POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS (PBIS) A Staff Overview

In Partnership with OSEP’s TA Center on Positive Behavior Support Co-Director’s: Rob Horner, University of Oregon, and George Sugai, University of Connecticut The Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this presentation and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material.

Wisconsin RtI Center Our mission is to support schools through the phases and sustainability of their RtI system implementation. The core reason that the Wisconsin RtI Center exists is to develop, coordinate and provide high-quality professional development and technical assistance… as well as to gather, analyze and disseminate RtI implementation data to enhance the support of schools’ implementation.

Principles for RtI in Wisconsin: 1. RtI is for ALL children and ALL educators. 2. RtI must support and provide value to effective practices. 3. Success for RtI lies within the classroom through collaboration. 4. RtI is a framework for academics and behavior together. 5. RtI supports and provides value to the use of multiple assessments to inform instructional practices. 6. RtI is something you do and not necessarily something you buy. 7. RtI emerges from and supports research and evidence based practice.

RtI Definition An organizational framework that guides implementation of a multi-level system of support to achieve academic and behavioral success for all Wisconsin RtI

RtI Definition Response to Intervention Is what? An organizational framework that guides implementation of a multi-level system of support Does what? to achieve academic and behavioral success for all For what?

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 PBIS ? “PBIS” is a research-based systems approach designed to enhance the capacity of schools to…  effectively educate all students, including students with challenging social behaviors  adopt & sustain the use of effective instructional practices

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.

Wisconsin’s Vision in detail...

Data Collection (Big 5 x 2) PBIS teams should analyze the following five data points and should be disaggregated by disability and ethnicity status for disproportional trends: 1.Referrals by Problem Behavior, 2.Referrals by Location, 3.Referrals by Time, 4.Referrals by Student, and 5.Average referrals by Day and by 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) layered interventions for areas of need determined from data analysis – Individualized (Tier 3) layered supports required for individual students with high-needs or specific situations.

Academic and Behavior Tier 3/Intensive Level 1-5% Tier 2/Selected Level 5-15% Tier 1/Universal 80-90% Increasing Intensity

Attendance Math (Acceleration) Reading (Intervention) PE Hallway Behavior Strengths & Challenges Language Arts Science

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.

West Elementary, Alton, IL Reduced ODRs by 719, ISSs by 47, OSSs by 27* 3965 mins hrs. 11 days 135 mins. 2.3 hrs. 235 mins. 3.9 hrs mins hrs. Staff mins hrs. 144 days 9720 mins. 162 hrs mins. 282 hrs mins hrs. Student 9345 mins hrs days 1215 mins hrs. 940 mins hrs mins hrs. Admin Total Time Gained Back OSSsISSsODRs

Elementary Schools Mean & Median Major ODR/100 students/day 2004 to 2011 N = % reduction

Middle Schools Mean & Median ODR/100 students/day % reduction

High Schools Mean &Median ODR/100 students/day N = % reduction

Suspensions - # of students – 2009/2010 to 2010/2011

to 2010/2011 Suspensions - # of Students - by School and Implementation Level N=3

Current Status Nationally Main Messages: – SWPBIS is possible (over 18,200 schools) – 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 13,331 schools 8/10’ Wisconsin Illinois

#of schools implementing PBIS by state (incomplete August 2012)

District commitment, school staff buy-in Coaching capacity Professional development plan Efficient data tool How Do We Get There?

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

Big Ideas-District Long term planning is essential Funding sources Coaching and ADMINISTRATIVE commitment at all 3 tiers

Three-five year focus to get sustainable change Active administrative support and participation Administrative leadership for PBIS teams Commitment from staff (80%)‏ Ongoing communication and support with staff Completion and use of data collection (discipline and academic data, survey, checklists)‏ Staff participation in ongoing training Building Level Commitments

Family Involvement or Engagement in a PBIS School? Family involvement is often more of a “doing to,” while engagement is a “doing with.” Involvement – schools tend to lead with their mouth – generally telling family members what to do Engagement – schools lead with their ears – listening to family members’ ideas, and eliciting what they have found works best with their children Larry Ferlazzo, Education Week, March 2012

Components of Family Engagement Family member/parent academic aspirations and expectations for children Family member/parent-child communication about school Home structure that supports behavior and learning Family member/parent participation and connection in school activities

Four Concepts of Family Engagement that Educators Need to Know 1.The positive effect of family engagement on student performance (academic and behavior). 2.The home and cultural context of the students they teach. 3.Family beliefs about ways to support children's learning. 4.Specific strategies to support children’s learning.

Remember PBIS involves all of us – we decide what our focus will be – we decide how we will monitor – we decide what our goals are – we decide what we’ll do to get there – we evaluate our progress – we decide whether to keep going or change

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

National and State Resources