Overview of Positive Behavioral Instructional Supports

1. Overview of Positive BehavioralInstructionalSupports Day 1, Section 1

2. Year One • Getting Started (Day 1 & 2) • Overview, School-Wide Implementation, Team Meetings & Problem Solving, Data Based Decisions, and Team/Action Planning Time • Expanding Implementation (Day 3) • Shoring up Non-Classroom, Classroom Settings & Understanding Stress/ Escalation Cycle, and Structured Team Time • Sustaining Efforts (Day 4) • Managing Escalating Behavior, Specific Setting, PBIS Eval/Data Decision Making , and Structured Team Time

3. Generic Model • School-wide PBIS Team • Represents school, meets regularly, etc. • Coach • Provides technical assistance to school • Links school to state • State Leadership Team • Guides planning and development • Coordinates training • Comprises regional teams/structure

4. Overview • Emphasis will be placed on the processes, systems, and organizational structures that are needed to enable the accurate adoption, fluent use, and sustained application of these practices. • Emphasis will be placed on the importance of data-based decision-making, evidence-based practices, and on-going staff development and support.

5. Traditional Approach to Service Delivery Amount of resources needed to solve problem Special Education General Education Sea of ineligibility Intensity of problem

6. Violence Prevention • Positive, predictable school-wide climate • High rates of academic & social success • Formal social skills instruction • Positive active supervision & reinforcement • Positive adult role models • Multi-component, multi-year school-family-community effort • Surgeon General’s Report on Youth Violence (2001) • Coordinated social, emotional, and learning (Greenberg et al., 2003) • Center for Study & Prevention of Violence (2006) • White House Conference on School Violence (2006)

7. What seems to be the problem?

8. Examples • In one school year, Jason received 87 office discipline referrals. • In one school year, a teacher processed 273 behavior incident reports.

9. Examples • An elementary school principal reported that 100% of her ODRs came from 8.7% of her total school enrollment, and 2.9% had 3 or more ODRs. • During 4th period, the in-school detention room has so many students, assigned for being in hallways after the late bell, that overflow students are sent to the counselor’s office.

10. Examples • A middle school principal must teach classes when teachers are absent because substitute teachers refuse to work in a school that is unsafe and lacks discipline. • A middle school counselor spends nearly 15% of his day “counseling” staff members who feel helpless and defenseless in their classrooms due to lack of discipline and support.

11. Examples • A high school administrator has requested funds for a teacher to staff a “second alternative” classroom for students who are a danger to themselves and others. • An elementary school principal found that over 45% of behavioral incident reports were coming from the playground.

12. “Four Corners” Three rival gangs are competing for “four corners”. Teachers actively avoid the area. Because of daily conflicts, vice principal has moved her desk to four corners.

13. “Smoke Pit” 45 violations have been reported in past month by security staff & neighbors.

14. “Where ya supposed to be?” During 3rd & 6th block periods, more students are in the hallways & outside the building than in class…& neighbors are complaining!

15. Examples An intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of all students have received at least one office discipline referral.

16. Examples • 5,100 referrals = • 51,000 min @ 10 min. = • 850 hours = • 141 days @ 6 hours

17. Ineffective Responses to Problem Behavior • “Get Tough” • “Train and Hope”

18. Worry #1 – “Teaching” by Getting Tough Runyon: “I hate this f___ing school, & you’re a dumbf___.” Teacher: “That is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again…starting now!”

19. An Immediate and Seductive Solution, “Get Tough!” • Clamp down and increase monitoring • Re-re-re-review rules • Extend continuum and consistency of consequences • Establish “bottom line” • A predictable, individual response, but…

20. Creates a false sense of security! • Fosters environments of control • Triggers and reinforces antisocial behavior • Shifts accountability away from school • Devalues child-adult relationship • Weakens relationship between academic and social behavior programming

21. Reactive Responses are Predictable • When we experience aversive situations, we select interventions that produce immediate relief and: • Remove students • Remove ourselves • Modify physical environments • Assign responsibility for change to students and/or others

22. When behavior doesn’t improve, we “Get Tougher!” • Zero tolerance policies • Increased surveillance • Increased suspension and expulsion • In-service training by expert • Alternative programming • A predictable, systemic response, but…

23. Based on the erroneous assumption that students: • Are inherently “bad” • Will learn more appropriate behavior through increased use of “aversives” • Will be better tomorrow

24. Taking Stock… • What examples of “Get Tough” do I see in my school? • What is the goal of those approaches? • What effects and side-effects have you observed?

25. Science of Behavior has taught us that students: • Are NOT born with “bad behaviors” • Do NOT learn when presented contingent aversive consequences. • DO learn better ways of behaving by being taught directly and receiving positive feedback…consider function

26. Non-Examples of Function-Based Approach • Function = outcome, result, purpose, consequence • “Lantana, you skipped two school days, so we’re going to suspend you for two more.” • “Phloem, I’m taking your book away because you obviously aren’t ready to learn.” • “You want my attention?! I’ll show you attention…let’s take a walk down to the office and have a little chat with the Principal.”

