Positive Behavior Intervention & Support

1. Positive Behavior Intervention & Support By Jessica Eden Kindergarten Teacher Poinciana Elementary CEP 841

2. Problem Statement • From our school wide survey we found that we believe that there is a problem with misbehavior. • We said that the biggest problem is with misbehavior in the classroom . • We thought that there have been 90-100 referrals. • We felt that our current referral process is not effective.

3. Referral Data for 2009-2010 • We have over 200 referrals. • Our number of referrals are on the rise. • The most referrals are happening in the classroom. • Where do we go with this information?

4. Definition of PBIS • “Positive Behavior Support (PBS) gives people a new way to think about behavior. PBS is based on understanding why problem behaviors occur - the behavior's function. This approach to behavior can occur on a school-wide level, in a specific setting, classroom, or with an individual student. PBS is the application of evidence-based strategies and systems to assist schools to increase academic performance, increase safety, decrease problem behavior, and establish positive school cultures.” - Florida Positive Behavior Support www.flpbs.usf.edu • PBIS is a “set of research-based strategies used to increase quality of life and decrease problem behavior by teaching new skills and making changes in a person's environment.” www.apbs.org • “These features include data-based accountability, an emphasis on broad outcomes reflecting lifestyle improvements, ecological and social validity, a collaborative approach to planning and implementation, and an emphasis on proactive interventions focusing on instruction and environmental redesign.” (Clark & Dunlap, 2008)

5. What it looks like? www.pbis.org

6. Intervention Levels • Primary Interventions (school wide) are “directed to all members across all settings and contexts” (Dunlap, Horner, Sailor, & Sugai 2008)of the school. • Secondary Interventions (classroom) are “directed to individuals of a specific group or aspect of the total ecology because their behaviors have been unresponsive to primary-tier interventions.” (Dunlap, et al., 2008) • Tertiary Interventions (Individual) are “directed in more individualized and intensive forms” (Dunlap, et al., 2008) when primary and secondary interventions were not successful.

7. Benefits of PBIS • Benefits to faculty and staff according the Center on PBIS: • Improved consistency across faculty • Better collaboration in support of individual students Improved classroom management • Classroom routines • Strategies for preventing and pre-empting problem behavior • Reduced faculty absenteeism • Increased faculty retention • Improved substitute performance/perception • Increased ratings of faculty effectiveness (Scott) • Staff perceive themselves as more effective due to coherent planning, improved student behavior, effective strategies for addressing problems. www.pbis.org

8. Facts about PBIS • “A number of initial studies have illustrated that school-wide behavior supports decrease problem behavior, increase time spent in academic instruction, and are associated with improved academic outcomes.” www.pbis.org • “PBS has been used successfully to support students across various disabilities and behavior problems” in a variety of settings. (Bambara & Kern, 2005) • “a statewide behavior initiative in New Hampshire in which 13 elementary schools had 778 fewer office discipline referrals or a 21% reduction between the first and second years of PBS implementation.” (Soukup, J., 2010)

9. Facts about PBIS • “the implementation of PBS has been shown to decrease the number of office discipline referrals, decrease the number of suspensions and expulsions, and increase academic achievement as evidenced by statewide achievement tests in schools who implemented PBS with fidelity.” (Soukup et al., 2010) • “Muscott et al. (2008) revealed results from a statewide behavior initiative in New Hampshire in which 13 elementary schools had 778 fewer office discipline referrals or a 21% reduction between the first and second years of PBS implementation.” (Soukup et al., 2010)

10. PBIS at POI • We will be using a school wide PBIS program at Poinciana to examine behavior, why it is occurring, what happens before the behavior, and what happens after the behavior occurs. We will establish school wide expectations and rules based on those expectations that will be posted everywhere. We will reward students based on positive behavior. We will look at data monthly to see trends and areas of focus for our school.

11. PBIS at Poinciana Elementary • Why we want to bring this program to our school: • To reduce the number of referrals • To decrease the amount of instructional time lost • To decrease our number of tardies • To share behavioral data with faculty members • To have the PBIS team help provide information and interventions from the data

12. Traditional Discipline vs. PBIS

13. Elements of PBIS www.pbis.org

14. Key Principles • Data- collected from referrals will be shared at the PBS meetings and at faculty meetings which will provide information for interventions and area of focus for our school. • Processes & Procedures- to be followed for the referral process, behaviors that are teacher managed or office managed, and a behavior tracking form. • Expectations & Rules- will be developed as a whole and rules will be specific to each area of the school. • Reward System – will be used school wide with all members of the staff. This will help us encourage and teach positive behavior and focus on behavior that needs improving.

