1. PBIS Basics

2. Goals Overview of Schoolwide Positive Behavior Support (SWPBS) Understand Core Features of PBIS

3. KWL Activity PBIS Do you work in a PBIS School? What does it look like? What do you know? What do you want to know?

4. Impact of Behavior on Schools More than 30% of our teachers will leave the profession due to student discipline issues and intolerable behavior of students (Public Agenda, 2004). Student problem behavior can consume more than 50% of teachers’ and administrators’ time (U.S. Department of Education, 2000).

5. Ever Heard These? “Lantana, you skipped 2 school days, so we’re going to suspend you for 2 more.” “Phoebe, I’m taking your book away because you obviously aren't ready to learn.” “You want my attention?! I’ll show you attention...let’s take a walk down to the office & have a little chat with the principal.”

6. What is School-wide PBS? School-wide PBS is: A systems approach, establishing the social culture and behavioral supports needed for schools to be effective learning environments for all students. Evidence-based features of SW-PBS Prevention Define and teach positive social expectations Acknowledge positive behavior Arrange consistent consequences for problem behavior Collection and use of data for decision-making Continuum of intensive, individual interventions. Administrative leadership – Team-based implementation

8. Tier 1 Universal Interventions In Tier One of the SPBIS model, universal or primary approaches that are preventative in nature are put into place (Sugai & Homer, 2002). These approaches are for all students, staff, and settings and include the development of school- wide expectations, a behavioral matrix, and reinforcement systems to reward desired social behavior. Outcomes, systems, data, and practices are continually evaluated when providing universal supports (Center on Positive Behavioral Intervention and Support). http://pbisnetwork.org/about-pbis/

9. Tier 2 Targeted Group Interventions In Tier Two, targeted, group-based interventions are designed to serve students who have not responded to Tier One interventions. The 10-15% of students in Tier Two are considered at-risk for more severe behavioral problems and/or academic deficits (Lewis & Sugai, 1999; Sugai & Horner, 2002). http://pbisnetwork.org/about-pbis/

10. Tier 3 Individualized Intensive Interventions In Tier Three, tertiary interventions are used with students unresponsive to Tier One and Tier interventions. Generally, about 5% of the school population needs these individualized intensive services, which often include a Functional Behavior Assessment and subsequent Behavior Intervention Plan (Lewis & Sugai, 1999).

11. Big Ideas Across Tiers Systems – Support adult behavior Handbooks Policy Lesson plans Calendar of events Data collection and summary system Data – Support decision making Identification Fidelity Outcomes Practices – Support student behavior Effective environments Clear expectations Teaching rules and expectations Acknowledge desired behaviors Respond consistently to problem behaviors Monitor data Systems Data Practices Outcomes Not specific practice or curriculum… it’s a general approach to preventing problem behavior

12. Why implement SWPBS? Create a positive school culture: School environment is predictable 1. common language 2. common vision (understanding of expectations) 3. common experience (everyone knows) School environment is positive regular recognition for positive behavior School environment is safe violent and disruptive behavior is not tolerated School environment is consistent adults use similar expectations.

13. Experimental Research on SWPBIS Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through school- wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115 Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473. Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148. Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). Implementation of school- wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26. Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145. Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14. Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics. Waasdorp, T., Bradshaw, C., & Leaf, P., (2012) The Impact of Schoolwide Positive Behavioral Interventions and Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial. Archive of Pediatric Adolescent Medicine. 2012;166(2):149-156 SWPBIS Experimentally Related to: 1.Reduction in problem behavior 2.Increased academic performance 3.Increased attendance 4.Improved perception of safety 5.Improved organizational efficiency 6.Reduction in staff turnover 7.Increased perception of teacher efficacy

14. Schoolwide Social Expectations Guidelines Identify 3-5 Expectations That: Desired Behaviors that Replace Your Problem Behaviors Short, Positive Statements (what to do!) Easy to remember Consider the Culture of Community For all students, staff, parents and others who come to your school

15. School Rules NO Food or Gum NO Running NO Swearing NO Bullying Redesign Learning & Teaching Environment

17. Student Ownership

18. ACTIVITY: Identifying Positive Schoolwide SOCIAL Expectations Identify Top Ten Problem Behaviors Identify 3-5 Potential Schoolwide Expectations That Broadly Address Your Problem Behaviors Consider Culture of Community If You Have Expectations – Do They Need Revising? Identify Actions as Needed for Expectations How will you define these?

