pbis tier i: critical foundations
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PBIS Tier I: Critical Foundations . Chris Borgmeier , PhD Portland State University [email protected] www.swpbis.pbworks.com. School-wide Positive Behavior Support is:. - PowerPoint PPT PresentationTRANSCRIPT
School-wide Positive Behavior Support is:
A systems approach for establishing the social culture and individualized behavioral supports needed for schools to be effective learning environments for all students.
Evidence-based features of SW-PBS Prevention Define and teach positive social expectations Acknowledge positive behavior Arrange consistent consequences for problem behavior On-going collection and use of data for decision-making Continuum of intensive, individual interventions. Administrative leadership – Team-based
implementation (Systems that support effective practices)
SW-PBIS Big IdeasCommitment to serve ALL students
Set students & staff up to be successful Proactive is better than reactive
Increase participation in school & academic success LIMIT LOSS OF INSTRUCTIONAL TIME Reduce use of exclusionary & punitive
strategies Time in Hall, Time in Office, Suspension, Detention
Use Data to guide decision making
Responding to Problem Behavior The emergence of SW-PBIS was a response to
a growing over-reliance on using negative consequences for problem behavior Zero Tolerance
Research shows these responses were not effective in reducing student problem behavior and improving school climate
Recommended Reading: “Suspending Hope” from Teaching Tolerance http://www.tolerance.org/magazine/number-41-spring-201
2/suspending-hope
Establishing a Social Culture
Common Vision/Values
Common Language
Common Experience
MEMBERSHIP
SYST
EMSPRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
Elements of SW-PBIS
Universal Interventions:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Targeted Group Interventions:
Specialized GroupSystems for Students with At-Risk Behaviour
Intensive Individual Interventions:Specialized
IndividualizedSystems for Students
with High-Risk Behaviour
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOUR
SUPPORT
~80% of Students
~15%
~5%
Team Process PBS is active, alive -- not static It’s not something we’ve done – it’s
something we’re doingRequires regular team meetings with a
team that represents ALL school staffTeam keeps PBS alive through ongoing
planning, support, and decision making to address needs as they arise
Looking at data & maintaining & developing programs to meet needs
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
SW - PBSGENERAL
IMPLEMENTATION PROCESS Staff Feedback
Responsibilities of Team Initially take the lead with development
and implementation of SW PBS programs Seek feedback from staff throughout
development After initial implementation
Maintain SW PBS programs Monitor data and problem solve areas of
concern Continued development of SW-PBS programs
Plan for Tier 2 Prevention to support at-risk students
Team Discussion What are strengths & areas for improvement
in your communication w/ staff re: SW-PBIS?
How will your team continue to communicate & get feedback from your entire staff? Identify specific ideas & be ready to share Don’t forget about those staff members who
don’t always come to staff meetings Instr’l Assistants, Supervisors, Office staff,
custodians, etc.
Time’s Up
Universal PBIS SystemsThe Basics
1. Define school-wide expectations2. Teach expectations and social-emotional
competencies3. Monitor and acknowledge prosocial behavior4. Provide instructional consequences for
problem behavior5. Collect information and use it for decision-
making
Few positive SW expectations defined, taught, & encouraged
SETTING
All Settings Hallways Playgrounds Cafeteria
Library/Computer
LabAssembly Bus
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.
Routines & Procedures
Getting EquipmentLine up for Dismissal
Go thru lunch line
Find SeatClean up & dismissal
Checking out books.
Returning books
Lining up for bus & entry
TEACHING MATRIX
Exp
ecta
tions
Environmental Redesign Prevent problems & Set up Success
As you’re thinking about expectations & routines for settings…. ALSO consider environmental changes to set students up for success
Examples: Need more waste baskets in bathrooms Check tables & traffic patterns in cafeteria Add another garbage & recycling station for lunch
dismissal to reduce congestion Reduce long wait in lunch line
Items perceived to be more important to sustainability than initial implementation
Parents are actively involved in the SW-PBIS effort (e.g. as part of team at school or district)
SW-PBIS is viewed as a part of systems already in use (as opposed to being an add-on)
SW-PBIS has been integrated into new school or district initiatives
A vast majority of school personnel (80% +) support SW-PBIS
Critical to Sustaining Hume & McIntosh, 2011 The School team implementing SW-PBIS is well
organized and operates efficiently
School personnel perceive SW-PBIS as effective in helping them achieve desired outcomes
SW-PBIS has been expanded to other areas (e.g. classrooms, buses, students w/ intensive needs, parenting workshops)
Predicting Sustained Implementation of SW-PBIS
McIntosh et al., 2011
School team functioning Use of data for decision making
District Supports = coaching, professional development, & connection to a community of practice
Sustaining Implementation The most critical item that contributed
to sustainability
“Data are used for problem solving, decision making and action planning (to make SW-PBIS more effective &/or efficient)”
Hume & McIntosh, 2011
Team Task - Sustainability What are steps your team needs to take
to implement and sustain SW-PBIS with fidelity?
Identify 2-3 actions your team will take to promote sustained implementation… Be prepared to share with the other teams
Teaming & Data Based Decision Making Team Implemented Problem Solving (TIPS)
Meeting Foundations Purpose of the team Define team agreements about meeting
processes Define roles & responsibilities
Facilitator, Minute Taker, Data Analyst, Time Keeper -- & Back-Ups for each role
Use electronic meeting minutes Project minutes for Visual Guide
Clarifying the ProblemWhen Are Problem Behaviors Occurring?
