PBIS

1. PBIS Positive Behavior Intervention & Supports Charise OlsonProject Coordinator Student Support Services

2. What’s in a name? • PBS- Positve Behavior Supports • PBIS- Positive Behavior Intervention & Supports • SWPBS- School Wide Positive Behavior Supports

3. What is it? • How decisions are made • How things are done • How staff interact with students

4. PBIS 1. Systems(How things are done) • Team based problem solving • Data-based decision making • Long term sustainability 2. Data (How decisions are made) • On going data collection & use • Office Referrals (# per day per month, location, behavior, student) • Suspension/expulsion, attendance, tardies 3. Practices (How staff interact with students) • Direct teaching of behavioral expectations • On-going reinforcement of expected behaviors • Functional behavioral assessment

6. Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Designing Support Systems for Student Success 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

12. Elementary School Administrative & Instructional Savings (76 schools) • If an ODR consumes an average of 15 min of administrative time, • 18,003 referrals = 270,045 min saved • 4,500 hours saved • 5628 hr days saved • If an ODR consumes an average of 45 minutes of student time, • 18,003 referrals = 810,135 min saved • 13,502 hrs saved • 2,2506-hr days saved PBIS data State of Illinois

13. Data Driven Decision Making

16. Referrals per Student

19. Universal Level Getting Started! • School assessment • PBIS Leadership Team • Set of Positive Expectations • Reward System for students (& staff) • Identification and Establishment of School Culture • Data Collection/Data Driven Decisions

20. Working Smarter

21. Carmen Arace Intermediate, Bloomfield

24. Universal Level Prevention • Anticipating problem behavior • Know what they are going to do whenand where • If we can predict it, we can prevent it! “Without school-wide prevention, we cannot reliably identify targeted-level students.”

25. Steps for Pre-correction • Identify the context • Pinpoint predictable problem behavior • Specify expected behavior • Change the context – make it less likely to get the behavior you don’t want & more likely to get the behavior you want.

26. Pre-correction 5. Conduct behavior rehearsals (i.e. practice) 6. Provide strong reinforcement for expected behavior 7. Prompt expected behavior 8. Monitor the process and effect Remember you are competing against conditioned behavior!

27. Use a Competing Behavior Pathway to build an intervention plan that makes existing problem behavior pathway: Irrelevant:Using prevention Inefficient:Teaching new skills, providing alternatives, increasing reinforcement of positive behaviors Ineffective:Decreasing reinforcement of problem behaviors Good Behavior Support Plans Secondary/Supplemental

28. Designing a Behavior Support Plan Preventive Strategies aka: Make the problem behavior irrelevant What modifications to the environment (academic, social, physical) may PREVENT the problem behavior? What adjustments will make the problem behavior unnecessary?

29. Designing a Behavior Support Plan Teaching Strategies aka: Make the problem behavior inefficient What skills can be taught to the student that: • will meet the same need, or function, as the problem behavior, AND • will improve the student’s ability to cope and adjust to the circumstances?

30. Designing a Behavior Support Plan Function/Consequence Strategies aka: Make the problem behavior ineffective Make sure the child gets what they want or avoids what they want to avoid ONLY when the desired/replacement behavior is displayed. Make sure they do not get what they want or successfully avoid whatever it is when they engage in the problem behavior.

31. targeted Behavior When it is time to transition to a different activity or unexpected changes occur in the schedule, third grader Ben throws his materials or knocks over his chair, disrupting and delaying the entire class. Ben has had to miss recess for this behavior. He has to pick up his materials which delays his participation and sometimes delays the class. He has been sent to the office. The teacher has spoken to Ben’s parents.

32. Sample Strategies • Provide a written or picture schedule and refer to it throughout the day. Prepare Ben for changes, by noting them on the schedule. • Teach him to ask for clarification or assistance regarding changes. Reward him for smooth transitions. • If materials are thrown, have him pick up his materials after he finishes the next activity.

33. secondary Interventions • Plan for Implementation • Plan for Modification • Plan for Monitoring

34. Tertiary/intensive Level • Individual • Intensive • Team Oriented • Data-Driven

35. Systems Implementation Logic Visibility Funding Political Support Leadership Team Active & Integrated Coordination Training Evaluation Coaching Local School Teams/Demonstrations

36. Next steps: • February 4, 2010 PBIS Overview Training for district and site administrators • Awareness Meetings • Agreement • Begin the journey!

37. Q&A Time Thank you!