1. POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS (PBIS)

2. In Partnership with OSEP’s TA Center on Positive Behavior Support Co-Director’s: Rob Horner University of Oregon George Sugai University of Connecticut www.pbis.org www.swis.org

3. Why do we need a district-wide approach to address behavior needs? Proactive district-wide discipline systems help to establish a learning culture within which both social and academic success is more likely.

4. Schools face a set of difficult challenges today when dealing with behavioral needs  Multiple expectations (Academic accomplishment, Social competence, Safety)  Students arrive at school with widely differing understandings of what is socially acceptable.  Traditional “get tough” and “zero tolerance” approaches are insufficient.  Faculty come with divergent visions of effective discipline

5. MOST EFFECTIVE TRENDS IN SCHOOL 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)

6. What is District-wide Positive Behavior Interventions and Supports (SW-PBIS)? “PBIS is a broad range of proactive, systemic and individualized strategies for achieving important social and learning outcomes in safe and effective environments while preventing problem behavior with all students” (Sugai 2007)

7. What has research shown for schools implementing PBIS? Creates learning environments that proactively deal with behaviors. Improves support for students with specialized behavioral needs. Maximizes on-task behavior and increases learning time for all students.

8. Big Ideas Implementation is not a single event A mission-oriented process involving multiple decisions, actions, and corrections- Continuous Improvement/Regeneration Uses stages to make the process of change doable Anchored to tiered framework Always connected to strategic plan

9. Implementing PBIS We must think carefully about our purpose, players, and position to determine priorities and courses of action (Harn, 2008) “I think you should be more explicit here in step two.” Then a miracle occurs

10. Leaders… How do we ensure that all students have access to effective practices that are implemented with fidelity and sustained over time? **2 key components for School Improvement: 1.Professional Development – Focus on skill development of individual educators 2.Organization Capacity-Learn and be adaptive Focus on strong collaborative work cultures

11. PBIS Cascade Building Capacity and Sustainability Problem Solving Teams, Department/ Grade Level Teams, Staff, Student, Family/Community State Leadership Team State Implementation Team District Coach Coordinators Coaches Team Leaders Systems Planning Teams Local Implementation Team

12. Training Outcomes Related to Training Components Training Outcomes Training Components Knowledge of Content Skill Implementation Classroom Application Presentation/ Lecture Plus Demonstration Plus Practice Plus Coaching/ Admin Support Data Feedback 10% 5% 0% 30% 20% 0% 60% 60% 5% 95% 95% 95% Joyce & Showers, 2002

13. System Change “For every increment of performance I demand from you, I have an equal responsibility to provide you with the capacity to meet that expectation” (R. Elmore, 2002)

14. What does PBIS emphasize? The PBIS decision-making process emphasizes 3 integrated elements to provide measureable outcomes for students: – DATA sources to support decision-making, – PRACTICES that support student behavior, and – SYSTEMS that support staff behavior.

15. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavior Support OUTCOMES Social Competence & Academic Achievement ٭ Adapted from “What is a systems Approach in school-wide PBS?” OSEP Technical Assistance on Positive Behavioral Interventions and Supports. Accessed at http://www.http://www Pbis.org/schoolwide.htm

16. Data Collection PBIS recommends the ability to isolate and analyze the following five data points: 1.Referrals by Problem Behavior, 2.Referrals by Location, 3.Referrals by Time, 4.Referrals by Student, and 5.Average referrals by Day and by Month

17. Improving Decision-Making Problem Solution From: To: Problem Solving Using Data Solution Monitor Outcome

18. Supporting Student Behavior – Universal (Tier 1) instruction support for all district learners – Targeted (Tier 2) interventions for areas of need determined from data analysis – Individualized (Tier 3) supports required for individual students with high-needs or specific situations.

19. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT ~80% of Students ~15% ~5%

20. Positive Behavior Interventions & Supports: A Response to Intervention (RtI) Model Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems Tier 2/Secondary Tier 3/ Tertiary SIMEO Tools: HSC-T, RD-T, EI-T Small Group Interventions (CICO, SAIG, etc) Intervention Assessment Illinois PBIS Network, Revised Sept., 2008 Adapted from T. Scott, 2004 Group Interventions with Individualized Focus (CnC, etc) Simple Individual Interventions (Brief FBA/BIP, Schedule/ Curriculum Changes, etc) Multiple-Domain FBA/BIP Wraparound ODRs, Attendance, Tardies, Grades, DIBELS, etc. Daily Progress Report (DPR) (Behavior and Academic Goals) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.

