pbis – tier i school-wide systems teri lewis nw pbis network, oregon director
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PBIS – Tier ISchool-wide SystemsTeri LewisNW PBIS Network, Oregon Director
Goal of this Training
• Overview/Review of School-wide Positive Behavior Support (SWPBS)
• Understand Core Features of PBIS • Readiness for Implementation• Action Planning for Roll Out
Check-in
Opening Discussion
In Regards to PBIS:
• What Do You Know?
• Want Do You Want To Know?
• What Are You Excited About?
• What Are Your Fears/Reservations?
OVERVIEW/REVIEW
Overview• Emphasis will be placed on the processes, systems, &
organizational structures that are needed to enable the accurate adoption, fluent use, & sustained application of these practices.
• Importance of data based decision making, evidence based practices, & on-going staff development & support will be emphasized.
Purpose• To examine the features of a proactive systems approach
to preventing and responding to school-wide discipline problems• Big Ideas• Examples
Student Wellbeing
• One in five (20%) of students are in need of some type of mental health service during their school years, yet 70% of these students do not receive services (Surgeon General’s Report on Mental Health, 2011)
• It is estimated that the number of students being identified as having an Emotional/Behavioral Disorder has doubled in the last 30 years (US Dept of Ed, 2007).
Impact of Behavior on Schools• More than 30% of our teachers will leave the
profession due to student discipline issues and intolerable behavior of students (Public Agenda, 2004).
• Student problem behavior can consume more than 50% of teachers’ and administrators’ time (U.S. Department of Education, 2000).
The Challenge• Exclusion and punishment are the most common
responses to conduct disorders in schools. • Lane & Murakami, (1987)• Rose, (1988)• Nieto, (1999)• Sprick, Borgmeier, & Nolet, (2002)
• Punishing problem behaviors (without a proactive support system) is associated with increases in (a) aggression, (b) vandalism, (c) truancy, and (d) dropping out.
• Mayer, 1995• Mayer & Sulzar-Azaroff, 1991• Skiba & Peterson, 1999
Examples…
• In one school year, Jason received 87 office discipline referrals.
• In one school year, a teacher processed 273 behavior incident reports.
• A middle school principal must teach classes when teachers are absent, because substitute teachers refuse to work in a school that is unsafe & lacks discipline.
• During 4th period, in-school detention room has so many students that overflow is sent to counselor’s office. Most students have been assigned for being in hallways after the late bell.
Why are school important places for investing?
• Regular, predictable, positive learning & teaching environments
• Positive adult & peer models• Regular positive reinforcement• Academic & social behavior development &
success
Challenges to Implementation(Kratochwill, Albers, & Steele Shernoff, 2004)
• Primary focus on education• Lack of emphasis on prevention programs• Organization impedes collaboration, working as team• Lack of skills, training, resources
“Positive Behavior Support”
PBS is a broad range of systemic & individualized strategies for achieving important social & learning outcomes while preventing problem behavior with all students.
“EBS” = “PBS” = “PBIS” etc.
Critical Features• High status leadership team• Active administrator participation• High priority in school improvement planning• Proactive (positive and preventive) systems approach• Data-based decision making• Continuum of behavior supports• Long term commitment• Research validated practices
Outcomes
Systems: To sustain the implementation
Data: For decision making
Practices: Evidenced-based and doable
SWPBS IMPLEMENTATION DRIVERS
Emphasis on Prevention
• Primary• Reduce new cases of problem behavior
• Secondary• Reduce current cases of problem behavior
• Tertiary• Reduce complications, intensity, severity of current cases
Why implement SWPBS?
Create a positive school culture:
School environment is predictablecommon language and vision (understanding of expectations)common experience (everyone knows)
School environment is positiveregular recognition for positive behavior
School environment is safeviolent and disruptive behavior is not tolerated
School environment is consistentadults use similar expectations
School-wide & Classroom-wide Systems
Common purpose & approach to discipline Clear set of positive expectations & behaviors Procedures for teaching expected behavior Continuum of procedures for encouraging expected
behavior Continuum of procedures for discouraging inappropriate
behavior Procedures for on-going monitoring & evaluation
Classroom Management Systems
Behavior & classroom management Classroom-wide positive expectations taught & encouraged Teaching classroom routines & cues taught & encouraged Ratio of 6-8 positive to 1 negative adult-student interaction Active supervision Redirections for minor, infrequent behavior errors Frequent precorrections for chronic errors
Instructional management Selection Modification & design Presentation & delivery
Environmental management
Specific Setting Systems
Positive expectations & routines taught & encouraged
Active supervision by all staff Scan, move, interact
Precorrections & remindersPositive reinforcement
Individual Student Systems Behavioral competence at school & district levels Function-based behavior support planning Team- & data-based decision making Comprehensive person-centered planning & wraparound
processes Targeted social skills & self-management instruction Individualized instructional & curricular accommodations
Experimental Research on SWPBIS
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., 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.
