1. School-wide Positive Behavior Supports Tim Lewis, Ph.D.. University of Missouri OSEP Center on Positive Behavioral Intervention & Supports pbis.org

2. Exclusionary “Punishment” Isn’t always “punishment” Doesn’t teach what to do instead Assumes child needs to change, not the environment in which the behavior occurred

3. So what do we do instead?

4. Putting Evidence-Based Practices In Place Prevention, Early Intervention and Individualized Student Supports through Positive Behavior Support Systems

5. Good News Executive Order -- Using Behavioral Science Insights to Better Serve the American People EXECUTIVE ORDER - - - - - - - USING BEHAVIORAL SCIENCE INSIGHTS TO BETTER SERVE THE AMERICAN PEOPLE https://www.whitehouse.gov/the-press-office/2015/09/15/executive- order-using-behavioral-science-insights-better-serve-american

6. Starting Point…. We cannot “make” students learn or behave We can create environments to increase the likelihood students learn and behave Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity

7. School-wide Positive Behavior Support Problem solving framework Systematic implementation of evidence-based practices Layers in increasingly more intensive environmental supports to increase the likelihood students are academically, emotionally, and socially successful

8. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior SW-Positive Behavior Support OUTCOMES Social Competence & Academic Achievement

9. 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 School-Wide Systems for Student Success

10. Continuum of Supports Reading Science Math Soc skills Horses Spanish

11. Essential Features at the School Level Teams of educators within the school (administrator) Data-based decision making Instructional Focus – Teach & Practice Acknowledge student mastery of social skills – Positive Feedback Readiness across Tiers (universals always a priority) Access to on-going Technical Assistance

12. Universal School-Wide Features Clearly define expected behaviors (Rules) – All Settings – Classrooms Procedures for teaching & practicing expected behaviors Procedures for encouraging expected behaviors Procedures for discouraging problem behaviors Procedures for data-based decision making Family Awareness and Involvement

13. I am….All SettingsClassroomHallwaysCafeteriaBathroomsPlaygroundAssemblies SafeKeep bodies calm in line Report any problems Ask permission to leave any setting  Maintain personal space  Walk  Stay to the right on stairs  Banisters are for hands Walk Push in chairs Place trash in trash can  Wash hands with soap and water  Keep water in the sink  One person per stall  Use equipment for intended purpose  Wood chips are for the ground  Participate in school approved games only  Stay in approved areas  Keep body to self Walk Enter and exit gym in an orderly manner Respect- ful Treat others the way you want to be treated Be an active listener Follow adult direction(s) Use polite language Help keep the school orderly  Be honest  Take care of yourself  Walk quietly so others can continue learning  Eat only your food  Use a peaceful voice  Allow for privacy of others  Clean up after self Line up at first signal Invite others who want to join in Enter and exit building peacefully Share materials Use polite language  Be an active listener  Applaud appropriately to show appreciation A Learner Be an active participant Give full effort Be a team player Do your job Be a risk taker Be prepared Make good choices  Return to class promptly Use proper manners Leave when adult excuses Follow bathroom procedures Return to class promptly Be a problem solver Learn new games and activities Raise your hand to share Keep comments and questions on topic Benton Elementary School

14. RAH – at Adams City High School (Respect – Achievement – Honor) RAHClassroomHallway/ Commons CafeteriaBathrooms Respect Be on time; attend regularly; follow class rules Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass Put trash in cans, push in your chair, be courteous to all staff and students Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet Achievement Do your best on all assignments and assessments, take notes, ask questions Keep track of your belongings, monitor time to get to class Check space before you leave, keep track of personal belongings Be a good example to other students, leave the room better than you found it Honor Do your own work; tell the truth Be considerate of yours and others’ personal space Keep your own place in line, maintain personal boundaries Report any graffiti or vandalism

15. Creating Environments Focus on socially important behaviors Inviting atmosphere / Friendly & Helpful Connections / relationships between: – Staff-staff – Staff-students – Students- adults Is your school a place where you would want your own child to attend?

16. Tier II

17. Tier II (small group) Efficient and effective way to identify at-risk students – Screen (pbismissouri.org) – Data decision rules – Teacher referral Informal assessment process to match intervention to student need – Small group Social Skill Instruction – Self-management – Academic Support Part of a continuum – must link to universal school-wide PBS system

18. Tier II/III Systems Step 1 – Insure Universals, including Classroom, in place Step 2 – Student Identification Process – Decision Rules – Referral – Screen Step 3 Classroom Problem Solving Team – Classroom supports (function-based) – Progress monitor Step 4 - Tier II/III supports – Non-responders to classroom supports – Match function of student behavior to intervention – Progress monitor Step 5 - Evaluate Process

