Positive Behavioral Interventions & Supports

1. Positive Behavioral Interventions & Supports An Introduction to PBIS

2. Doing more with less Educating increasing numbers of students with more diverse needs Educating students with challenging behaviors Creating “host environments” or systems that enable adoption & sustained use of effective practices Challenges Facing Schools Today

3. Over-Reliance on Exclusion • Exclusion & punishment are the most common responses to conduct disorders in schools. (Lane & Murakami, 1987; Rose, 1988; Nieto, 1999; Sprick, Borgmeier, & Nolet, 2002) • Exclusion & punishment are ineffective at producing long-term reduction in problem behavior. (Costenbader & Markson, 1998) • “When the horse is dead, it’s time to dismount.”

4. Research Findings Reviews of over 600 studies on how to reduce school discipline problems indicate that the leasteffective response to school violence are: Disconnected “fix the student” counseling Psychotherapy Punishment (Gottfredson, 1997; Lipsey, 1991 & 1992; Tolan & Guerra, 1994; Elliott, Hamburg, Williams, 1998)

5. Research Findings The same research reviews indicate that the most effective responses to school violence are: Social skills training Academic restructuring Behavioral interventions (Gottfredson, 1997; Elliot, Hamburg, & Williams, 1998; Tolan & Guerra, 1994; Lipsey, 1991 & 1992)

6. Most Effective Trends in Discipline Practices Proactive school-wide discipline systems Social skills instruction Academic/curricular restructuring Behaviorally based interventions Early screening & identification of antisocial behavior patterns (Biglan, 1995; Gottfredson, 1997; Colvin, et al., 1993; Lipsey, 1991, 1992; Mayer, 1995; Sugai & Horner, 1994; Tolan & Guerra, 1994; Walker, et al., 1995; Walker, et al., 1996)

7. Just as we teach students to read, write & compute, we also need to teach students how to behave. • There is always a function to someone’s behavior, even if the person cannot tell you what that function is. • Discipline alone is not enough. Appropriate replacement behavior must be taught to prevent re-occurrence of misbehavior. Basic Principles

8. Current Status in School Districts Referrals to Special Education may be seen as the “intervention” vs. actual changes in student’s learning environment FBA may be viewed as required “paperwork” vs. a needed part of designing an intervention Rely on interventions the system is familiar with vs. ones that are likely to produce an effect Focus one-student at a time (reactive approaches) vs. capacity (systems) within schools to support ALL students

9. Without Problem Solving Special Education Sea of Ineligibility General Education

10. Bridging the Gap General + Intensive Resources General + Supplemental Resources Amount of Resources Needed to Solve Problem General Resources Intensity of Problem

11. What is PBIS? A broad range of proactive, systemic, and individualized strategies for achieving important social & learning outcomes in safe & effective environments while preventing problem behavior with all students. (Sugai, 2007)

12. Prevention Define & teach positive social expectations Acknowledge positive behavior Arrange consistent consequences for problem behavior On-going collection & use of data for decision-making Continuum of intensive, individual interventions Leadership – Team-based implementation of systems that support effective practices Evidence-Based Features of PBIS

13. School-Wide Systems FOR Student Success:A Response to Intervention (RtI) Model Academic Systems Behavioral Systems • 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 • 5-15% Tier 2/Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 2/Secondary Interventions 5-15% • 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 Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm

14. Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems Assessment Intervention PBIS: A Response to Intervention (RtI) Model Tier 2/Secondary Tier 3/ Tertiary Small Group Interventions(CICO, SAIG, etc) ODRs, Attendance, Tardies, Grades, DIBELS, etc. Group Interventions with Individualized Focus(CnC, etc) Daily Progress Report (Behavior & Academic Goals) Simple Individual Interventions (Brief BIP, Schedule/ Curriculum Changes, etc) Brief FBA Ongoing review by student-based teams Skill-based instruction Intensive case management Multiple Domain FBA Multiple-Domain BIP Illinois PBIS Network, Revised Sept., 2008 Adapted from T. Scott, 2004 Wraparound

15. Universal Level • GOAL: To reduce new cases of problem behavior &/or academic failure Secondary Level • GOAL: To reduce current cases of problem behavior &/or academic failure Tertiary/Wraparound Level • GOAL: To reduce complications, intensity, severity of students with chronic problem behavior &/or academic failure Emphasis on Prevention at Each Level

