
Positive Behavioral Interventions and Supports
Positive Behavior Support System Lovell Elementary School.
Michael Lombardo Director Interagency Facilitation Celeste Rossetto Dickey PBIS/MTSS Coordinator
Supporting and Evaluating Broad Scale Implementation of Positive Behavior Support Teri Lewis-Palmer University of Oregon.
Sustaining School-wide Positive Behavior Support Rob Horner University of Oregon OSEP TA Center on Positive Behavior Support
Prevention and Systematic Intervention to Address Social Behavioral Problems: School-wide Positive Behavior Support Tim Lewis, Ph.D. University of Missouri.
School-wide Positive Behavior Support Renee Bradley, Ph.D. U.S. Department of Education Office of Special Education Programs.
Positive Behavioral Interventions & Supports (PBIS) Core Behavioral Component The Response to Intervention Best Practices Institute Wrightsville Beach,
Review of School-wide Positive Behavior Support Maryland PBIS Summer Institute July 13,2004 Teri Lewis-Palmer.
School-wide Positive Behavior Supports: Implications for Special Educators Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Intervention.
Check-In/Check-Out Introduction: CICO Point Staff An Intervention for Tier II Students.
BULLYPROOFING AND PBIS: PART II Teri Lewis Oregon State University.
PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior.
SWPBS: Sustainability George Sugai OSEP Center on PBIS University of Oregon Center for Behavioral Education & Research University of Connecticut March.
MO SW Positive Behavior Support MU Center for SW-PBS College of Education University of Missouri.
Charting a New Course for Student Behavior through School-wide Positive Behavior Support Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive.
School-Wide PBIS: Action Planning George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August 11, 2008.
SWPBS: Leadership Team Follow-up Jon Dyson, Lavonne Nkomo, George Sugai Center on Disabilities University of Connecticut Center on Positive Behavioral.
“Sustaining & Expanding Effective Practices: Lessons Learned from Implementation of School-wide Positive Behavior Supports” Susan Barrett Cyndi Boezio,
Introduction to School-wide Positive Behavior Support: Rationale and Basic Logic Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral.
Review & Re-establish SW PBIS Tier 1 SRIP – Cohort 9 August 2014.
Myths, Misunderstandings, and Milestones in Implementing School- wide Positive Behavior Support Tim Lewis, Ph.D. University of Missouri OSEP Center on.
SWPBS Fidelity & Sustainability George Sugai OSEP Center on PBIS University of Oregon Center for Behavioral Education & Research University of Connecticut.
+ Positive Behavior Interventions & Supports Lilja Elementary School Respect. Responsibility. Kindness. Engaged Learning.
Introduction to School-wide Positive Behavior Support.
Sustaining Change: RtI & SWPBS George Sugai OSEP Center on PBIS Center for Behavioral Education and Research University of Connecticut May 9,
Plants, Camps, Special Education, & Prevention Science George Sugai OSEP Center on PBIS Center for Behavioral Education and Research University of Connecticut.
Building Safe School Environments through Positive Behavior Supports Tim Lewis, Ph.D. & Barbara Mitchell, Ph.D. University of Missouri OSEP Center on Positive.
Annie McLaughlin, M.T. Carol Davis, Ed.D. University of Washington
Review & Re-establish SW PBIS Tier 1 Continuum of Support *
School-Wide Positive Behavior Support: Rationale, Readiness, Features George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.
PBIS Overview Cedar Hill Elementary. Purposes of Presentation  To provide an overview of Positive Behavioral Interventions and Supports (PBIS)  To review.
Introduction to School-wide Positive Behavior Support.
W. M. Anderson Primary: School- Wide Positive Behavior Support Plan James Carraway, Chairperson Macie Davis Debra Fulmore Pam Lee Lerlisa McKnight Gail.
RTI: Linking Academic and Behavior Support Wesley Temple Dawn Davis.
Tier 1 Positive Behavior Support Response to Intervention for Behavior Faculty Overview.
POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS (PBIS)
Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive
School-wide Positive Behavior Supports
School-wide Positive Behavior Supports
Introduction to Promoting Positive Behavior in Schools:
Introduction to Promoting Positive Behavior in Schools:
SWPB Action Planning for District Leadership
Overview of Individual Student Systems
Presentation transcript:

School-wide Positive Behavior Support 1

PURPOSE Enhance capacity of school teams to provide the best behavioral supports for all students…...

