1. What is Positive Behavior Intervetions and Supports (PBIS)?
Definition: A broad range of systematic and individualized strategies for achieving important social and learning outcomes while preventing problem behaviors.
PBIS provides an operational framework for achieving important student academic and behavioral outcomes. Improving these outcomes is about ensuring all students have access to the most effective and accurately implemented instructional and behavioral practices and interventions possible.
PBIS is NOT a curriculum, intervention or practice, but is a decision making framework that guides selection, integration and implementation of the best evidence-based behavioral (and academic) practices for improving important academic and behavior outcomes for all students.

2. What Does PBIS Emphasize?
4 PBIS Elements
What Does PBIS Emphasize?
In general, PBIS emphasizes four integrated elements:
Practices (by staff) with evidence that they are supporting student behavior
Systems that efficiently and effectively support implementation of the practices
Data for decision making
Outcomes that reflect social and academic achievement by students that is supported and evaluated by data

3. What is a Continuum of PBIS?
Tertiary Prevention: (Intensive)
Specialized
Individualized
Systems for Students with High-Risk Behavior
FEW
~1-3%
~3-7%
Secondary Prevention: (Targeted)
Specialized Group
Systems for Students with At-Risk Behavior
SOME
What is a Continuum of PBIS?
Primary Prevention:
(Universal)
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
PBIS schools organize their evidence-based behavioral practices and systems into an integrated collection or continuum in which students experience supports based on their behavioral responsiveness to intervention. A three-tiered prevention logic requires that all students receive supports at the Universal or Primary tier. If the behavior of some students is not responsive, more intensive behavioral supports are provided, in the form of a group contingency (Targeted or Secondary tier) or a highly individualized plan (Intensive or Tertiary tier).
ALL
~80-95% of Students

4. PBIS Systems and Practices at the Primary (Universal) Level
Primary Prevention - Reduce New Cases of Problem Behavior
PBIS Systems and Practices at the Primary (Universal) Level
Primary Prevention of PBIS is based on the principal that we can effectively teach appropriate behavior to all students. As a result, it is our responsibility to identify the contextual setting and environmental conditions that enable student exhibition of appropriate behavior. At the Universal level of PBIS a school designs and implements systems and practices that support appropriate behavior in all students.

5. Defining and Teaching Expectations
The primary prevention of PBIS consists of developing School Wide Expectations (3-5 character traits) which are the umbrella for the rules, routines and physical arrangements that are developed and taught by school staff to prevent initial occurrences of misbehavior by students. Formal lesson plans to teach the Expectations, rules and routines are developed and used to ensure that all students know them. At the end of the year, observers should be able to walk into a PBIS school and ask students at random to name the School Wide Expectations and 80% or better of the students should be able to tell the observers what they are and give examples of what they look like in action (rules and routines).
Note: the School Wide Expectations above are that of Gibsonville Elementary.

6. Example of School Wide Expectations: Northeast Middle School

7. Example of School Wide Expectations and Behavior Matrix that identifies the specific rules (behaviors) associated with the Expectation: Northwest High School.

8. School Wide Expectations
Example of the behavior matrix for the playground at one of our PBIS schools. The behavior matrix is used as a teaching tool. Students are taught, for example, that to demonstrate “respectful” behavior on the playground, they need to “Follow directions given by an adult the first time.”
Rules

9. On-going System for Acknowledging Appropriate Behavior
PBIS Teams build a system that is intended to “catch” students exhibiting the appropriate behaviors. All staff in a PBIS school participate in the system by giving students high rates of specific praise to increase the reoccurrence of the appropriate behavior. Staff are taught to pair the specific behavior the student demonstrates with the School Wide Expectation that it represents. “Thank you for showing respect for other students by walking in the hall.” PBIS school staffs are taught to strive for a 4 to 1 ratio of positives to correctives as research indicates that this is very effective in changing and ensuring appropriate behavior. In addition to utilizing a specific system for encouraging behaviors, staff are taught effective supervision skills when they are supervising students.

10. System for Responding to Behavior Violations
SWIS Office Referral Form
__________________________________________________________________________________________________________________________________________________________________________________________________________________
Staff Managed
Office Managed
System for Responding to Behavior Violations
In PBIS schools a clearly defined procedure for responding to behavioral errors is developed and taught to the staff. These systems and practices will have clearly defined procedures for correcting behavioral errors, which includes a clearly defined office referral process. This office referral process defines at the school level which student behaviors should be staff managed and which behaviors should be office managed. There is also a process for defining and documenting chronic misbehaviors that may eventually require an office referral.
See example of Major and Minor misbehaviors defined.

11. STOIC PBIS in the Classroom CHAMPS
The PBIS Team is charged with teaching and reinforcing the PBIS practices with the staff. In addition all PBIS schools are offered classroom management training for their staff. The classroom model used in GCS for PBIS schools is based on CHAMPS: A Positive and Proactive Approach to Classroom Management by Randy Sprick, Mickey Garrison and Lisa M. Howard.
In CHAMPS, which is based on the effective teacher research, participants are taught to Structure their classroom for behavioral success, Teach the specific behaviors they want from their students, Observe the effect of their efforts on student behavior and make changes if necessary, Interact positively four times more often with students than they correct students, and Correct student misbehavior fluently.
A CHAMPS Coaching training is also offered to PBIS schools, where staff that are selected by the principal are taught to observe and support their colleagues in classroom management, specifically in the implementation of CHAMPS.