19. 6+ Referrals 2-5 Referrals 0-1 Referral 57 students with 9+ Referrals 1712 referrals Baseline Behavior Data Spring

20. Post Intensifying Tier I + Classrooms 516 Referrals 16 Students with 9+ Referrals 6+ Referrals 2-5 Referrals 0-1 Referrals

21. Classroom Universal Essential Practices 1.Classroom expectations & rules defined and taught (all use school-wide, create classroom examples) 2.Procedures & routines defined and taught 3.Continuum of strategies to acknowledge appropriate behavior in place and used with high frequency (4:1) 4.Continuum of strategies to respond to inappropriate behavior in place and used per established school-wide procedure 5.Students are actively supervised (pre-corrects and positive feedback) 6.Students are given multiple opportunities to respond (OTR) to promote high rates of academic engagement 7.Activity sequence promotes optimal instruction time and student engaged time 8.Instruction is differentiated based on student need

22. PBIS T ECHNICAL B RIEF ON C LASSROOM PBIS S TRATEGIES Simonsen, Freeman, Goodman, Mitchell, Swain-Bradway, Flannery, Sugai, George, & Putnam (2015)

23. Challenge: How to Insure All Staff Are Using Effective Practices

24. Effective Professional Development OUTCOMES (% of Participants who: Demonstrate Knowledge, Demonstrate New Skills in a Training Setting, and Use New Skills in the Classroom) Training Components Demonstrate Knowledge Demonstrate New Skill in Training Use New Skills in Classroom Theory & Discussion 10%5%0% Plus Demonstration in Training 30%20%0% Plus Practice and Feedback 60% 5% Plus Coaching in the Classroom 95% Joyce and Showers, 2002

25. Systems Teach – Brief in-service, single topic focus Practice (performance feedback) – Peer coaching – Principal “walk through” – Direct observation / data collection

26. http://pbismissouri.org/educators/effe ctive-class-practice

27. Typical School Day 17%Direct Instruction 33%Seatwork 20%Transitions 30%Discipline & Other Non-Instructional Activities MO SW-PBS Cotton, 1995; Walberg, 1988 324

28. Discussion: Importance of expectations & behaviors? Pair Up 2-Minute Frenzy – Discuss: – How has clarifying schoolwide/non-classroom setting behaviors/rules impacted student behavior in our school? – Why do you think it is important to clarify classroom behaviors/rules?

29. List problem behaviors in your classroom List replacement behavior (what we want kids to do instead) List schoolwide expectations Categorize rules within schoolwide expectations Activity: Classroom Rule Writing Activity Option 1

32. Classroom Problem Solving Process leader – Classroom teachers, Specialist teachers Tier II/III Team partner – School Psychologist, Counselor, Administrator Process – Data-based decision making Guiding questions – Function-based intervention Teach replacement Environmental alterations / supports – Monitor progress

36. Classroom Problem Solving http://www.vimeo.com/54954199

37. Tier III

38. Tier III (individualized support) When small group not sufficient When problem intense and chronic Driven by Functional Behavioral Assessment Connections to Mental Health and Community Agencies (Integrated Framework Monograph) Part of a continuum – must link to universal school-wide PBS system

39. SW-PBS Outcomes

41. Parramatta High School

44. RCT & Group Design PBIS Studies 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., Pas, E. T., Goldweber, A., Rosenberg, M. S., & Leaf, P. J. (2012). Integrating school-wide positive behavioral interventions and supports with tier 2 coaching to student support teams: The PBISplus model. Advances in School Mental Health Promotion 5, 177-193. 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. Bradshaw, C. P., Waasdorp, T. E. & Leaf, P. J. (2012). Effects of School-Wide Positive Behavioral Interventions and Supports on child behavior problems. Pediatrics, 130(5), 1136-1145. Goldweber, A., Waasdorp, T. E., & Bradshaw, C. P. (in press). Examining the link between forms of bullying behaviors and perceptions of safety and belonging among secondary school students. Journal of School Psychology. 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. Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (2012). The impact of School-wide Positive Behavioral Interventions and Supports (SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial. Archives of Pediatrics and Adolescent Medicine, 116(2), 149-156 June 2014 Reduced major disciplinary infractions and aggressive behavior Improvement in concentration, prosocial behavior, & emotional regulation Improvements in academic achievement Enhanced perception of organizational health & safety Reductions in teacher reported bullying behavior & peer rejection Improved school climate

47. PBIS and Discipline Disproportionality If schools adopt school-wide PBIS do they demonstrate improved performance for children at risk for discipline disproportionality?

48. Preliminary Evidence: When PBIS is linked to reduction in ODRs does reduction occur for students from all ethnic groups? From: Vincent, Cartledge, May & Tobin, 2009 Main Messages: 1.Reduction in ODRs occurred for all ethnic groups 2.Racial disproportionality continued, however, just at a lower level of intensity.