The Challenge Students with the most challenging behaviors in school need pro-active comprehensive and consistent systems of support School-wide discipline systems are typically unclear and inconsistently implemented Educators often lack specialized skills to address severe problem behavior Pressure on schools to incorporate national and state initiatives such as Values Education, Anti-Bullying efforts, and Safe Schools. Many often have clear defined outcomes but fail to provide structures to reach outcomes or a framework for deciding what should be implemented when, for whom, and to what degree 7

Typical responses to students Increase monitoring for future problem behavior Re-review rules & sanctions Extend continuum of aversive consequences Improve consistency of use of punishments Establish “bottom line” Zero tolerance policies Security guards, student uniforms, metal detectors, video cameras Suspension/expulsion Exclusionary options (e.g., alternative programs) 8

The Danger…. “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) 9

The Good News… Research reviews indicate that the most effective responses to school violence are (Elliot, Hamburg, & Williams, 1998;Gottfredson, 1997; Lipsey, 1991, 1992; Tolan & Guerra, 1994): Social Skills Training Academic Restructuring Behavioral Interventions 10

Toward a Solution The answer is not the invention of new solutions, but the enhancement of the school’s organizational capacity to: Accurately adopt and efficiently sustain their use of research-validated practices Provide a Seamless continuum of behavioral and academic support for all students Be part of a district wide system of behavior support Increased focus, teacher training, community training, and funding for early intervention 11

School-wide Positive Behavior Support PBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior OSEP Center on PBIS 12

What is SWPBS? A team-based process including a broad range of systemic & individualized strategies for achieving important social & learning outcomes. SWPBS is a proactive approach to teach, monitor, and support appropriate school behavior for ALL students A focus on preventing problem behavior of all students at the school-wide, classroom, non-classroom & individual levels.

What is SWPBS? Relies on research-based behavioral and instructional principles. Recognizes and builds upon the strengths of your school. Focuses on the critical link between instruction and desired student behavioral outcomes. Data-driven decision making is key to design and sustainability of behavior plan. Research-based Each Instruction outcomes sustainability

What is SWPBS? Emphasis on positive climate Comprehensive - uses a variety of supports Proactive and preventive Ultimate purpose of Positive Behavior Support is students achieving No quick fix—no magical consequences – you wouldn’t spend a year planning if this were the case Need for comprehensive procedures – Look at current structure of program – routines, procedures, etc… Newest, latest, flashiest behavior program you can buy – NOT!!! Not a program – it is a process – you don’t have to get rid of the good things you are doing now. Ultimate purpose of Behavior Support – smooth running programs which increase student achievement In Preschool the majority of this is teaching procedures, routines, rules….continually.

What SWPBS is NOT A packaged curriculum A quick fix Newest, flashiest behavior program Just about tangible reinforcers Just about discipline A special education program Just for some of the students Not new…its based on long history of behavioral practices & effective instructional design & strategies

How can SWPBS help? Schools implementing SWPBS with fidelity report 20-60% reductions in office discipline referrals Improved faculty/staff satisfaction Improved administrator perceptions of school safety

How can SWPBS help? Reducing discipline incidents and office discipline referrals promotes safe, productive school environments Proactive school environments increase the likelihood of academic success Because SW-PBS increases the likelihood of establishing a positive learning environment, it also aligns with NCLB goal to remove non-academic barriers to learning Reducing discipline incidents potentially garners more classroom instructional time and fewer classroom distractions. Teachers report higher rates of job satisfaction when they view administrators as supportive and when they feel competent to successfully meet the expectations of their jobs. This, in turn, has contributed to higher rates of retention of quality teachers, Particularly those in the first 5 years of their teaching careers (Goor & Schwenn, 1997; Minarik, et al., 2003; Richards, 2003; Whitaker, 2000). When quality instruction is allowed to take place, problem behaviors are minimized, and quality teachers are retained, the likelihood of improved academic success for all students is enhanced (Putnam, et al., 2006). Goor, M.B., & Schwenn, J.O. (1997). Preparing principals for leadership in special education. Intervention in School and Clinic, 32, Minarik, M.M., Thornton, B., & Perreault, G. (2003). Systems thinking can improve teacher retention. The Clearing House, 76, 230-234. Richards, J. (2003). Principal behaviors that encourage teachers to stay in the profession: Perceptions of K-8 teachers in their second to fifth years of teaching. American Educational Research Association Annual Meeting; April 21-25, 2003; Chicago, IL. Whitaker, S.D. (2000). Mentoring beginning special education teachers and the relationship to attrition. Exceptional Children, 66, 546-566. Putnam, R.F., Horner, R.H., & Algozzine, R. (2006). Academic achievement and the implementation of school-wide behavior support. Positive Behavioral Interventions and Supports Newsletter, 3(1).