21. Supporting Staff Behavior Reduce teacher stress Increase teacher efficacy in teaching replacement behaviors Support teachers in designing classroom management systems

22. Six Key Elements of PBIS 1.Define, teach and acknowledge positive behaviors. 2.On-going collection and use of data for decision-making regarding implementation of systems that support effective practices. 3.Continuum of universal supports, targeted interventions, and individualized supports.

23. Six Elements (cont.) 4.Implement evidenced-based behavioral practices with fidelity and accountability 5.Arrange the environment to prevent the development and occurrence of problem behavior 6.Screen universally and monitor student performance and progress continually.

24. PBIS TRACK RECORD Highly successful in many other states Many excellent resources available free on- line Interest in Wisconsin schools is growing exponentially DPI acting to respond to this interest & need

25. When SWPBIS is implemented well more students find their school an effective learning environment.

26. www.pbis.org

27. Current Status Nationally Main Messages: – SWPBIS is possible (over 16,000 schools) – SWPBIS is effective at (a) reducing problem behavior, (b) improving academic achievement, and (c) improving perceived faculty effectiveness – Coaching is critical to (a) implementation with fidelity and (b) sustained use of SWPBIS – Coaching is perceived a major contributor to the cultural “fit” of SWPBIS to a community/ school.

28. SWPBIS in 13,331 schools 8/10’ Wisconsin Illinois

29. Training Rate in Wisconsin WISCONSIN

30. A View of SWPBIS in Wisconsin Themes: – Child as the unit of impact, School as the unit of implementation, District as the unit of coordination. – Use data for continuous improvement, cultural fit, sustainability. Are we doing what we said we would do? Is what we are doing benefiting children? – Build the systems needed to support effective practices. Never train school teams without also training the Trainers, Coaches and Evaluators who will make the practices endure

31. Likely Outcomes The following are examples of some of the progress made in a few Illinois, North Carolina, and Wisconsin schools that have implemented PBIS.

32. Fidelity Update

33. Outcome Data – Days of Out of School Suspension SWIS OSS data for: 21 schools fidelity by July 2010 (Ave.03% days OSS) 51 schools implementing, not fidelity by July 2010 (Ave.05% days OSS)

34. Outcome Data – Reading 27 schools met fidelity by July 2010 and have sustained fidelity on all assessments since. 19 of them met fidelity in Spring 2010 (from 11 districts - have sustained for 2 semesters) 6 of them met fidelity in Fall 2009 (from 4 districts - have sustained for 3 semesters) 2 of them met fidelity in Spring 2009 (from 1 district - have sustained for 4 semesters) Significant Time, Semesters Sustained, and Time by Semesters Sustained interaction in Repeated Measures ANOVA on WKCE Reading Proficient and Advanced

35. Outcome Data – WKCE Reading

36. Outcome Data – VERY PRELIMINARY - WKCE Reading Data disaggregated for students with/without disabilities available on WINSS for 3 two semester sustaining schools and 2 three semester sustaining schools.

37. Eisenhower Jr. High, Schaumburg IL. School District 54: Suspensions & Expulsions Across Two Years

38. Washington Elementary School, Champaign IL. School District 4 Total ODRs Over Three Years

39. Foreman High School Office Discipline Referrals by Month by Year # ODR per day per month per 100 students per average daily enrollment Months Sept Oct Nov Dec Jan Feb March April May June

40. Levels of behavior risk in schools implementing PBS were comparable to widely-accepted expectations and better than those in comparison schools not systematically implementing PBS. Non-PBS Comparison

41. TeacherStudentAdministrator Referrals5 minutes20 minutes10 minutes In-School Suspensions 5 minutes6 hours20 minutes Out-of-School Suspensions 5 minutes6 hours45 minutes Barrett and Swindell - 2002

42. ODRsIn-School Suspensions Out-of- School Suspensions Administrator12,790 Minutes 213 Hours 2,040 Minutes 34 Hours 3,735 Minutes 62 Hours Student1,443 referrals 294 students 1,770 Hours 295 school days 1,464 Hours 244 school days

43. Outcomes From Recognition Schools Students regain at least 2,971 hours (457 6.5 hour days) Teachers regain 248 hours (38 6.5 hour days) Administrators regain 743 hours (93 eight hour days) 28% Reduction Number of ODRs in Schools that Applied for Recognition

44. District Commitments High priority in District Improvement Plans 3-5 year commitment Continuation of the district leadership team Ongoing staff development Allocation of resources

45. Building Commitments Establish and maintain building PBIS team. Identify building coaches Training for and implementation by all staff Effectively use student information systems

46. PBIS APPROACH WORKS! Data driven building decision-making Clear expectations that are universally known Focuses on positive interaction and acknowledges appropriate behavior. Proactive rather than reactive Supports a positive learning environment Delivers results

47. www.pbis.org www.wisconsinPBISnetwork.org www.pbssurveys.org www.swis.org