PBIS Charise Olson Project Coordinator Student Support Services Positive Behavior Intervention & Supports

What’s in a name? PBS- Positve Behavior Supports PBIS- Positive Behavior Intervention & Supports SWPBS- School Wide Positive Behavior Supports

What is it? How decisions are made How things are done How staff interact with students

PBIS 1. Systems (How things are done)  Team based problem solving  Data-based decision making  Long term sustainability 2. Data (How decisions are made)  On going data collection & use  Office Referrals (# per day per month, location, behavior, student)  Suspension/expulsion, attendance, tardies 3. Practices (How staff interact with students)  Direct teaching of behavioral expectations  On-going reinforcement of expected behaviors  Functional behavioral assessment

Academic SystemsBehavioral Systems 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Designing Support Systems for Student Success

Elementary School Administrative & Instructional Savings (76 schools) If an ODR consumes an average of 15 min of administrative time, –18,003 referrals = 270,045 min saved – 4,500 hours saved – hr days saved If an ODR consumes an average of 45 minutes of student time, –18,003 referrals = 810,135 min saved – 13,502 hrs saved – 2,250 6-hr days saved PBIS data State of Illinois

Data Driven Decision Making

Referrals per Student

Universal Level School assessment PBIS Leadership Team Set of Positive Expectations Reward System for students (& staff) Identification and Establishment of School Culture Data Collection/Data Driven Decisions Getting Started!

Initiative, Project, Committee PurposeOutcomeTarget Group Staff Involved SIP/SID/et c Attendance Committee Character Education Safety Committee School Spirit Committee Discipline Committee DARE Committee EBS Work Group Working Smarter

Carmen Arace Intermediate, Bloomfield

Woodlawn Middle School Beavers Code of Conduct ClassroomHallwayCafeteria I am Respectful  Raise hand to speak  Refrain from inappropriate and negative language  Listen politely and speak respectfully  Respect school property  Keep classroom neat and clean  Refrain from inappropriate and negative language  Keep hallways neat and clean  Use conversational tones  Speak in conversational tones  Refrain from inappropriate and negative language  Maintain position in line  Keep eating area clean I am Responsible  Arrive on time, prepared to work  Copy homework into agenda  Follow all directions  Complete daily objectives and assignments  Accept consequences without arguing  Walk directly to class  Use lockers at designated times  Walk to the right in the hallway  Follow directions given by staff  Accept consequences without arguing  Bring lunch and lunch money to cafeteria  Follow direction given by staff  Accept consequences without arguing I am Safe  Keep hands, feet, and objects to myself  Stay in assigned seat  Follow safety procedures o Special areas o Exiting for emergencies  Avoid physical contact  Refrain from running  Remain seated once food is purchased  Avoid physical contact

Universal Level Prevention Anticipating problem behavior Know what they are going to do when and where If we can predict it, we can prevent it! “Without school-wide prevention, we cannot reliably identify targeted-level students.”

Steps for Pre-correction 1.Identify the context 2. Pinpoint predictable problem behavior 3. Specify expected behavior 4.Change the context – make it less likely to get the behavior you don’t want & more likely to get the behavior you want.

Pre-correction 5. Conduct behavior rehearsals (i.e. practice) 6. Provide strong reinforcement for expected behavior 7. Prompt expected behavior 8. Monitor the process and effect Remember you are competing against conditioned behavior!

Good Behavior Support Plans Use a Competing Behavior Pathway to build an intervention plan that makes existing problem behavior pathway: Irrelevant: Using prevention Inefficient: Teaching new skills, providing alternatives, increasing reinforcement of positive behaviors Ineffective: Decreasing reinforcement of problem behaviors Secondary/Supplemental

Designing a Behavior Support Plan Preventive Strategies aka: Make the problem behavior irrelevant What modifications to the environment (academic, social, physical) may PREVENT the problem behavior? What adjustments will make the problem behavior unnecessary?

Designing a Behavior Support Plan Teaching Strategies aka: Make the problem behavior inefficient What skills can be taught to the student that: 1)will meet the same need, or function, as the problem behavior, AND 2)will improve the student’s ability to cope and adjust to the circumstances?

Designing a Behavior Support Plan Function/Consequence Strategies aka : Make the problem behavior ineffective Make sure the child gets what they want or avoids what they want to avoid ONLY when the desired/replacement behavior is displayed. Make sure they do not get what they want or successfully avoid whatever it is when they engage in the problem behavior.

When it is time to transition to a different activity or unexpected changes occur in the schedule, third grader Ben throws his materials or knocks over his chair, disrupting and delaying the entire class. Ben has had to miss recess for this behavior. He has to pick up his materials which delays his participation and sometimes delays the class. He has been sent to the office. The teacher has spoken to Ben’s parents. targeted Behavior

Sample Strategies Provide a written or picture schedule and refer to it throughout the day. Prepare Ben for changes, by noting them on the schedule. Teach him to ask for clarification or assistance regarding changes. Reward him for smooth transitions. If materials are thrown, have him pick up his materials after he finishes the next activity.

secondary Interventions Plan for Implementation Plan for Modification Plan for Monitoring

Tertiary/intensive Level Individual Intensive Team Oriented Data-Driven

Funding Visibility Political Support Training Coaching Evaluation Local School Teams/Demonstrations Systems Implementation Logic Leadership Team Active & Integrated Coordination

Next steps: February 4, 2010 PBIS Overview Training for district and site administrators Awareness Meetings Agreement Begin the journey!

Q&A Time Thank you!