1. Positive Behavioral Interventions and Supports (PBIS) January 2012 Marlene Gross-Ackeret Jennifer Grenke Building on Children’s & Families’ Strengths 1

2. Who’s Here? Parents? Teachers? Advocates? Administrators? Other? 2

3. Advanced Organizer Challenges/Rationale for PBIS Overview of PBIS Research Findings Framework of support What does PBIS look Like? Wisconsin PBIS Initiative Family/Parent Involvement in PBIS 3

4. Challenges Facing Schools Today Doing more with less Educating increasing numbers of students with more diverse needs Educating students with challenging behaviors Creating “host environments” or systems that enable adoption & sustained use of effective practices 4

5. Over-Reliance on Exclusion Exclusion & punishment are the most common responses to conduct disorders in schools. (Lane & Murakami, 1987; Rose, 1988; Nieto, 1999; Sprick, Borgmeier, & Nolet, 2002) Exclusion & punishment are ineffective at producing long-term reduction in problem behavior. (Costenbader & Markson, 1998) “When the horse is dead, it’s time to dismount.” 5

6. Research Findings Reviews of over 600 studies on how to reduce school discipline problems indicate that the least effective response to school violence are: – Disconnected “fix the student” counseling – Psychotherapy – Punishment (Gottfredson, 1997; Lipsey, 1991 & 1992; Tolan & Guerra, 1994; Elliott, Hamburg, Williams, 1998) 6

7. Most Effective Trends in Discipline Practices Proactive school-wide discipline systems Social skills instruction Academic/curricular restructuring Behaviorally based interventions Early screening & identification of antisocial behavior patterns (Biglan, 1995; Gottfredson, 1997; Colvin, et al., 1993; Lipsey, 1991, 1992; Mayer, 1995; Sugai & Horner, 1994; Tolan & Guerra, 1994; Walker, et al., 1995; Walker, et al., 1996) 7

8. Basic Principles of PBIS Just as we teach students to read, write & compute, we also need to teach students how to behave. There is always a function to someone’s behavior, even if the person cannot tell you what that function is. Discipline alone is not enough. Appropriate replacement behavior must be taught to prevent re-occurrence of misbehavior. 8

9. The Old Way….(hopefully) Referrals to Special Education may be seen as the “intervention” vs. actual changes in student’s learning environment FBA may be viewed as required “paperwork” vs. a needed part of designing an intervention Rely on interventions the system is familiar with vs. ones that are likely to produce an effect Focus one-student at a time (reactive approaches) vs. capacity (systems) within schools to support ALL students 9

10. Special Education General Education Sea of Ineligibility Without Problem Solving 10

11. Bridging the Gap General + Intensive Resources General Resources Intensity of Problem Amount of Resources Needed to Solve Problem General + Supplemental Resources 11

12. What is PBIS? A broad range of proactive, systemic, and individualized strategies for achieving important social & learning outcomes in safe & effective environments while preventing problem behavior with all students. (Sugai, 2007) 12

13. Tier 3/Tertiary Interventions 1-5% Individual students Assessment-based High intensity 1-5%Tier 3/Tertiary Interventions Individual students Assessment-based Intense, durable procedures Tier 2/Secondary Interventions 5-15% Some students High efficiency Rapid response Small group interventions Some individualizing 5-15%Tier 2/Secondary Interventions Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing Tier 1/Universal Interventions 80-90% All students Preventive, proactive 80-90%Tier 1/Universal Interventions All settings, all students Preventive, proactive School-Wide Systems FOR Student Success: A Response to Intervention (RtI) Model Academic Systems Behavioral Systems Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm 13

14. Emphasis on Prevention at Each Level Universal Level GOAL: To reduce new cases of problem behavior &/or academic failure Secondary Level GOAL: To reduce current cases of problem behavior &/or academic failure Tertiary/Wraparound Level GOAL: To reduce complications, intensity, severity of students with chronic problem behavior &/or academic failure 14

15. 1-5% 5-10% 80-90% Tertiary Interventions Few families Family voice High Intensity Tertiary Interventions Few families Family voice Intense, durable procedures Secondary Interventions Some families High efficiency Rapid response Planned Interventions Some Individualizing Secondary Interventions Some families High efficiency Rapid response Planned Interventions Some Individualizing Universal Interventions All families Preventive, proactive Universal Interventions All families Preventive, proactive Designing School-Wide Systems for Student Success through Family Involvement Academic SystemsBehavioral Systems 15

16. Tiered Model for Students: To meet standards.Identify the needs of these students 16 To provide instruction & interventions 16

17. Tiered Model for Families: To meaningfully engage with parents across all Tiers Identify the needs of these parents 17 To develop differentiated outreach 17

18. PBIS Biggest Idea! Instead of working harder (inefficient), schools have to establish systems & processes & use data & practices that enable them to work smarter (efficient, effective). Establish a small number of priorities – Do less but better. Consolidate/integrate whenever possible – Only do it once. Specify what is wanted & how you’ll know when you get there – Invest in a clear outcome & assess progress. Give priority to what works – Use research- & evidence-based practices & programs. 18

19. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior OUTCOMES Social Competence & Academic Achievement 19

20. Data - How Decisions Are Made Components of decision making with PBIS Data collection T-chart ODR form A problem-solving team Data at every meeting Data use Big 5 reports Communication with school community about data, patterns, & decisions Newsletter Website 20

21. Systems - How Things are Done Procedures for classroom and non- classroom settings – lunchroom, bus, bathroom, assembly, transition/hallway Procedures for reinforcing expected behavior Procedures for responding to office discipline referrals (ODRs) Procedures for meeting the needs of ALL students 21