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.
Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics.
Waasdorp, T., Bradshaw, C., & Leaf , P., (2012) The Impact of Schoolwide Positive Behavioral Interventions and
Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial. Archive of Pediatric Adolescent Medicine. 2012;166(2):149-156
SWPBIS Experimentally Related to:1. Reduction in problem behavior2. Increased academic performance3. Increased attendance4. Improved perception of safety5. Improved organizational efficiency
6. Reduction in staff turnover7. Increased perception of teacher efficacy
Planning for Full Implementation
Implementation Features
1. Establish PBIS leadership team2. Secure SW agreements & supports3. Establish data-based action plan4. Arrange for high fidelity implementation5. Conduct formative data-based monitoring
Who should comprise leadership team?
• Active administrator• Representative building staff members, family
members & students• Members should be respected• Members understand behavioral principles• Members should be collaborative, critical
examiners who are also supportive.
Schoolwide Social Expectations • Guidelines
Identify 3-5 Expectations That:• Desired Behaviors that Replace Your Problem
Behaviors• Short, Positive Statements (what to do!)• Easy to remember • Consider the Culture of Community
• For all students, staff, parents and others who come to your school
Establish Team Roles
• Facilitator• Data Analyst• Minute Taker• Coach
* Back-up for each role.
Workgroup, Committee
Purpose OutcomeLink to SIP
TargetGroup
Staff Involved
SIP/SID
Attendance Committee
Increase attendance
Increase % of students attending daily
All students Eric, Ellen, Marlee
Goal #2
Character Education
Improve character Improve character All students Marlee, J.S., Ellen
Goal #3
Safety Committee Improve safety Predictable response to threat/crisis
Dangerous studentsScreened In
Has not met Goal #3
School Spirit Committee
Enhance school spirit
Improve morale All students Has not met
Discipline Committee
Improve behavior Decrease office referrals
Bullies, antisocial students, repeat offenders
Ellen, Eric, Marlee, Otis
Goal #3
Drug and Alcohol Committee
Prevent drug use Decrease Drug and Alcohol
High/at-risk drug usersScreened In
Don
Behavior Work Group
Implement 3-tier model
Decrease office referrals, increase attendance, enhance academic engagement, improve grades
All students Eric, Ellen, Marlee, Otis, Emma
Goal #2Goal #3
Working Smarter Matrix
Activity
Establishing a Team
• Determine Membership and Roles
• Identify protected and regular meeting time
• Complete the Working Smarter Matrix
What are the duties of the leadership team?
• Examine school climate and behavior• Create an action plan based on data• Obtain staff commitment to the plan• Evaluate progress through data• Plan for professional development• Meet regularly (Bi-monthly or Monthly)
Be Responsible
Respect Yourself
Respect Others
Promoting: Pulling in the students
Activity
Identifying Expectations
• Identify 3-5 School-wide Expectations That Broadly Address Your Problem Behaviors
• Consider Culture of Community
• If You Have Expectations – Do They Need Revising?
• Identify Actions as Needed for Expectations
• How will you define these?
Behavior Matrix
• The behavior matrix identifies specific student behavior across various school settings
• It establishes universal expectations to guide all students and staff
• It provides the language for giving behavioral feedback to students
• It uses positive statements
Kuleana: Be ResponsibleHave lunch card ready Be orderly in all lines
Ho’ihi: Be Respectful Use proper table manners Eat your own food
Laulima: Be CooperativeWait patiently/ quietly
Malama: Be SafeWalk at all timesWash hands Chew food well; don’t rush
Cafeteria
King Kaumualii on Kauai
Activity
Construct Behavior Matrix
• Identify The Settings (Locations) In Your Schools For The Matrix (Hall, Cafeteria. Playground)
• Define Behaviors In Positive Terms That Exemplify Your School-wide Expectations In These Settings
Behavioral Errors
• More often occur because:
Students do not have appropriate skills- “Skill Deficits”
Students do not know when to use skills
Students have not been taught specific
classroom procedures and routines
Skills are not taught in context
Why Develop a System forTeaching Behavior?
