1. Positive Behavioral Interventions & Supports (PBIS) Core Behavioral Component The Response to Intervention Best Practices Institute Wrightsville Beach, NC September 2010 Betsy Stanwood

2. http://www.pbis.org/schoolwide.htm Positive Behavioral Interventions & Supports Continuum

3. Problem Solving Continuum School-wide systems to support student achievement. Levels of Intervention INTENSIVE 1 – 7 % STRATEGIC 5 - 15 % CORE 80 - 90 % Adapted from Sugai and Horner RtI

4. What Does the Research Tell Us? Teach & encourage School Wide expectations Proactive school wide discipline Effective instruction Parent engagement George Sugai

5. What Else Does the Research Tell Us? Single most common request for assistance from teachers is related to behavior & classroom management Schools over rely on reactive management practices that produce immediate reductions Teachers respond to student displays of chronic problem behavior by increasing their use of verbal reprimands, school detention, out of school suspensions, & loss of privileges Reductions are temporary and behaviors reoccur (often at higher rates or more intensive levels) A number of negative side effects are associated with the exclusive use of reactive approaches to discipline (Shores, Jack, Gunter, Ellis, DeBriere & Wehby, 1993; Sugai & Horner, 1999; Sulzer-Azaroff & Mayer, 1994; Tolan & Guerra, 1994) SW-PBIS Implementation Blueprint- OSEP Center on Positive Behavioral Intervention & Support

6. More Research Science of human behavior: Students are not “born with bad behavior” Science of human behavior: Students do not learn better ways of behaving when presented aversive consequences Addressing problem behaviors requires: Increased emphasis on proactive approaches in which expected & more socially acceptable behaviors are directly taught, practiced, and followed by frequent positive reinforcement SW-PBIS Implementation Blueprint - OSEP Center on Positive Behavioral Intervention & Support

7. What You Need to Know! Each office discipline referral costs 45 minutes, minimum, in lost instructional time for students Each office discipline referral costs 15 minutes, minimum, in lost time for administrators When students are out of the classroom –THEY ARE NOT LEARNING! Hannah Griesbauer, NHCS Behavior Specialist

8. So What Do We Do?

9. Core Behavioral Component School-Wide Positive Behavioral Interventions & Supports Why School-Wide Positive Behavioral Interventions & Supports? Implementation decreases office discipline referrals Implementation increases student time on-task Implementation improves overall school culture Implementation encourages data-based decision making Implementation provides behavioral interventions at the universal, secondary, and tertiary levels Hannah Griesbauer, NHCS Behavior Specialist

10. Three Important Themes in SW-PBIS Create systems, not just programs, to support each and all students Earlier rather than later Evidence, not opinion George Sugai & Rob Horner based on material from OSEP Center on Positive Behavioral Intervention & Support Michigan's Integrated Behavior and Learning Support Initiative

11. What is School Wide Positive Behavioral Interventions & Supports? A broad range of systemic & individualized strategies for achieving important social & learning outcomes while preventing problem behavior with ALL students. NOT a specific model but a compilation of effective practices, interventions, & systems change strategies Has a long history of empirical support SW-PBIS Implementation Blueprint - OSEP Center on Positive Behavioral Intervention & Support

12. What are the steps involved in setting up a school-wide system of discipline? An effective school-wide system of discipline or positive behavioral interventions and supports is only as good as the structures and processes that are in place to support their sustained use. When setting up a school-wide system of discipline or positive behavioral interventions and supports, the following steps should be followed: 1. Secure administrator agreement of active support and participation 2. Secure a commitment and agreement from staff for active support and participation 3. Establish a school-wide leadership or behavior support team to guide and direct the process. 4. Provide staff training 5. Conduct a self assessment of the current school-wide discipline system. 6. Create an implementation action plan that is based data based decision making. 7. Establish a way to collect office referral and other data on a regular basis to evaluate the effectiveness of school-wide PBIS efforts. SW-PBIS Implementation Blueprint - OSEP Center on Positive Behavioral Intervention & Support

13. School Administration & Staff Commitment Will not work without administrative support Goal to start with 80% staff support

14. School Team Ideal to have representatives from each of the following groups Grade level chair; department chair; content area leader Special Education Cafeteria Student Support Students Parents Athletic department (High School)

15. Training, Data Collection, & Planning Training begins with Universal implementation Collect discipline data to be used for decision-making as a part of your plan Revise implementation based on the data

16. How to Begin Looking at Data for Your School Analyze referrals by looking at location & time of day What changes could be put in place to potentially lower the number of referrals Examples: 1. Lunch in a location blocked by buildings from general view of staff 2. Hallway & Cafeteria traffic patterns 3. Particular hallway or building.

17. Effective Behavior Support Team Implementation Checklists (Quarterly)) School: Date: Team Members: Team Members: Instructions: The EBS team should complete both checklists quarterly to monitor activities for implementation of EBS in the school. Checklist #1: Start-Up Activity Status: Achieved, In Progress, Not Started Establish Commitment 1. Administrator’s support & active involvement. Status: Would you have this? 2. Faculty/Staff support (One of top 3 goals, 80% of faculty support, 3 year timeline) Status: Establish & Maintain Team 3. Team established (representative). Status: Do you have this or are you ready to do this? 4. Team has regular meeting schedule, effective operating procedures Status: 5. Audit is completed for efficient integration of team with other teams/initiatives addressing behavior support. Status: Self-Assessment 6. Team/faculty completes EBS self- assessment survey. Status: Do you have this or are you ready to do this? 7. Team summarized existing school discipline data. Status: 8. Strengths, areas of immediate focus & action plan are identified. Status:

18. Establish School-Wide Expectations 9. 3 to 5 school-wide behavior expectations are defined. Status: Develop a draft list of 3 to 5 SW behavior expectations for your school? 10. School-wide teaching matrix developed Status:NA 11. Teaching plans for school-wide expectations are developed Status: Do you currently have a master school schedule that would allow for this? Identify 2 ideas of how you might accomplish the teaching component. 12. School-wide behavioral expectations taught directly & formally. Status: 13. System in place to acknowledge/reward school-wide expectations Status: 14. Clearly defined & consistent consequences and procedures for undesirable behaviors are developed. Status:NA Establish Information System 15. Discipline data are gathered, summarized, & reported Status: Where is this information located? Has an analysis been done?

19. Build Capacity for Function- based Support 16. Personnel with behavioral expertise are identified & involved Status: Who do you have in your building with this expertise? In your system? 17. Plan developed to identify and establish functional assessment & support plan development & implementation Status:NA SW-PBIS Implementation Blueprint (Excerpt) www.ncpublicschools.org/docs/positivebehavior

20. What are the components of a comprehensive school-wide system of discipline for positive behavioral interventions and supports? All effective school-wide systems have seven major components in common 1. an agreed upon and common approach to discipline, 2. a positive statement of purpose, 3. a small number of positively stated expectations for all students and staff, 4. procedures for teaching these expectations to students, 5. a continuum of procedures for encouraging displays and maintenance of these expectations, 6. a continuum of procedures for discouraging displays of rule-violating behavior, and 7. procedures for monitoring and evaluation of the effectiveness of the discipline system on a regular and frequent basis. SW-PBIS Implementation Blueprint - OSEP Center on Positive Behavioral Intervention & Support