22. 22

23. Practices - How adults Interact with Students Every time any adult interacts with any student, it is an instructional moment! PBIS emphasizes… Teaching behaviors like we teach academics Modeling & practicing expected behaviors http://www.hasd.org/schools/ges/pbis.cfm Reinforcing expected behaviors http://www.youtube.com/watch?v=fc8H_7D0Q1Y Pre-correcting to ensure positive behaviors are displayed Actively supervising to prevent problem behaviors 23

24. What Does PBIS Look Like? 3-5 Positively stated expectations are defined and taught for all students in all settings >80% of students can tell you what is expected of them & give behavioral example because they have been taught, actively supervised, practiced, & acknowledged Positive adult-to-student interactions exceed negative Data- & team-based action planning & implementation are operating Administrators are active participants Full continuum of behavior support is available to all students 24

25. Teaching Matrix SETTING All Settings HallwaysPlaygroundsCafeteria Library/ Compute r Lab AssemblyBus Respect Ourselves Be on task. Give your best effort. Be prepared. Walk.Have a plan. Eat all your food. Select healthy foods. Study, read, compute. Sit in one spot. Watch for your stop. Respect Others Be kind. Hands/feet to self. Help/share with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Whisper. Return books. Listen/watch. Use appropriate applause. Use a quiet voice. Stay in your seat. Respect Property Recycle. Clean up after self. Pick up litter. Maintain physical space. Use equipment properly. Put litter in garbage can. Replace trays & utensils. Clean up eating area. Push in chairs. Treat books carefully. Pick up. Treat chairs appropriately. Wipe your feet. Sit appropriately. 25

26. Behavior is Acknowledged and Recognized 26

27. Consistency across staff/locations http://schools.u-46.org/index.pl?id=27311 27

28. Wisconsin Implementation 473 schools trained by July 2010 332 schools implementing 84 schools implementing with fidelity 28

29. Wisconsin Data 59 schools used SWIS to collect ODR data in the 2009-10 school year. 18 schools were implementing with fidelity by the end of the 2009-10 school year 21 schools have not reached implementation fidelity 11 schools have not taken any PBS Surveys 9 schools have not attended Universal Team Training 29

30. One School’s Results Students have 50 more days of learning, administrators have 12 more days of instructional time, and teachers have 4 extra days to teach! This school met fidelity for PBIS in the 2009-10 school year. 30

31. One School’s Results, continued This school met fidelity for PBIS in the 2009-10 school year. 31

32. SCHOOL-WIDE 1.Leadership team 2.Behavior purpose statement 3.Set of positive expectations & behaviors 4.Procedures for teaching SW & classroom-wide expected behavior 5.Continuum of procedures for encouraging expected behavior 6.Continuum of procedures for discouraging rule violations 7.Procedures for on-going data-based monitoring & evaluation EVIDENCE- BASED INTERVENTION PRACTICES CLASSROOM 1.All school-wide 2.Maximum structure & predictability in routines & environment 3.Positively stated expectations posted, taught, reviewed, prompted, & supervised. 4.Maximum engagement through high rates of opportunities to respond, delivery of evidence- based instructional curriculum & practices 5.Continuum of strategies to acknowledge displays of appropriate behavior. 6.Continuum of strategies for responding to inappropriate behavior. INDIVIDUAL STUDENT 1.Behavioral competence at school & district levels 2.Function-based behavior support planning 3.Team- & data-based decision making 4.Comprehensive person-centered planning & wraparound processes 5.Targeted social skills & self-management instruction 6. Individualized instructional & curricular accommodations NONCLASSROOM 1.Positive expectations & routines taught & encouraged 2.Active supervision by all staff (Scan, move, interact) 3.Precorrections & reminders 4.Positive reinforcement FAMILY ENGAGEMENT 1.Continuum of positive behavior support for all families 2.Frequent, regular positive contacts, communications, & acknowledgements 3.Formal & active participation & involvement as equal partner 4.Access to system of integrated school & community resources http://www.mjsd.k12.wi.us/clo/PBISatHo meKit.asp 32

33. Positive behavior support has been defined as a collaborative endeavor that includes all relevant stakeholders, including especially families. (Hieneman, Childs & Sergay, 2006; Koegel, Koegel, & Dunlap, 1996; Lucyshn, Dunlap, & Albin, 2002) “Facilitates the inclusion of and respect for the values and priorities of families and all team members.” APBS Standards of Practice Leadership Team –range of stakeholders (special education, regular education, families, mental health, administration). School-wide PBS Implementer’s Blueprint 33

34. Higher grades, test scores, graduation rates Better school attendance Increased motivation, self-esteem Lower rates of suspension Decreased use of drugs and alcohol Fewer instances of violent behavior Henderson & Mapp (2002) – A New Generation of Evidence 34

35. Many problems at school reflect broader community issues Engaging the community will improve the effectiveness and outcomes of PBS Students who need more intensive levels of support are often supported by systems other than the educational system 35

36. Family Teaching Matrix SETTING At HomeMorning Routine HomeworkMeal Times In CarPlayBedtime Expectations Respect Ourselves Respect Others Respect Property Stolen from OSEP National Technical Assistance Center 36

37. Contact Information: Marlene Gross-Ackeret grossackeretm@wisconsinpbisnetwork.org 608.697.8826 Jennifer Grenke grenkej@wisconsinpbisnetwork.org 920.855.2114 x 245 37