19. Constructing the Behavior Matrix The behavior matrix identifies specific student behavior to meet school-wide expectations across various school settings It establishes universal expectations to guide all students and staff It provides teachers the language for giving behavioral feedback to students on school-wide expectations It uses positive statements

23. ACTIVITY: Construct a Universal Behavior Matrix Identify The Settings (Locations) In Your Schools For The Matrix (Hall, Cafeteria) Begin Your Behavior Matrix By Working On School Settings/Locations In Teams Define Behaviors In Positive Terms That Exemplify Your Schoolwide Expectations In These Settings All Staff Feedback/Involvement In Matrix Development 30 minutes

24. Teaching Expectations

25. A Comparison of Approaches to Academic and Social Problems Academic We Assume: Student learned it wrong Student was (inadvertently) taught it the wrong way Next We: Diagnose the problem Identify the misrule/ reteach Adjust presentation. Focus on the rule. Provide feedback. Provide practice and review Finally We Assume: Student has been taught skill Will perform correctly in future Social We Assume: Student refuses to cooperate Student knows what is right and has been told often Next We: Provide a “punishment” Withdraw student from normal social context Maintain student removal from normal context Finally We Assume: Student has “learned” lesson and will behave in future Colvin, 1988

26. Behavioral Errors More often occur because:  Students do not have appropriate skills- “Skill Deficits”  Students do not know when to use skills  Students have not been taught specific classroom procedures and routines  Skills are not taught in context

27. Why Develop a System for Teaching Behavior? Behaviors are prerequisites for academics Procedures and routines create structure Repetition is key to learning new skills: For a child to learn something new, it needs to be repeated on average of 8 times For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated on average 28 times (Harry Wong)

28. Teaching Expectations Teach at the start of the year and review when needed Define and offer a rationale for each expectation Describe what the behavior looks like Actively involve students in discriminating between non-examples and examples of the expectations Have students role play the expected behaviors Re-teach the expectations often Reinforce desired behavior Source: Washbrun S., Burrello L., & Buckman S. (2001). Schoolwide behavioral support. Indiana University.

30. Teaching Expectations Discuss & Design A Lesson Plan In Your Group Using The Template Provided. How Will Your Expectations Be Taught? How Will Lesson Plans Be Further Developed? How Will You Know When A Re-teaching Is Needed? Discuss & Write Down Needed Action Items For Teaching Expectations.

31. Creative Ideas: “Putting it into Practice” Provide lesson format for teachers to teach behavior Expand lesson plan ideas throughout the year Provide students with a script (actions and words) Teach behaviors in settings where behaviors occur Have classes compete to come up with unique ideas (student projects, bulletin boards, skits, songs, etc…) Recognize staff for creative activities Video students role-playing to teach expectations and rules and show during morning show – High School Example

32. The 16 Proactive Classroom Management Skills to Support Academic Achievement and Reduce Disruptive Behavior Classroom behavioral expectations are posted, taught, reviewed and known by every student. Strategic establishment of positive relationships with all students in the class (teacher intentionally reaches out to each and every student to know them and learn about them)Simply knowing the name of each student is NOT enough Organizing a productive classroom (minimal effort to pay attention, easy flow in and out of room, optimal seating arrangement, limit distractions, etc.) Positive greetings at the door to precorrect and establish positive climate Transitions are minimal and managed well

33. The 16 Proactive Classroom Management Skills to Support Academic Achievement and Reduce Disruptive Behavior Independent seatwork is limited for skill fluency practice and managed effectively when used Competent communication with all students is observed (reprimands/corrective statements are delivered in a non- threatening way) Teaching, modeling, and reinforcing desired prosocial classroom skills (following directions the first time, actively listening, waiting patiently, sharing with others, etc.) Teacher mobility and proximity control is used (teacher does not stand in one spot. Keeps students alert by tracking the teacher and teacher uses proximity control as a method to redirect problem behavior.

34. The 16 Proactive Classroom Management Skills to Support Academic Achievement and Reduce Disruptive Behavior A motivation system to reward desirable behavior is in place Goal setting and performance feedback is routine Visual schedule of classroom activities is used Cueing systems to release and regain student attention and foster high student engagement are used Five positive comments, gestures, and interactions to every one correction, reprimand, or negative interactions (5:1 ratio) Smiling and being nice Providing students with numerous opportunities to respond to teacher questions (choral responding, random asking of students, etc.) and interact with classmates over learning content (pair-share)

35. Questions?