PBIS Tier I: Critical Foundations

1. PBIS Tier I: Critical Foundations Chris Borgmeier, PhD Portland State University cborgmei@pdx.edu www.swpbis.pbworks.com

2. 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)

3. SW-PBIS Big Ideas • Commitment 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 • UseDatato guide decision making

4. 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-2012/suspending-hope

5. Establishing a Social Culture Common Language MEMBERSHIP Common Experience Common Vision/Values

6. Supporting Social Competence & Academic Achievement Elements of SW-PBIS OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

7. Intensive Individual Interventions: Specialized Individualized Systems for Students with High-Risk Behaviour CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOUR SUPPORT ~5% ~15% Targeted Group Interventions: Specialized Group Systems for Students with At-Risk Behaviour Universal Interventions: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

8. Team Process • PBS is active, alive -- not static • It’s not something we’ve done – it’s something we’re doing • Requires regular team meetings with a team that represents ALL school staff • Team 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

9. Team SW - PBSGENERAL IMPLEMENTATION PROCESS Staff Feedback Agreements Data-based Action Plan Evaluation Implementation

10. 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

11. Time’s Up 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.

12. Universal PBIS SystemsThe Basics • Define school-wide expectations • Teach expectations and social-emotional competencies • Monitor and acknowledgeprosocial behavior • Provide instructional consequences for problem behavior • Collect information and use it for decision-making

13. Few positive SW expectations defined, taught, & encouraged

17. TEACHING MATRIX Expectations

18. Environmental RedesignPrevent 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

20. 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

21. Critical to SustainingHume & 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)

22. Predicting Sustained Implementation of SW-PBISMcIntosh et al., 2011 • School team functioning • Use of data for decision making • District Supports = coaching, professional development, & connection to a community of practice

23. 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

24. 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

25. 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

26. Clarifying the ProblemWhen Are Problem Behaviors Occurring? Use a Custom Report or Graph for Data to make Precise Problem Statement -what grade? -what location? -what behaviors? -what students? 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.

27. SWIS – Ethnicity ReportDisaggregate Discipline Data x Race The Ethnicity Report is the least used report within the School-wide Information System (SWIS) Proportion of Referrals vs Enrollment By Ethnicity

28. Expanding Implementation & Understanding of SW-PBIS

29. School-wide Positive Behavior Support Systems Classroom Setting Systems • BullyProofing • Parental Participation • PBIS in the Classroom • Systematic Supervision • Tier 2 & 3 Nonclassroom Setting Systems Individual Student Systems School-wide Systems

30. 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.

31. 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

32. A Comprehensive Bully-proofing Model Teach a “stop” signal Staff training Individual Student Supports Universal Positive Behavior Support Define & Teach Expectations Consequences For Behavioral Errors Data System Teach “stop” routine Teach Bystander routine Teach being asked to “stop” Teach how to train “stop” Signal Teach Precorrection Teach supervisor routine Function-based support for Aggressive Student (bully) Function-based support for victim

33. Parental Involvement & Participation

34. 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

35. 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

36. Non-Classroom Settings & Systematic Supervision

37. 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

38. Systematic Supervisionwww.irised.com

39. Extending SW-PBIS into the Classroom

40. Classroom Setting Evidence Based Practices • Classroom-wide positive expectations taught & encouraged • Teaching classroom routines & cuestaught & 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 How can we implement systems that support staff to implement these practices consistently?

41. 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

43. Equity & Culturally ResponsiveSW-PBIS

48. 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.

49. PBIS and Discipline Disproportionality • If schools adopt school-wide PBIS do they demonstrate improved performance for children at risk for discipline disproportionality?

50. Main Messages: • Reduction in ODRs occurred for all ethnic groups • However, racial disproportionality continued Preliminary Evidence:When PBIS is linked to reduction in ODRs does reduction occur for students from all ethnic groups? From: Vincent, Cartledge, May & Tobin, 2009