15. Key Features of PBIS http://miblsi.cenmi.org/

16. PBIS at Poinciana

17. What PBIS will look like http://miblsi.cenmi.org/Home.aspx

18. What it will PBS look like at Poinciana? • “Processes and procedures intended for all students and staff, in all settings and across campus. This level of SWPBS is intended to impact approximately 80% of your students and staff.” – www.flpbs.usf.edu • School wide- We will teach the school wide expectations. They will be posted in every area of the school. A tangible object will be used to reward the students, for example tickets or tokens. At the end of the week or month depending on what we decide, we will provide a reward whether it be social, activity, escape, or tangible. These should be based on your grade levels interests. We will be tracking the data weekly/monthly on the number of students that didn’t meet their goal and didn’t receive the reward.

19. Cont. PBIS at POI • The goals we will target as a school will be • Tardiness- try to reward the student every morning for being on time. • Respect- within the classroom this will need to be taught, what it looks like, what it sounds like • Responsibility- One example of this is rewarding for homework completion. Think about this and you need to decide at your grade level some grades might want to reward daily for homework but in the younger grades might want to reward at the end of the week. • Ready to Learn- one example is rewarding if a student is at their table with their supplies all ready to go. • The guidance counselor will also be focusing on this topics in her weekly lessons.

20. PBIS in the Classroom

21. PBIS in the classroom

22. What will PBIS look like in your classroom? • “Processes and procedures that reflect school-wide expectations for student behavior coupled with pre-planned strategies applied within classroom settings”- www.flpbs.usf.edu • Classroom teachers need to reward students frequently in the beginning to “flood the market” so that all students feel the joy of being rewarded for their positive behavior. We will teach the students what good behavior is and what it looks like in the classroom. In addition, the teacher can focus on a type of behavior that your class needs to improve. • We are going to blend the school wide and classroom rewards together by having a once every 9 weeks having a big reward for the students.

23. cont. PBS in the classroom • Make sure that a variety of rewards are being used in your classroom when they have reach their goal. Survey the students to learn what interest them. • Grade levels need to decide the goal and if rewards are done weekly, monthly, etc. This all depends on your students and their needs. • Some grade levels have used activity based PBIS rewards for example, nail polish, dance party, American Idol. • Some use material rewards stickers, toys, etc. but remember there needs to be variety. • Other grade levels use a township, students pay rent, bills, sell items, earn a pay check, pay fines, etc. see Miss Garr for more information about this

24. PBIS for Individual Students

25. PBIS for Individual Students www.pbis.org

26. What will PBS look like for an individual student? • “Processes and procedures that reflect school-wide expectations for student behavior coupled with team-based strategies to address problematic behaviors of individual students.”- www.flpbs.usf.edu • Individual students will earn their tickets/tokens to try to make their daily/monthly goal. • If they are not making their goal on a consistent basis, they will be referred to the guidance counselor who is in charge of check in/check out. This will focus on their problem behavior and create a specific daily behavior chart that rewards their positive behavior.

27. Check in/Check out • The check in–check out (CICO) approach to targeted behavior support is based on a simple strategy for increasing ongoing structure and feedback for at-risk students. (Campbell, Horner, Meyer, Todd, 2008) • CICO will be implemented there are “Three elements have been identified as key to effective, targeted interventions: organizational systems, intervention practices, and data use. System variables include team based planning, data-driven decisions, a program plan known by all staff, program availability for implementation at any time, and the the inclusion of a regular home– school communication exchange in the program.” (Campbell et al., 2008)

28. CICO example • An example of a CICO system for a kindergartener, they “check in” with the guidance counselor in the morning get a pep talk and receive their behavior chart with smiley, straight, or frowny face. The student will bring their behavior chart to the classroom, specials, lunch, etc. The teacher at each location will fill out the chart according to the behavior goals. At the end of the day they will take their chart to the guidance counselor. The counselor will review it with the student and reward the student if they reached their goal of happy faces and discuss what happened or why they didn’t reach their goal and what they can do tomorrow.