Referrals by Time
0
2
4
6
8
10
12
14
16
7:00
AM
7:30
AM
8:00
AM
8:30
AM
9:00
AM
9:30
AM
10:0
0 A
M
10:3
0 A
M
11:0
0 A
M
11:3
0 A
M
12:0
0 P
M
12:3
0 P
M
1:00
PM
1:30
PM
2:00
PM
2:30
PM
3:00
PM
3:30
PM
4:00
PM
4:30
PM
5:00
PM
Num
ber o
f Ref
erra
ls
Is there one time period, clusters of time periods, many time periods throughout the day?How do the problem times link to the schedule of activities?Newton, J.S., Todd, A.W., Algozzine, K, Horner, R.H. & Algozzine, B. (2009). The Team Initiated
Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon unpublished training manual.
Use a Custom Report or Graph for Data to make Precise Problem Statement -what grade? -what location? -what behaviors? -what students?
SWIS – Ethnicity ReportDisaggregate Discipline Data x Race
Proportion of Referrals vs Enrollment By Ethnicity
The Ethnicity Report is the least used report within the School-
wide Information System (SWIS)
Expanding Implementatio
n & Understanding
of SW-PBIS
Nonclassr
oom
Setting Syst
ems
ClassroomSetting Systems
Individual Student
Systems
School-wideSystems
School-wide PositiveBehavior Support
Systems
• BullyProofing
• Parental Participation
• PBIS in the Classroom
• Systematic Supervision
• Tier 2 & 3
Bully Proofing All “bully proofing” skills are more effective if the
school has first established a set of POSITIVE school-wide behavioral expectations.
Great care is needed to prevent a “bully-proofing” effort from becoming a “bully-training” program.
Bully Proofing Bullying behavior typically is rewarded
(maintained) by the “victims” or “bystanders” Social attention Social recognition Social status Access to physical items/ preferred activities
Bullying behavior is seldom maintained by adult attention
A Comprehensive Bully-proofing Model
Universal Positive Behavior Support
Teach a “stop”signal Staff training Individual Student
Supports
Define & Teach Expectations
Consequences For Behavioral Errors
Data System
Teach “stop”routine
Teach Bystanderroutine
Teach being asked to “stop”
Teach how to train “stop”Signal
Teach Precorrection
Teach supervisorroutine
Function-basedsupport for Aggressive Student (bully)
Function-based support for victim
Parental Involvement & Participation
Brainstorm for Parent Involvement & Introduction to PBS Send home information
PBS in Parent/student handbook (see example) Website, newsletter
Integrate PBIS into “Back to School” night Teach parents a PBS lesson & hand out tickets for
good behavior, hold a drawing
Brainstorm for Parent Involvement & Introduction to PBS Involve Parents in PBIS
Parent on PBS team
Actively solicit information re: behavioral expectations & acknowledgments from families in the community
Use parent volunteers during PBS Kick-off in first week of school
Make sure volunteering parents can use school acknowledgement system & know the rules
Non-Classroom Settings & Systematic Supervision
Non-Classroom SettingsSystematic Supervision
Increase Teaching, Acknowledgment, Structure, Supervision & Monitoring
Visibility & Boundaries Teaching Routines, Games, & Equipment
Training Supervisors Increase positive interactions PreCorrection & Prevention Strategic traffic, monitoring patterns
Systematic Supervisionwww.irised.com
Extending SW-PBIS into the
Classroom
Classroom-wide positive expectations taught & encouraged
Teaching classroom routines & cues taught & encouraged
Ratio of 5 positive to 1 negative adult-student interaction
Active supervision Redirections for minor, infrequent behavior
errors Frequent precorrections for chronic errors Effective academic instruction & curriculum
Classroom Setting Evidence Based Practices
How can we implement systems that support staff to implement these
practices consistently?
Classroom SystemsBuilding Capacity v. One Shot Support
Build systems to support sustained use of effective practices SW leadership team Regular data review Regular individual & school action planning
Regular support & review To begin school year & throughout school year
Equity & Culturally ResponsiveSW-PBIS
Two levels of disproportionality in discipline systems Likelihood of referral to the office
Likelihood of a “consequence” that results in loss of educational minutes.
NOTE: The single strongest predictor of academic gains is the number of minutes of effective academic engagement. Removing a student from school is a serious
decision.
PBIS and Discipline DisproportionalityIf schools adopt school-wide PBIS
do they demonstrate improved performance for children at risk for discipline disproportionality?
Preliminary Evidence:When PBIS is linked to reduction in ODRs does reduction occur for students from all ethnic groups?
All Students Nat Asian Af Am Latino PacIs White0
5
10
15
20
25
30
35
Students with Major ODR/100 Students Enrolledn = 69 schools
200506200607200708
From: Vincent, Cartledge, May & Tobin, 2009
Main Messages:1. Reduction in ODRs occurred for all ethnic
groups
2. However, racial disproportionality continued
Equity & PBIS Develop School-wide Expectations that
fit local context
Challenge School faculty/staff is often not
representative of the community How can we ensure that behavioral
expectations are representative of the community?
Team Membership Invite members of the community that represent the
diversity of the community to participate as PBIS team members or as a sub-team
Identify customs representing the diverse membership of the community that can be actively built into PBIS implementation SW Rules & Language Behavioral Expectations Acknowledgment System, Assemblies & Celebrations Responses to problem behavior & Consequences
Representative Behavioral Expectations Actively seek feedback and participation from
community members that represent the diversity within the community
Provide an avenue for community members to provide feedback re: behavioral expectations and whether they represent the culture of community members Hold events to seek feedback from community members Send out expectations grids to seek feedback