49. Preliminary Evidence: When PBIS is linked to reduction in ODRs does reduction occur for students from all ethnic groups? From: Vincent, Cartledge, May & Tobin, 2009

50. All Nat Am Asian His/Lat Af/ Am White All Nat Am Asian His/Lat Af/ Am White ODRs per 100 students per school day 303 Elementary Schools ODR rates per Ethnicity National Data: Claudia Vincent & Seth May

51. Taking the Problem Solving Process to Scale

52. Research Findings on Scaling Up (Fixsen, Naoom, Blase, Friedman, & Wallace, 2005, p. 70) Best evidence documents what doesn’t work: – Information dissemination alone – Training by itself

53. Research Findings on Scaling Up (Fixsen, Naoom, Blase, Friedman, & Wallace, 2005, p. 70) What does work – Long term, multi-level approaches – Skills-based training – Practice-based coaching – Practioner performance-feedback – Program evaluation – Facilitative administrative practices

54. Key To Success Build parallel systemic processes Provide school teams with a process to address the presenting challenge (e.g., problem behavior, drop out, learning to read) Develop a parallel process for districts/states to support school implementation and continue to expand with integrity ( Blue Prints)

56. OSEP Center on PBIS First funded in 1998 Focus = prevention/early intervention and a complete continuum of supports for students with significant behavioral challenges Targets = school/district/state leadership teams

57. Expanded PBIS Center Foci

58. Available from OSEP TA- Center www.pbis.orgwww.pbis.org www.pbisapps.org No Cost Assessors Training PowerPoint and Assessors Training Video at www.pbisapps.orgwww.pbisapps.org

59. Schools using PBIS August, 2015 21,278

60. Number of Schools Implementation SWPBIS (Tier I) by State August, 2015 16 States with more than 500 schools

61. Proportion of Schools Implementing SWPBIS by State August, 2015 13 States with at least 40% of all schools using PBIS

63. “If we can’t help protect kids and staff, and make them feel safe at school, then everything else we do is secondary… If kids don’t feel safe, they can’t learn. It’s that simple. Through these grants of more than $70 million, we are continuing our commitment to ensure that kids have access to the best learning experience possible.” U.S Secretary of Education, Arne Duncan

64. WA 1 – ‘14 WA 1 – ‘14 UT 2 – ‘14 UT 2 – ‘14 CA 15 – ’14 CA 15 – ’14 NV MT AZ 2 – ‘14 AZ 2 – ‘14 TX 6 – ’14 TX 6 – ’14 NE 3 – ‘14 NE 3 – ‘14 OK 1 – ‘14 OK 1 – ‘14 IA 2 – ‘14 IA 2 – ‘14 MO LA 3 – ‘14 LA 3 – ‘14 MI 3 – ’14 MI 3 – ’14 WI 4 – ‘14 WI 4 – ‘14 IL 3 – ’14 IL 3 – ’14 KY 4 – ’14 KY 4 – ’14 AL 1 – ‘14 AL 1 – ‘14 FL 5 – ‘14 FL 5 – ‘14 OH VA VA NC 1 – ‘14 NC 1 – ‘14 SC 1 – ‘14 SC 1 – ‘14 PA 2 – ‘14 PA 2 – ‘14 NY 6 – ‘14 NY 6 – ‘14 School Climate Transformation Grant Awardees 2014 SEA 2014 LEAs with no SEA HI CT DE MA 3 – ‘14 DC 1 – ‘14 NH 1 – ‘14 VI 1 – ‘14 1010

65. Featuring sessions specifically designed for our Mental Health, Juvenile Justice, and Family/Community Partners! This two-day forum for school, state, district and regional Leadership Teams and other professionals has been designed to increase the effectiveness of PBIS implementation. Integrated Multi- Tiered Framework for Educational Success Visit the Upcoming Events page at www.pbis.org for more information October 22-23, 2015 SAVE THE DATE! Donald Stephens Convention Center - Rosemont, IL Donald E. Stephens Convention Center Rosemont, Illinois Sessions are organized by strands that support initial through advanced implementation in elementary, middle, and high schools as well as juvenile justice facilities: PBIS Foundations Classroom Applications Tier 2 Systems & Practices Tier 3 Systems & Practices Aligning Systems Juvenile Justice Mental Health Integration Equity Applied Evaluation Special Topics OSEP Technical Assistance Center on PBIS 2015 Leadership Forum

66. School-wide Positive Behavior Supports Tim Lewis, Ph.D.. University of Missouri OSEP Center on Positive Behavioral Intervention & Supports pbis.org