12. PBIS Systems and Practices at the Secondary (Targeted) Level
Secondary Intervention - Reduce Current Cases of Problem Behavior
PBIS Systems and Practices at the Secondary (Targeted) Level
Secondary Interventions are designed to provide Targeted interventions to support students who are not responding to Primary Prevention efforts. Interventions within the Secondary tier are more intensive since a smaller number of students requiring services from within the yellow part of the triangle are at risk for engaging in more serious problem behavior and need a little more support.
In GCS, the initial Secondary (Targeted) intervention employed for those students who are not successful with only the Primary (Universal) level of prevention is the Check – In / Check Out (CICO) process. School teams are taught how to identify students who are in need of and who will most likely benefit from this level of intervention.
Additional Targeted strategies can include teaching social skills, homework clubs, newcomers clubs, etc.

13. Student Recommended for CI/CO
Check In – Check Out
CI/CO Implemented
CI/CO Coordinator
Summarizes Data
for Decision Making
Morning
Check-In
Parent
Feedback
Regular Teacher
Feedback
Weekly CI/CO
Meeting to Assess
Student Progress
Student recommended for CICO by Teacher, or other school personnel and CICO team determine if this an appropriate intervention for the recommended student.
Prior to CICO implementation a meeting with CICO coordinator, parent and student to go over expectations for each party (parent, school, and student).
The student checks-in with as assigned adult in the morning and the adult gives the student a Daily Progress Report (DPR) and makes sure they are prepared for the day with all materials.
The student receives specific feedback on defined behaviors in designated periods of the day.
At the end of the day, the student checks out with an identified adult where they receive verbal encouragement, a small reward for checking out and a larger reward for meeting their daily goal.
The DPR is taken home for a parent to sign. Parents are asked to review the report, give encouragement and sign the report.
Points earned on the DPR are entered into a data management system used to monitor the daily progress of the students. The data is utilized by the Targeted Team at weekly meetings to make decisions about the progress and CICO process for the student.
Afternoon
Check-Out
Continue
Program
Revise
Program
Exit
Program
From Hawken, Pettersson, Mootz, and Anderson (2005). Copyright by The Guilford Press. Permission to reproduce this handout is granted to purchasers of the DVD for personal use only (see License to Reproduce Downloadable Files for details).

14. Data is Used to Monitor and Make Decisions at a PBIS School
Implementation:
Is implementation
occurring
with integrity?
Data is Used to Monitor and Make Decisions at a PBIS School
Outcome:
Is PBIS Benefiting
Students?
Implementation: Several Tools are utilized to assess the implementation and progress of PBIS at a PBIS school. Several times a year, the PBIS team completes a self-assessment (Guilford-Team Implementation Checklist) for progress monitoring. The team then selects goals to accomplish based on the results of the self-assessment. In addition, in the Spring of each year, either a team of observers assesses PBIS implementation at the Primary (Universal) level utilizing the School Evaluation Tool (SET) or the PBIS team assesses their efforts utilizing the Benchmarks of Quality (BOQ). Results of the SET are used to determine if the school is implementing the Primary level effectively enough to begin putting the Secondary level of PBIS interventions into place. The BOQ is utilized as an assessment of Universal practices as schools continue in the PBIS process. Schools implementing CICO self assess their efforts with a CICO checklist.
Outcomes: Office Discipline Referral Data is analyzed by the PBIS Team to determine if PBIS is benefiting students. Implementation of PBIS with integrity usually results in a decrease in ODRs at a PBIS school. Most importantly, PBIS schools utilize Office Discipline Referral data to problem solve and make decisions about the implementation of PBIS in the school. All PBIS schools utilize the School Wide Information System (SWIS) to enter all office referrals. SWIS also allows for the monitoring of the progress of individual students who are receiving additional supports through CICO. The data in CICO allows for a team to make data based decisions regarding the students progress and needs.
Additional sources of data, such as Out of School Suspensions, are utilized to assess whether PBIS is benefiting students.

15. Specific Steps are Utilized when Analyzing ODR Data
Do we have a problem?
STEP 2
What is the precise nature of the problem?
STEP 3
Why does the problem exist & what should we do about it?
STEP 4
What are the actual specifics of our plan?
STEP 5
Is our plan being implemented? Is the plan having the desired effect? (Review data)
Specific Steps are Utilized when Analyzing ODR Data
PBIS schools analyze their data using a five step process.

16. Specific Elements are Considered when Developing a Plan of Action
Prevention
Teaching
Recognition
Extinction
Consequences
Monitoring
Specific Elements are Considered when Developing a Plan of Action
When problem-solving using data, PBIS consider the following when developing a plan of action.
Prevention: How can we avoid the problem context?
Who, When, Where
Schedule change, curriculum change, etc
Teaching: How can we define, teach, and monitor what we want?
Teach appropriate behavior
Use problem behavior as negative example
Recognition: How can we build in systematic rewards for desired behavior?
Extinction: How can we prevent problem behavior from being rewarded?
Consequences: What are efficient, consistent consequences for problem behavior?
Monitoring: How will we collect and use data to evaluate (a) implementation fidelity, and (b) impact on student outcomes?

17. Behavioral Indicators
Academic Indicators:
% students below grade
level in reading the year
prior to beginning
implementation
Socio-cultural Factors:
SES, Ethnicity, Student
Stability, % disability,
School size,
Teacher-student ratio
What Predicts Success?
Behavioral Indicators
prior to
PBIS implementation:
% of students who receive
office referrals, OSS, ISS
The PBIS process is successful at any school, no matter where that school falls academically, behaviorally or socio-culturally, prior to PBIS implementation. PBIS makes difference for students when the practices and systems are implemented with integrity and the three critical key components of administrative support, effective team functioning and effective school-wide encouragement are all in place.
Process Variables:
Administrative support
Effective team functioning
Effective school-wide
encouragement