Effective Instruction How do we implement SWPBS? Effective Instruction Behavior Support Plan & Procedures Classroom Management

Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students 20

3 Levels of SWPBS Tier 3 3-7% of Students Tier 2 5-15% Tier 1 85-100% The amount of support is in inverse proportion to the number of students affected: Most students get a little intervention; the fewest students get the most intense interventions. Tier 1 85-100%

Positive Behavior Support Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior 22

School-wide Positive Behavioral Support Incorporate best practice in professional development and system change (teams) Emphasizes the use of assessment information to guide intervention and management decisions Focus on the use of a continuum of behavioral supports Focus on increasing the contextual fit between problem context and what we know works Focus on establishing school environments that support long term success of effective practices {3-5 years} Stress: Teams Use of data Sustained practices Effective practices--admin support, job embedded PD, building critical mass of staff fluent in skills, learning community/culture of learning more about PBS Assessment--data driven decision making continuum--all kids, tough kids who need more practice, toughest kids “heavy hitters” “frequent flyers”. Support for everyone! Long term success--takes commitment, leadership (administrators and team) 23

School-wide Positive Behavioral Support Expectations for student behavior are defined by a building based team with all staff input Effective behavioral support is implemented consistently by staff and administration Appropriate student behavior is taught Positive behaviors are publicly acknowledged Problem behaviors have clear consequences Student behavior is monitored and staff receive regular feedback Effective Behavioral Support strategies are implemented at the school-wide, specific setting, classroom, and individual student level Effective Behavioral Support strategies are designed to meet the needs of all students Stress: Teach & practice Acknowledge success ALL students consistent implementation--”critical mass” public acknowledgement--more than “catch them being good” staff receive feedback--keeping staff informed, celebrate success, Possible Activities 1. Time for teams to talk amongst themselves. 2. “What are they currently doing from lists above?” 3. Form to complete--What are the driving forces? What are the Restraining Forces (hurdles) to overcome? in your building/district 24

Themes Focus on positive proactive programming Emphasis on clearly defined working structures Teacher/school takes ownership of student learning & behavioral challenges Problem behavior = learning error Clearly defined working structures = work with observable “changeable” behaviors -- can’t change FAS, MR etc -- work with the behaviors presented not trying to “fix” child 25

Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students 26

Tier 1: School-wide Support Essential Features Statement of purpose Clearly define expected behaviors (Rules) Procedures for teaching & practicing expected behaviors Procedures for encouraging expected behaviors Procedures for discouraging problem behaviors Procedures for record-keeping and decision making 27

Tier 1: School-wide Support Components Limited number of school rules 3-5 Teach the behaviors necessary to follow the rules. School-wide reinforcement plan. Core team meets regularly to monitor, plan, make recommendations and update staff Administrator support and involvement Individualized behavioral interventions Data drives decision-making

Upper-Tupper Tech 29 I am…. All Settings Classroom Hallways Cafeteria Bathrooms Playground Assemblies Safe Keep bodies calm in line Report any problems Ask permission to leave any setting Maintain personal space Walk Stay to the right on stairs Banisters are for hands Push in chairs Place trash in trash can Wash hands with soap and water Keep water in the sink One person per stall Use equipment for intended purpose Wood chips are for the ground Participate in school approved games only Stay in approved areas Keep body to self Enter and exit gym in an orderly manner Respect- ful Treat others the way you want to be treated Be an active listener Follow adult direction(s) Use polite language Help keep the school orderly Be honest Take care of yourself Walk quietly so others can continue learning Eat only your food Use a peaceful voice Allow for privacy of others Clean up after self Line up at first signal Invite others who want to join in Enter and exit building peacefully Share materials Applaud appropriately to show appreciation A Learner Be an active participant Give full effort Be a team player Do your job Be a risk taker Be prepared Make good choices Return to class promptly Use proper manners Leave when adult excuses Follow bathroom procedures Be a problem solver Learn new games and activities Raise your hand to share Keep comments and questions on topic 29

Tier 1: School-wide Support : Non- Classroom Settings Identify Setting Specific Behaviors Develop Teaching Strategies Develop Practice Opportunities and Consequences Assess the Physical Characteristics Establish Setting Routines Identify Needed Support Structures Data collection strategies 30

Tier 1: School-wide Support : Classroom Needed at the classroom level... Use of school-wide expectations/rules Effective Classroom Management Behavior management Instructional management Environmental management Support for teachers who deal with students who display high rates of problem behavior 31

Tier 2: Targeted Support 32

Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students 33

Tier 2: Targeted Support For students at-risk More adult intervention Intensified instruction and guided practice Increased cues and prompts Self monitoring At this stage, behavioral approaches like the Behavior Education Program as well as research validated interventions for at-risk students (Skill Streaming, Aggression Replacement Therapy; Copy Cats for anxiety, small group cognitive-behavioral therapy, etc.) come into play.

