School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna

1. School-Wide Positive Behavioral Interventions & Supports: OverviewPresented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon & Connecticut

2. My job today… To provide information about Positive Behavioral Interventions & Supports (PBIS). Preparation for Summer Team Training “BIG IDEAS”

3. Coordination/ Collaboration 1999 - 2013

5. 18,276 Schools Adopting School-wide PBIS October 2012

6. SWPBIS (aka PBIS/RtI) IS Framework

7. What does PBIS look like in a school? • >80% of studentscan tell you what is expected of them & can give behavioral examples because they have been taught, actively supervised, practiced, & acknowledged. • Positive adult-to-student interactions exceed negative. • Administratorsare active participants. • Data & team-basedaction planning & implementation. • Function based behavior supportis a foundation for addressing problem behavior. • Full continuum of behavior supportis available to all students.

8. A Main Message STUDENT ACHIEVEMENT Good Teaching Behavior Management Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

9. PBIS Implementation Logic

10. Erroneous assumptions are that the student: • Is inherently “bad” • Will learn more appropriate behavior through increased use of “aversives” • Will be better tomorrow…….

11. ASSUMPTIONS • BEHAVIOR is learned • BEHAVIOR is teachable • BEHAVIOR occurrence is affected by the environment • BEHAVIOR is changeable • BEHAVIOR is more likely if effective, efficient, and reinforced

12. Do Sanctions “work”? • Sanctions such as office referrals or suspensions may appear to “work” in the short term • Removes student • Provides relief to teachers, peers, administrator • We often attribute responsibility for change to student &/or others (family) Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)

14. BIG IDEAS • 3-5 years • Organizational Framework • Critical Features same across schools • unique to the culture of the school • System investment in Coaching Capacity

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

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

17. Behavioral Systems Academic Systems • Intensive, Individually Designed Interventions • Strategies to address needs of individual students with intensive needs • Function-based assessments • Intense, durable strategies • Intensive, Individually Designed Interventions • Address individual needs of student • Assessment-based • High Intensity • Targeted, Group Interventions • Small, needs-based groups for • at risk students who do not respond • to universal strategies • High efficiency • Rapid response • Targeted, Group Interventions • Small, needs-based groups for at- risk students who do not respond to universal strategies • High efficiency/ Rapid response • Function-based logic • Core Curriculum and • Differentiated Instruction • All students • Preventive, proactive • School-wide or classroom • systems for ALL students • Core Curriculum and • Universal Interventions • All settings, all students • Preventive, proactive • School-wide or classroom systems for ALL students and staff Maryland’s Tiered Instructional and Positive Behavioral Interventions and Supports (PBIS) Framework 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

18. Challenge #1

19. Challenge # 2

20. Challenge # 3

21. Critical Features • PBIS Team • Faculty/Staff Commitment • Expectations and Rules Developed • Lesson Plans for Teaching expectations/rules • Reward/Recognition Program Established • Effective Procedures for Dealing with Discipline • Data Entry and Analysis Plan Established • Classroom Systems • Evaluation • Implementation Plan SUMMER TRAINING FACILITATED ACTION PLANNING

22. Critical Features • PBIS Team • Faculty/Staff Commitment • Expectations and Rules Developed • Lesson Plans for Teaching expectations/rules • Reward/Recognition Program Established • Effective Procedures for Dealing with Discipline • Data Entry and Analysis Plan Established • Classroom Systems • Evaluation • Implementation Plan

23. TEAMCOMPOSITION • Administrator • Grade/Department Representation • Specialized Support • Special Educator, Counselor, School Psychologist, Social Worker, etc. • Support Staff • Office, Supervisory, Custodial, Bus, Security, etc. • Parent • Community • Mental Health, Business • Student Start with Team that “Works.”

24. Your Turn • Consider your NEXT steps: • Do you have administrator support? • Is your team representative of your staff? If not, who else could you include? • Can you schedule your monthly mtgs for the year? • Can you establish team norms? • Does your school’s Mission Statement & SIP reflect school-wide positive behavior? • Who will do what - when? • Do you need any other resources?