• Behaviors are prerequisites for academics
• Procedures and routines create structure
• Repetition is key to learning new skills:• For a child to learn something new, it needs to
be repeated on average of 8 times• For a child to unlearn an old behavior and
replace with a new behavior, the new behavior must be repeated on average 28 times
A Comparison of Approaches to Academic and Social Problems
We Assume:• Student learned it wrong• Student was (inadvertently)
taught it the wrong wayNext We:• Diagnose the problem• Identify the misrule/ reteach• Adjust presentation. Focus on
the rule. Provide feedback. Provide practice and review
Finally We Assume:• Student has been taught skill • Will perform correctly in future
We Assume:• Student refuses to cooperate• Student knows what is right and has
been told oftenNext We:• Provide a“punishment”• Withdraw student from normal
social context• Maintain student removal from
normal contextFinally We Assume:• Student has“learned” lesson and
will behave in future• Colvin, 1988
Creative Ideas: “Putting it into Practice”
• Provide lesson format for teachers/students
• Expand lesson plan ideas throughout the year
• Teach behaviors in settings where behaviors occur
• Have classes compete to come up with unique ideas (student projects, bulletin boards, skits, songs, etc…)
• Recognize staff for creative activities
Encouraging Behavioral Expectations
• Build on positive person-to-person relationships
• Strive for a ratio of 6-8 positive interactions for every 1 negative interaction
• Label the behavior for which the positive acknowledgement is intended
Are Rewards Dangerous?
“…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.”
• Cameron, 2002• Cameron & Pierce, 1994, 2002• Cameron, Banko & Pierce, 2001
Focusing on the positives generates positive outcomes
Buehlman & Gottman predicted whether 700 newlywed couples would stay together or divorce by scoring their positive and negative interactions in one 15-minute conversation between each husband and wife. Ten years later, the follow-up revealed that they had predicted divorce with 93.6% accuracy.
1992 study (Buehlman, K., Gottman, J.M., & Katz, L.)
Eagle Tickets
Behavior Intervention We developed a method of positively reinforcing expected
behaviors through the use of our “I Spy” pads.
Promoting: Pulling in the Community
Establish System for Rewarding Behavioral Expectations
System for acknowledging student Reminder for staff Distributed with high rate of frequency System for acknowledging staff
Activity
Teaching and Encouraging
• Review how you currently teach student the expectations• All staff and settings included
• Review how you currently acknowledge students and determine if you need to revise, add to, etc• All students (not just high achievers)
• All staff and settings
• Frequency
Discouraging Problem Behavior• Clearly defined problem and context
• e.g., hat in class, tardies, transitions, etc.
• Precorrection/preventive strategy• for identified risk times or settings
• Consistent procedures• e.g, all staff, settings, minor behaviors
• Teaching Opportunity• focus on appropriate expectation
T- CHART OF BEHAVIOR
• Classroom Behavior• Office Behavior
Manage minor (low intensity/frequency) problem behaviors positively & quickly
Signal occurrence
• State correct response• Ask student to restate/show• Acknowledge compliance
Manage minor (low intensity/frequency) problem behaviors positively & quickly
Signal occurrence
• State correct response• Ask student to restate/show• Acknowledge compliance
Behavior Intervention We developed a method of positively reinforcing expected
behaviors through the use of our “I Spy” pads.
Office Discipline Referral Processes/Form• Coherent system in place to collect office discipline referral
data• Faculty and staff agree on categories• Faculty and staff agree on process• Office Discipline Referral Form includes needed information
• Name, date, time• Staff• Problem Behavior and motivation• Location
Establish System for Responding to Behavioral Violations
Staff and Administration agree on what problems are office managed and what problems are staff managed.
Clearly defined and consistent consequences and procedures for undesirable behaviors are developed.
Activity
Discouraging Problem Behavior
• Review current forms and systems
• Determine if you need to revise, add to, etc• Minors and majors/Level I, II & III
• Clear and efficient process
Moving Forward• Resources
• www.pbis.org• www.pbisnetwork.org• www.pbisapps.org• www.swis.org
Next Steps
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