Tier 2: Targeted Support Part of a continuum: Must link to school-wide PBS system Efficient and effective way to identify students Assessment = simple sort Intervention matched to presenting problem but not highly individualized 35

Tier 2: Targeted Support Practices Social Skill Training Self-Management Mentors/Check-in Peer tutoring / Peer Network Academic support 36

Tier 3: Intensive Support Individual Students Tier 3: Intensive Support

Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students 38

Tier 3: Intensive Support For chronic, intense behavior problems Intensified assessments and interventions Mandated by IDEA for any student whose behavior impedes his/her learning or that of others Functional Behavior Assessment and Behavior Intervention Plan Have any of you participated in the writing or planning of a PBS plan for a student? This will help to understand how it fits into the framework of a school wide system and how many of the elements are the same, but more intense.

Tier 3: Intensive Support Part of a continuum: Must link to school-wide PBS system Quick supportive response to teacher Plans based on a Functional Behavior Assessment Clear process in place Behavioral expertise available All in school understand basic logic of FBA and PBS 40

How do we implement SWPBS? Begin by forming a core team: Administrator Grade / Department Representation Specialized Support Support Staff Parent Community Establish a Core Team (typically 6-8 individuals). First 3 bullets are required representation!!

Role of the Core Team Completes a quantitative and qualitative assessment of the school Works with school staff to design and implement services and supports based upon needs identified in the assessment Meets regularly and communicates with all stakeholders Helps to deliver training components to staff Monitors on-going progress and adapts plan as needed

SCHOOL-WIDE ASSESSMENT How do we implement SWPBS? SCHOOL-WIDE ASSESSMENT MONITORING/ ONGOING ASSESSMENT DESIGN OF SERVICES & SUPPORTS SWPBS is an ongoing process. Beginning with a Core Team and with Agreements established on using the process of SWPBS… A team focuses on assessment (data collection and analysis) and design of the program (establishing rules, providing professional development to staff). Implementation may begin as soon as the school has completed a review and revision of its discipline code so that it is compatible with SWIS. Once valid and reliable data can be collected the staff may proceed with building the design of services and supports for students and evaluate its effectiveness. Implementation involves (among other elements) developing a lesson matrix, designing lessons for expectations and rules, teaching the students the rules and reinforcing students for following the rules. For Secondary/tertiary levels of supports, a specialized behavior team is formed to assist staff, parents, and community agencies to plan for student success. At the secondary level, interventions and strategies are selected based upon data analysis that informs student needs. Here we are still working for the most part with small groups of students. But for Highly At-Risk individuals it would be prudent to begin the FBA/BIP/WRAP process, at least informally if not formally. At the Tertiary level intensive supports are designed through functional behavior assessments, behavior intervention plans, and Wrap/PCP process using all resources that may be relevant to support student success. From there ongoing monitoring and assessment is done to tweak what has been put into place. IMPLEMENTATION

What About Data Collection? Types of Data Quantitative Office discipline reports Attendance Suspension/Detention Qualitative (EBS) Policy and procedures Reinforcement systems Instructional environment Non-classroom systems Professional development School climate Why do we collect data? To create points of comparison between pre-intervention (baseline) data and data collected during implementation To create direct measures of behavior To use data analysis as part of data driven decision making

WHY COLLECT DATA? Create Points of Comparison Comparisons between pre-intervention (baseline) data and data collected during the intervention phases Create Direct Measures of Behavior Clearly observable and measurable behaviors

What does a SWPBS School look like? 80% of students can state the school rules & give behavioral example Positive adult-to-student interactions exceed negative Ongoing data collection & team-based planning & implementation Administrators are active participants. Continuum of behavior support is available to all students

Summary Investing in SW-PBS results in: Change in school discipline systems creates an environment that promotes appropriate behavior Reduction in problem behavior resulting in less staff time dealing with problems, more student time in the classroom Improved perception of school safety, mental health Improved academic performance Improved social behavior performance Less recidivism to more restrictive placements Improved effectiveness and acceptability of individual interventions Create systems-based preventive continuum of behavior support Focus on adult behavior Establish behavioral competence Utilize data based decisions Give priority to academic success Invest in evidence-based practices Teach & acknowledge behavioral expectations Work from a person-centered, function-based approach Arrange to work smarter 47

To do this will take courage