PURPOSE Provide overview of PBIS (SWPBS) to determine training readiness.

1. Positive Behavioral Interventions and Supports (PBIS) OverviewEleanor Castillo-Sumi, Ph.D.Josh Harrower, Ph.D.Rebecca Mendiola, Ed.D.

2. PURPOSE Provide overview of PBIS (SWPBS) to determine training readiness.

3. Challenge Why are we here?

5. Improving Academic Outcomes

6. Context Matters! Examples Individual Student vs. School-wide

7. “Reiko” Assessments indicate that Reiko performs in average to above average range in most academic areas. However, her teacher has noticed Reiko’s frequent talking & asking & answering questions without raising her hand has become an annoying problem to other students & to teacher. What would you do?

8. “Brian” Brian is a highly competent student, but has long history of antisocial behavior. He is quick to anger, & minor events quickly escalate to major confrontations. He has few friends, & most of his conflicts occur with peers in hallways & cafeteria & on bus. In last 2 months, he has been given 8 days of in school detention & 6 days of out of school suspension. In a recent event, he broke glasses of another student. What would you do?

9. Fortunately, we have a science that guides us to… • Assess these situations • Develop behavior intervention plans based on our assessment • Monitor student progress & make enhancements All in ways that can be culturally & contextually appropriate Crone & Horner, 2003

10. However, context matters…. What factors influence our ability to implement what we know with accuracy, consistency, & durability for students like Rachel, Brian, Mitch, & Reiko?

11. A school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral. Reiko is in this school!

12. Administrative Impact

13. Instructional Impact

14. During 4th period, in-school detention room has so many students that the overflow is sent to the counselor’s office. Most students have been assigned for being in the hallways after the late bell. Brian is in this school!

15. On 1st day of school, a teacher found “floral” arrangement on his desk. “Welcome to the neighborhood” was written on the card You are in this School!

16. Questions! • What would behavior support look like if Brian, & Reiko were in these classrooms & schools? • Are these environments safe, caring, & effective? Context Matters!

17. SWPBS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, salable, & logical for all students (Zins & Ponti, 1990)

18. PBIS (aka SWPBS) is Framework Continuum Academically All

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

20. SWPBIS is about…

21. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT FEW ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% SOME Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings 23 ALL ~80% of Students

22. Effective Social & AcademicSchool Culture Common Language Membership Common Experience Common Vision/Values

23. RCT & Group Design PBIS Studies • Reduced major disciplinary infractions • Improvement in aggressive behavior, 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 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. Bradshaw, C. P., Waasdorp, T. E., & Leaf, P. J. (in press). Effects of school-wide positive behavioral interventions and supports on child behavior problems. Pediatrics. 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. (in press). 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.

24. 17 SWPBS Practices School-wide Classroom Family Non-classroom • Smallest # • Evidence-based • Biggest, durable effect Student

25. Team SW - PBISGENERAL IMPLEMENTATION PROCESS Staff Feedback • Readiness agreements, prioritization, & investments • 3-4 year implementation commitment • Local capacity for training, coordination, coaching, & evaluation • Systems for implementation integrity Agreements Data-based Action Plan Evaluation Implementation

26. Team-led Process Non-Teaching Family Behavioral Capacity Priority & Status Representation Specialized Support Administrator Team Community Data-based Decision Making Administrator Student Teaching Communications Start with Team that “Works.”

27. Primary Prevention School-wide/Classroom Systems SW-PBS Team School Rules Define & Teach: Expectations Routines Acknowledgment System Discipline Systems & Decision Making Handbook Secondary Prevention Specialized Group Systems Training/ Support opportunities Individual Teacher Support Targeted Group Interventions Tertiary Prevention Individual Student System Behavior Support Plan FBA/BIP – Intensive Individualized Interventions Components of SW PBS Focus of Year 1

28. Emphasizing & Teaching Positive Expectations

29. Behavioral Expectation GridDefining Expected Behavior across Settings

30. Acknowledge & Recognize

31. “GOLDEN PLUNGER” • Involve custodian • Procedure • Custodian selects one classroom/ hallway each week that is clean & orderly • Sticks gold-painted plunger with banner on wall “1 FREE PERIOD” • Contributing to a safe, caring, effective school environment • Procedures • Given by Principal • Principal takes over class for one hour • Used at any time “G.O.O.S.E.” • “Get Out Of School Early” • Or “arrive late” • Procedures • Kids/staff nominate • Kids/staff reward, then pick How are staff recognized/acknowledged for their efforts in your school? “DINGER” • Reminding staff to have positive interaction • Procedures • Ring timer on regular, intermittent schedule • Engage in quick positive interaction