16. School Improvement Initiatives: Do These Sound Familiar? • REACh • No Child Left Behind • IDEA • Response to Intervention (RtI) • Character Education • Wisconsin Comprehensive School Counseling Model • Comprehensive & Collaborative Pupil Services • CREATE • Every Child a Graduate

17. Integrated System for Student Achievement REACh RtI: Academic & Behavior NCLB WCSCM IDEA Character Education Character Education Character Education Character Education Character Education Character Education Character Education CCPS CREATE Every Child a Graduate Character Education

18. PBIS Biggest Idea! Instead of working harder (inefficient), schools have to establish systems & processes & use data & practices that enable them to work smarter (efficient, effective). Establish a small number of priorities – Do less but better. Consolidate/integrate whenever possible – Only do it once. Specify what is wanted & how you’ll know when you get there – Invest in a clear outcome & assess progress. Give priority to what works – Use research- & evidence-based practices & programs.

19. Establishing a New School Culture Common Language MEMBERSHIP Common Experience Common Vision/Values

20. Individualized to the unique features of the school • Emphasis on continuous, data-based improvement • Focus on efficiency, effectiveness, & relevance A Systemic Process … Not a Program or Curriculum

21. Team-based Problem Solving • Efficient use of time, other resources Expedited application of innovation • Fidelity & sustainability • Student outcome focus Data-based Decision Making • System & practice levels • Fidelity & effectiveness Accountability-based staff development • Quality linked to student outcomes Community/Family Collaborations • Across all three tiers of the system Systems Change Focus

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

23. Systems - How Things are Done • Procedures for non-classroom settings – lunchroom, bus, bathroom, assembly, transition/hallway • Procedures for reinforcing expected behavior • Procedures for responding to office discipline referrals (ODRs) • Procedures for meeting the needs of all students (aka, the Triangle)

24. Do You Think Data is a 4-Letter Word? Using data for decision-making vs. evaluation Decision-cycles Weekly Monthly Annual Plan Compare Perform Measure

25. Data - How Decisions Are Made Components of decision making with PBIS • A problem-solving team • Data at every meeting no older than 48 hours • Data collection • T-chart • ODR form • Data use • Big 5 reports • Communication with school community about data, patterns, & decisions

26. Data-Based Decision-Making • Student outcome data is used • To identify youth in need of support & to identify appropriate intervention • For on-going progress-monitoring of RtI • To exit or transition youth off of interventions • Intervention integrity/process data is used • To monitor the effectiveness of the intervention itself • To make decisions regarding the continuum/ menu of interventions/supports

27. Procedures for Data Collection & Analysis • PBIS teams CONSISTENTLY examine average # of ODR referrals • Per day per month • By type of behavior • By location • By time of day • By student • PBIS teams use this data to answer the following question: Has the desired outcome been reached?

28. Practices - How Staff Interact with Students Every time any adult interacts with any student, it is an instructional moment! PBIS emphasizes… • Teachingbehaviors like we teach academics • Modeling &practicing expected behaviors • Reinforcingexpected behaviors • Pre-correctingto ensure positive behaviors are displayed • Actively supervising to prevent problem behaviors

29. Functions of Behavior Problem Behavior Get or Obtain Something Escape or Avoid Something Social/ Activity Tangible Physical Sensation Social/ Activity Tangible Physical Sensation Define specific instances with precision

30. Behavior Support Elements *Response class *Routine analysis *Hypothesis statement *Supporting data *Alternative behaviors *Competing behavior analysis *Indicated, evidence-based interventions *Contextual fit *Strengths, preferences & lifestyle outcomes Problem Behavior Functional Assessment *Implementation support *Data plan • Team-based • Behavior competence Intervention & Support Plan *Continuous improvement *Sustainability plan Fidelity of Implementation Impact on Behavior & Lifestyle

31. Why Choose PBIS?Federal MandatesIDEANCLBBest PracticesResearched-basedData-drivenStandards Aligned CurriculumFamily InvolvementDISCIPLINE = TIME LOST TEACHING