27. Worry #2 – “Train & Hope” • WAIT for New Problem • REACT to Problem Behavior • Select & ADD Practice • Expect, but HOPE for Implementation • Hire EXPERT to Train Practice

28. Activity • Which model do you follow? • Where is your school? • List everything you are doing now for behavior intervention

29. Positive Behavioral Instructional Support PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior with all students. EBS = PBS = PBIS

30. SWPBIS is more than behavior management

31. Social Competence, Academic Achievement and Safety SW Positive Behavior Support OUTCOMES Supporting Decision-Making SYSTEMS DATA Supporting Staff Behavior PRACTICES Supporting Student Behavior

32. PBIS is NOT… • …a specific practice or curriculum, but rather a general approach to preventing problem behavior. • …limited to any particular group of students, but rather for all students. • …new, but rather is based on a long history of behavioral practices and effective instructional design strategies.

33. School-Wide and Classroom-Wide Systems • Identify a common purpose and approach to discipline • Define a clear set of positive expectations and behaviors • Implement procedures for teaching expected behavior • Differentiate supports from a continuum of procedures for encouraging expected behavior • Differentiate supports from a continuum of procedures for discouraging inappropriate behavior • Implement procedures for on-going monitoring and evaluation

34. Classroom Management • Teach and encourage classroom-wide positive expectations • Teach and encourage classroom routines and cues • Use a ratio of 5 positives to 1 negative adult-student interaction • Supervise actively • Redirect for minor, infrequent behavior errors • Pre-correct chronic errors frequently

35. Non-Classroom Setting • Teach and encourage positive expectations and routines • Supervise actively • All staff scan, move interact • Pre-correct • Provide positive reinforcement

36. Individual Student • Support behavioral competence at school and district levels • Tailor function-based behavior support planning • Use team and data-based decision-making • Utilize comprehensive person-centered planning and wraparound processes • Deliver secondary social skills and self-management instruction • Implement individualized instructional and curricular accommodations

37. Family • Continuum of positive behavior support for all families • Frequent, regular positive contacts, communications and acknowledgements • Formal and active participation and involvement as equal partner • Access to system of integrated school and community resources

38. Prevention is… • …decreasing development of new problem behaviors • …preventing increased severity of existing problem behaviors • …eliminating triggers and maintenance of problem behaviors • …teaching, monitoring, and acknowledging pro-social behavior • …using a 3-tiered prevention logic that defines a continuum of • support • …designing school-wide systems for student success

39. (SC) School-Wide Systems for Student Success:A Response to Intervention (RTI) Model • Tier 3/Tertiary Interventions………………….……..1.5% • Individual students • Assessment-based • High intensity • 1.5%..................................Tier 3/Tertiary Interventions • Individual students • Assessment-based • Intense, durable procedures • Tier 2/Secondary Interventions..................5-15% • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • 5-15%........................Tier 2/Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 1/Universal Interventions……80-90% • All students • Preventive, proactive • 80-90%............Tier 1/Universal Interventions • All settings, all students • Preventive, proactive Academic Systems Behavioral Systems

40. Supporting Social Competence and Academic Achievement OUTCOMES Supporting Decision-Making SYSTEMS DATA Supporting Staff Behavior PRACTICES Supporting Student Behavior

41. PBIS – Foundational Pillars School environment is predictable common language common vision (understanding of expectations common experience (everyone knows) School environment is positive Regularrecognition for positive behavior School environment is safe Violent and disruptive behavior is not tolerated School environment is consistent Adults use similar expectations Six Essential Elements

42. Taking Stock Activity– SC to revise/update Brief 2,1,0 Activity --- is there group consensus?

43. Intensive RTI Continuum of Support for ALL • Targeted Math Science Spanish Label behavior… NOT people • Universal Reading Soc skills Soc Studies Basketball

44. PBIS Features

45. Active Administrative Participation • Actively participates as a member of the leadership team • Establishes PBIS initiative as one of the top three improvement plan priorities • Commits to and invests in a 2-3 year implementation effort

46. Emphasize Data-Based Evaluation • Conduct self-assessment and action planning • Evaluate self-improvement continuously • Identify strengths and needs • Plan and implement strategic dissemination

47. What do you Get? • Reduction in Office Referrals • Reduction in Suspensions • Reduction in Drop Outs • Increase in Academic Gains • Increase in Staff Satisfaction • Increase in Student Satisfaction • Return on Investment is High Student Achievement Good Teaching Behavior Management Investing in Outcomes, Data, Practices, and Systems

48. Grass Roots: Building Understanding and Momentum- Shirley The outcome of an effective systems approach is an organization (school, district, state education agency) that has three basic features. ~Gilbert, 1978; Horner, 2003 The organization has a mission, purpose, or goal that is embraced by the majority of members of the organization and serves as the basis for decision making and action planning. Common Vision The organization establishes a means of describing its vision, actions, and operations so that communications are informative, efficient, effective, and relevant to members of the organization. Common Language The organization is defined by a set of actions, routines, procedures, or operations that is universally practiced and experienced by all members of the organization and that also includes a data feedback system to link activities to outcomes. Common Experience

49. Elementary School Suspension Rate

50. Elementary School Pass Rate for Reading at Third Grade