34. Primary Prevention School-wide/Classroom Systems SW-PBS Team School Rules Define & Teach: Expectations Routines Acknowledgment System Consequences & Decision Making Handbook Secondary Prevention Specialized Group Systems Training/ Support opportunities CICO Targeted Group Interventions Tertiary Prevention Individual Student System Behavior Support Plan FBA/BIP – Intensive Individualized Interventions Components of SW PBS

35. What is a Tier 2/Targeted Intervention? - An intervention that: • Serves multiple students at one time (15-25 student at once) • More efficient use of resources that 1 student at a time • Students can get started with almost immediately upon referral • Requires almost no legwork from referring staff to begin implementation of the intervention with a student • All school staff know about, understand their roll with, and know the referral process for CICO • SYSTEMS NOTE: Resources Required: • If program is not self-sufficient… and requires significant organization by referring staff… it’s not a targeted intervention

36. Major Features of Targeted Interventions • Intervention is continuously available • Rapid access to intervention (72 hr) • Very low effort by teachers • Consistent with school-wide expectations • Implemented by all staff/faculty in a school • Flexible intervention based on assessment • Functional Assessment • Adequate resources (admin, team) • Weekly meeting, plus 10 hours a week • Student chooses to participate • Continuous monitoring for decision-making

37. What is function based support? • Foundations in behavioral theory, applied behavior analysis, & pbis • Attention to environmental context • Emphasis on “purpose” or function of behavior • Focus on teaching behaviors • Attention to implementers (adult behaviors) & redesign of teaching & learning environments.

38. Only 2 Basic Functions

39. Examples… • “Behavior Education Program” • Fern Ridge Middle School, OR • “Check-in Check-out” • Bethel School District, OR • “H.U.G.” • Tualatin Elementary School, OR • “Social Skills Club” • Missouri • “Think Time” • University of Nebraska

40. BEP Plan Weekly BEP Meeting 9 Week Graph Sent Morning Check-In Program Update Daily Teacher Evaluation Home Check-In EXIT Afternoon Check-In Referral, Assessment, & Orientation Behavior Education Plan (BEP)(Hawkin, Horner, & March, 2002)

41. Check In/Out Pt Card Name____________________ Date ____________ Rating Scale 2 = Great 1 = Ok 0 = Goal Not Met Goal _____ Pts Possible _____ Pts Received_____ % of Pts _____ Goal Met? Y N

42. SWIS-CICO What do you think? Any actions needed?

43. SWIS-CICO Report What do you think? Any actions needed? Begin Simple FAA?

44. Behavior Review Decision Flowchart

45. Primary Prevention School-wide/Classroom Systems SW-PBS Team School Rules Define & Teach: Expectations Routines Acknowledgment System Consequences & Decision Making Handbook Secondary Prevention Specialized Group Systems Training/ Support opportunities Individual Teacher Support Targeted Group Interventions Tertiary Prevention Individual Student System Behavior Support Plan FBA/BIP – Intensive Individualized Interventions Components of SWPBS

46. Tier 3 Interventions • Students requiring individualized assessment & intervention • Have not responded to Tier 1 & 2 interventions • BSP/FAA/BIP & Wraparound supports

47. For Students with INTENSIVE needs (Tier 3) we need: • Interventions individualized to the specific needs of the student • Expertise in the presenting area of concern • Behavior Specialist for behavioral concerns • Knowledge of Student • Knowledge of Context • Practical FBA or Comprehensive FBA to directly inform development of a Behavior Support Plan

48. Practical FBA/Comprehensive FBA • Pre-functional assessment interview • Defines • Problem behaviors • Routines where problems most likely • Hypothesis statement • Triggers, behaviors, consequences • Function • Conducts Observations • Create Behavior Support Plan

49. Basic “Logic” Maximum Student Outcomes DATA SYSTEMS Start w/ effective, efficient, & relevant, doable PRACTICES Implementation Fidelity Training + Coaching + Evaluation Improve “Fit” Prepare & support implementation

50. Northern California PBIS TAC Training Sequence Phase 1: Universal Systems: Tier 1 Phase 2: Secondary Systems: Tier 2 Team Initiated Problem Solving Check In/Check Out Phase 3: Tertiary/Indiv. Student Systems: Tier 3 Practical FBA/BSP PBIS Coaching Training PBIS Coaches Network District PBIS Leadership Team Training School-wide Information System (SWIS)