25. Critical Features • PBIS Team • Faculty/Staff Commitment • Expectations and Rules Developed • Lesson Plans for Teaching expectations/rules • Reward/Recognition Program Established • Effective Procedures for Dealing with Discipline • Data Entry and Analysis Plan Established • Classroom Systems • Evaluation • Implementation Plan

26. 80% Staff Buy In • Start Small • Easy Implementation • Share/ Present Data • Showcase Success

27. What does a reduction of 850 office referrals and 25 suspensions mean?Kennedy Middle School • Savings in Administrative time • ODR = 15 min • Suspension = 45 min • 13,875 minutes • 231 hours • 29, 8-hour days • Savings in Student Instructional time • ODR = 45 min • Suspension = 216 min • 43,650 minutes • 728 hours • 121 6-hour school days

28. Marketing Strategy • Integrate past school behavior plans • Assure clarity of target areas • Incorporate school colors or mascot Respectful Able Motivated Safe

30. Critical Features • PBIS Team • Faculty/Staff Commitment • Expectations and Rules Developed • Lesson Plans for Teaching expectations/rules • Reward/Recognition Program Established • Effective Procedures for Dealing with Discipline • Data Entry and Analysis Plan Established • Classroom Systems • Evaluation • Implementation Plan

31. School Rules NO Food NO Weapons NO Backpacks NO Drugs/Smoking NO Bullying Redesign Learning & Teaching Environment

32. 3-5 Positively Stated Behavioral Expectations

33. Critical Features • PBIS Team • Faculty/Staff Commitment • Expectations and Rules Developed • Lesson Plans for Teaching expectations/rules • Reward/Recognition Program Established • Effective Procedures for Dealing with Discipline • Data Entry and Analysis Plan Established • Classroom Systems • Evaluation • Implementation Plan

34. “If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we… …teach? …punish?” “Why can’t we finish the last sentence as automatically as we do the others?” (Herner, 1998)

35. My School’s Expectations… Be Safe Be Responsible Be Respectful Once you have developed school-wide expectations, it is not enough to just post the words on the walls of the building … YOU MUST TEACH THEM!

36. 3. BEHAVIOR EXAMPLES 2. NATURAL CONTEXT 1. SOCIAL SKILL

37. Teaching Matrix Activity Classroom Lunchroom Bus Hallway Assembly Respect Others • Use inside voice • ________ • Eat your own food • __________ • Stay in your seat • _________ • Stay to right • _________ • Arrive on time to speaker • __________ Respect Environment & Property • Recycle paper • _________ • Return trays • __________ • Keep feet on floor • __________ • Put trash in cans • _________ • Take litter with you • __________ Respect Yourself • Do your best • __________ • Wash your hands • __________ • Be at stop on time • __________ • Use your words • __________ • Listen to speaker • __________ Respect Learning • Have materials ready • __________ • Eat balanced diet • __________ • Go directly from bus to class • __________ • Go directly to class • __________ • Discuss topic in class w/ others • __________ Stated in a Positive way What do you want them to do!

38. T H E DO NOTs

39. Expectations & behavioral skills are taught & recognized in natural context

40. Expectations & behavioral skills are taught & recognized in natural context

41. “Cool Tool”

42. 1. SOCIAL SKILL 2. NATURAL CONTEXT Expectations 3. BEHAVIOR EXAMPLES

43. Critical Features • PBIS Team • Faculty/Staff Commitment • Expectations and Rules Developed • Lesson Plans for Teaching expectations/rules • Reward/Recognition Program Established • Effective Procedures for Dealing with Discipline • Data Entry and Analysis Plan Established • Classroom Systems • Evaluation • Implementation Plan

44. What really matters is the positive social acknowledgement & interaction!! Schoolwide “quick” acknowledgementsRewards that are quickly presented in the presence of the behavior

45. Punishment Reinforcement(success) Discipline Works When …. Prevention creates more Positive than Negative consequences 4 : 1

46. “Positive Office Referral” • Balancing positive/negative adult/student contacts in Oregon • Procedures • Develop equivalent positive referral • Process like negative referral

48. Staff Incentives • “DINGER” • Reminding staff to have positive interaction • Procedures • Ring timer on regular, intermittent schedule • Engage in quick positive interaction “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

49. Critical Features • PBIS Team • Faculty/Staff Commitment • Expectations and Rules Developed • Lesson Plans for Teaching expectations/rules • Reward/Recognition Program Established • Effective Procedures for Dealing with Discipline • Data Entry and Analysis Plan Established • Classroom Systems • Evaluation • Implementation Plan

50. Nuts andBolts • Brainstorm classroom vs. office managed behaviors • Come to consensus on language to be used • Agree on behaviors to list