32. Commitments Needed: Building • 3-5 year focus to get sustainable change • Active administrative support & participation • Administrative leadership for PBIS Teams • Commitment from staff (minimum 80%) • Ongoing communication & support with staff • Completion & use of data collection • Discipline & academic data, survey, checklists • On-going staff participation in training & coaching

33. Commitments Needed: District • District leadership team • Coaching FTE • High priority in district improvement plan • Resources allocated • Staff development is an on-going priority • On-going data collection & use • Implementation of research-based practices • Specialized personnel allocated to use evidence-based practices

34. Commitments Needed: State • Leadership team • Coordination & evaluation of coaching network • 3-5 year action plan • Resources allocated • Staff development priority • Evaluation component integrated • Systems aligned for sustainability

35. 2 – 4 Years Implementation occurs in stages • Exploration • Installation • Initial implementation • Full implementation • Innovation • Sustainability Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

36. Process of development is highly prescriptive • School readiness • Training • Selection of specific programs, practices, & strategies is autonomous • Schools are encouraged to build on what is working well & get rid of what isn’t working Prescription vs. Autonomy

37. Administrative Overview • Building-level teams attend training • Levels 1, 2, & 3 • Building readiness for training based upon: • Level of support for implementation in school • Implementation data • Coaches support implementation • Internal • External Professional Development

38. Plan Let’s look at some data …… Perform Compare Measure

39. Washington Elementary School, Champaign School District 4 Total ODRs Over Three Years

40. Eisenhower Jr. High, Schaumburg School District 54: Suspensions & Expulsions Across Two Years

41. Foreman High School Office Discipline Referrals by Month by Year # ODR per day per month per 100 students per average daily enrollment Sept Oct Nov Dec Jan Feb March April May June Months

42. Changes in Students Placed in Special Education Hermansen Elementary School Valley View School District 365U

43. Cost Benefit Analysis(Barrett & Swindell, 2002)‏ Office Disciplinary Referral (ODR) – Administrator (10 minutes), Student (20 minutes), Staff (5 minutes) Detention – Administrator (20 minutes), Student (6 hours), Staff (5 minutes)‏ Suspension - Administrator (45 minutes), Student (6 hours), Staff (5 minutes)

44. ODRs Detentions Suspensions Total Time Gained Back Admin 7,190 mins. 119.8 hours 940 mins. 15.7 hours 1215 mins. 20.3 hours 9,345 mins. 155.8 hours 25.9 days Student 14,380 mins. 239.7 hours 16,920 mins. 282 hours 9,720 mins. 162 hours 41,020 mins. 683.7 hours 144 days Staff 3,595 mins. 59.9 hours 235 mins. 3.9 hours 135 mins. 2.3 hours 3,965 mins. 66.1 hours 11 days West Elementary, Alton, ILReduced ODRs by 719, ISSs by 47, OSSs by 27*

45. Title I IDEA (15% CEIS) Professional Development Funding

46. State director and data director for PBIS Assess need for training & schedule it Infuse PBIS professional development into existing conferences Continue to use State Advisory Group to guide decisions Next Steps

47. National and State Counseling Standards Academic Domain Personal/Social Domain Career Domain Comprehensive School Counseling Programs Guidance Curriculum Responsive Services Individual Planning System Support SCHOOL COUNSELING AND PBIS: WORKING together

48. Team approach to working with ALL students Systems and Data approach to behavior and academics Specific action plans for the school-wide climate, classroom, non-classrooms, group and individual counseling SCHOOL COUNSELING AND PBIS:WORKING TOGETHER

49. COUNSELING PROGRAM Individual Planning Systems Support • 1-5% Individual Student Interventions • Individual Counseling • Individual Behavior Plan • 5-15% Targeted Group Interventions • Small Group Counseling • Targeted Interventions • Data Interventions Guidance Curriculum Responsive Services System Support • 80-90% School-wide Interventions • Classroom Guidance • Targeted Interventions; Grade Level Guidance Curriculum Responsive Services Systems Support

50. Classroom Guidance Academic Personal/Social- Second Step Curriculum Careers • Grade-Level Targeted Interventions Personal Space (1st and 2nd grades) Tattling vs. Reporting (K-1st grades) Test-Taking Skills (3rd-5th grades) Bullying (K-5th grades) PBIS: Tier 1