PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior.  OSEP Center on PBIS

 For ALL students  Process, not a curriculum  Individualized to your school  Continuous, data-based improvement  Efficiency, effectiveness, and relevance  Teaching social behavior  Integrate social skills into the academic day  Encourage appropriate social development

 A problem solving approach to addressing behavioral concerns.  It’s not a new piece of the puzzle.  It’s a research based approach to solving your unique puzzle.

Academic Achievement Behavior Management School Improvement Plan School Safety RTI SOC School Climate Interventions

Whole School Effective School Organization Positive School Climate Effective Staff Development Data Based Decision Making Culturally Responsive Practices Parent and Community Partnerships Effective Instructional Practices Classroom Effective Instructional Practices Positive Classroom Management Culturally Responsive Instruction Universal Design/ Differentiated Instruction Ongoing Screening and Assessment Classroom Coaching and Consultation Struggling Students Progress Monitoring Behavioral Group Strategies Mental Health Assistance Focused Research-based Academic Instruction Individuals FBA/BIP Mental Health Services Consider- ation for Eligibility EC Specially Designed Instruction Behavior Interventions Related Services School Improvement Targeted Group Interventions Small group instruction Focused academic help sessions Intensive, Individual Interventions Tutoring Academic Remediation Plans Specially Designed Instruction Intensive, Individual Interventions Functional Behavior Assessment & Behavior Intervention Planning Targeted Group Interventions Social Skills instruction Reinforcement of specific skills Group Behavioral Strategies Classroom Coaching Universal Interventions School-wide rules and procedures Systematic reinforcement Social Skills Instruction Culturally responsive practices Data-based decision- making Parent & Community Partnerships Universal Interventions Effective instructional practices Recognition of academic achievement Culturally responsive practices Data-based decision- making Parent & Community Partnerships AcademicBehavior

 1 in 10 NC students is suspended - 45% higher rate than national average (NC Child Advocacy Institute, 2005)  Students who are suspended are 3 times more likely to drop out (Action for Children NC, 2007)

 Traditional Discipline: - Focused on the student’s problem behavior - Goal was to stop undesirable behavior, through the use of punishment.  Positive Behavior Intervention & Support: - Replaces undesired behavior with a new behavior or skill. - PBIS alters environments, teaches appropriate skills, and rewards appropriate behavior.

 Problems are increasing  Typical responses are inefficient  Schools implementing comprehensive PBIS see long term change ◦ Reduction of ODR ◦ Reduction of suspension ◦ Increased staff morale and retention ◦ Positive school climate

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% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT

 Administrative Leadership  Team-Based Implementation  Define Behavioral Expectations  Teach Behavioral Expectations  Acknowledge Expected Performance  Monitor and Correct Behavior Errors  Use Data for Decision Making  Build Parent Collaboration

 Needs assessment  Monthly meetings ◦ Focused agenda  Monthly status report to school  Action Plan ◦ Measurable goals  Ongoing data analysis Newcomer & Powers (2002)

 Specific referral form  Data collection system  Data decision rules  Graphically illustrated data updates  Data drives decision-making Newcomer & Powers (2002)

 Use your matrix to create a common language  Language must be consistent in order to create consistency ◦ Otherwise, students will still have to learn many different definitions for each expectation 14

 Language is powerful  That’s why we define expectations -- so we can teach what they mean  Use the matrix to teach what the expectations look like using the word “by”  Expectation BY Rule Mascorro,

School Wide Behavior Expectations Matrix ExpectationClassroom Specials/ Resource HallwayCafeteria Play- ground We Respect Ourselves Be my best. Be on Task. Be prepared. Be my best. Be on task. Be prepared. Walk and move carefully. Practice good manners. Play safely We Respect Others Listen and follow directions. Share materials. Move carefully. Keep hands, feet and objects to myself. Listen. Share. Stay on the right. Give others proper space. Clean up after myself. Keep hands, feet and objects to myself. Share equipment Keep hands and feet to myself. Include others. We Respect Learning Listen to instructions. Give your best. Listen to instructions. Do/Give my best effort. Help others. Be quiet in hallways. Listen to adult’s directions. Talk in quiet/ indoor voices. Enter/Exit the building quietly. Follow play- ground rules. We Respect Property Use materials properly. Help keep room clean. Use equipment materials and furniture properly. Keep hands and feet to myself. Clean up after myself. Share. Use equipment properly. Thank you for showing respect for others BY… staying on the right. Thank you for Respecting Property BY… Cleaning up after yourself. 16

 “By… tells me…” ◦ By touching your neighbor, it tells me we should review where you are seated. ◦ By putting your hands on the walls, it tells me we must review the hallway expectations again. 17

 Signal that an error has occurred  Refer to rules  Ask for an alternative appropriate response  Provide an opportunity to practice the skill  Provide verbal feedback 18

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 Increases the likelihood that desired behaviors will be repeated  Focuses staff and student attention on desired behaviors  Fosters a positive school climate  Reduces the need for engaging in time consuming punitive disciplinary measures 20

 Create a learning environment where students are engaged and successful  Teach, support, and encourage students to be “self-managers”  Help students generalize the skills they learn in school to life experiences beyond school (Horner, 2009) 21

 Rewards are a core feature of building a positive school culture  Rewards make a difference  Initial behavior change  Sustained behavior change (Doolittle, 2006)  Rewards do NOT inhibit intrinsic motivation ◦ However, they can be used inappropriately  Rewards can be used effectively in all school contexts 22 (Horner, 2009)

 Acknowledge frequently in the beginning  Acknowledgement should be contingent on students engaging in the desired behavior(s)  Refrain from taking back a reinforcer that has been earned, or threatening the loss of reinforcement  Students should be eligible to earn acknowledgement throughout the day 23

 Reward the “behavior” not the “person” ◦ Say this: “You were working hard, on- task and quiet during independent seat work…that is respectful of others trying to get their work done… nice job.” ◦ Rather than: “You are selected as student of the week. Congratulations!” (Horner, 2009) 24

Instructional Time Lost for Students ◦ Each minor incident takes an administrator about 25 minutes to process ◦ Students are losing instructional time when minor incidents are handled in the office ◦ Classes are interrupted whenever the teacher has to write up a student and get him/her to the office 25

Discipline Referral Process: This process must be defined, taught, and agreed upon with all staff and must include definitions for:  major discipline incidents  minor discipline incidents  emergency or crisis incidents  a continuum of discipline procedures 26