29. Check In/Check Out An example of how to track CICO data: www.swis.org

30. What this would look like for families at Poinciana? • “The link between families and positive behavioral interventions and supports is an important one. When families are meaningfully involved in educational activities their children do better in schools. Family members participate in the assessment and problem solving process to create individualized positive behavior support plans for their children.” (www.pbis.org) • At meet the teacher day we will be passing out brochures about the PBIS program at Poinciana Elementary. We will also include parents in the PBS team. The CICO will also include the parent. • We will also be having a PBS training for parents at “Food for Thought” night to give them the basics of how PBS will work at POI.

31. Data • We will be using SWIS (School Wide Information System) to track the data. The assistant principal will be in charge of inputting the data from referrals. This will give us information based on the the day, time of day, the month, by teacher, by student, and by behavior. • Also teachers will keep track of the number of students that don’t make their weekly/monthly goal. This information will help us decide what students need to move to Tier 2 check in/check out. In addition, it will help us look at grade level, class, or teacher that needs educating on positive behavior. • We will look at attendance how well we are doing with our goal to reduce the number of tardies. • We will also survey the staff to see how PBIS is working for them and to get ideas for improvement.

32. SWIS An example of SWIS data organized by problem behavior www.swis.org

33. SWIS Another example of SWIS data organize by Month www.swis.org

34. Conclusion • We have looked at the definition of PBIS, what it will look like here at Poinciana, the levels of interventions, and what it will look like in specific areas of our school. • Now that we have examined PBIS, imagine how this can benefit all students in your classroom. “The essential goal associated with PBS is to improve the quality of the lives of people who are the recipients of its supports and interventions.” ( Bambara & Knoster, 2009)

35. PBIS at POI • Today we hope to have everyone on board to commit to work towards a positive future for our children through Positive Behavior Intervention and Support. • Please attend your grade level meeting and bring any questions you have, please think about how you are going to utilize PBIS specific to your grade level be ready to share, these ideas will be brought to the PBIS team and BLPT (Building Level Planning Team).

36. Sources • Center on PBIS 1235 University of Oregon Eugene, OR 97403 Tel: (541)-346-2505 www.pbis.org • Florida's Positive Behavior Support Project
University of South Florida
13301 Bruce B. Downs Blvd. MHC 2113A 
Tampa, FL 33612-3899 • Tel: (813)-974-6440 http://flpbs.fmhi.usf.edu/ • The Association for Positive Behavior Support
P.O Box 328
Bloomsburg, PA 17815
Tel: (570) 389-4081 http://www.apbs.org/ • Educational and Community Supports – SWIS 1571 Alder Street 1235 University of Oregon Eugene OR 97403-1235 www.swis.org Tel: (541) 346-1976 • Positive Behavior Support in Michigan http://miblsi.cenmi.org/Home.aspx

37. Sources • Bambara, L. M., & Kern, L. (2005). Individualized Supports for Students with Problem Behaviors. New York, NY: The Guilford Press. • Bambara, L. M., & Knoster, T. P. (2009). Designing Positive Behavior Support Plans. Washington, DC: American Association on Intellectual and Developmental Disabilities. • Campbell, A. L., Horner , R. H., Meyer, G. G., & Todd, A. W. (2008). The Effects of a Targeted Intervention to Reduce Problem Behaviors: Elementary School Implementation of Check In—Check Out. Journal of Positive Behavior Interventions, 10 (1), 46-55. • Clarke, S., & Dunlap, G. (2008). A Descriptive Analysis of Intervention Research Published in the Journal of Positive Behavior Interventions: 1999 Through 2005. Journal of Positive Behavior Interventions, 10 (1), 67-71. • Dunlap, G. Horner, R. Sailor, & W. Sugai, G. (2008). Handbook of Positive Behavior Support. New York, NY: Springer Science + Business Media. • Soukup, J.. The relationship between perceptions of positive behavior support and implementation integrity. Ed.S. dissertation, University of Nebraska at Omaha, United States -- Nebraska. Retrieved July 15, 2010, from Dissertations & Theses: A&I. (Publication No. AAT 3397151).