School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna

1. School-Wide Positive Behavioral Interventions & Supports: OverviewPresented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon & Connecticut

2. OUTCOMES • Provide Overview of School-wide PBIS • Define/clarify Roles/ Responsibilities of PBIS Behavior Support Coaches • Provide Information About Classroom Systems • Discuss OUR Shared Experiences

3. SCHEDULE • 9:30 – 12:30 Overview • 12:30 – 1:30 Lunch • 1:30 – 2:45 Designing Classroom Systems: “The Role of the Leadership Team and Behavior Support Coach” • 2:45 - 3:30 Discussion/wrap up

5. Coordination/ Collaboration 1999 - 2010

6. PBIS Maryland Trained Schools by Cohort

7. 10,500 Schools across 48 states implementing school-wide positive behavior support

8. So,….what is PBIS? PBIS is a systems approach for establishing the social culture and behavioral supports needed for a school to be an effective learning environment for all students. Not a specific practice or curriculum…it’s a general approach to preventing problem behavior Not new…it’s based on long history of behavioral practices & effective instructional design & strategies Not limited to any particular group of students…it’s for all students

9. What does PBIS look like in a school? • >80% of studentscan tell you what is expected of them & can give behavioral examples because they have been taught, actively supervised, practiced, & acknowledged. • Positive adult-to-student interactions exceed negative. • Administratorsare active participants. • Data & team-basedaction planning & implementation are operating. • Function based behavior supportis foundation for addressing problem behavior. • Full continuum of behavior supportis available to all students.

10. Challenge #1

11. Challenge # 2

12. The Prognosis • Students with academic failure and problem behaviors likely will drop out of school and: • be involved with the corrections system • be single parents • be involved with the social services system • be unemployed • be involved in automobile accidents • use illicit drugs Centers for Disease Control, 1993Duncan, Forness, & Hartsough, 1995Carson, Sittlington, & Frank, 1995Wagner, D’Amico, Marder, Newman, Blackorby, 1992Jay & Padilla, 1987Bullis & Gaylord-Ross, 1991

13. Challenge # 3

14. Challenge # 4

15. Challenge # 5 Competing, Inter-related National Goals • Improve literacy, math, geography, science, etc. • Make schools safe, caring, & focused on teaching & learning • Improve student character & citizenship • Eliminate bullying • Prevent drug use • Prepare for postsecondary education • Provide a free & appropriate education for all • Prepare viable workforce • Affect rates of high risk, antisocial behavior • Leave no child behind • Etc….

16. Staff Behaviors !! Common Behavior Concerns Texting and emailing during instruction Talking during instruction Eating, drinking and gum chewing Late arrival, early departure Starting an activity before listening to the instructions or “set up” Inappropriate attire

17. 7 9 or 11 • Which Are YOU?

18. BIG IDEAS • 3-5 years • Organizational Framework • Critical Features same across schools • unique to the culture of the school • System investment in Coaching Capacity

19. AMain Message STUDENT ACHIEVEMENT Good Teaching Behavior Management Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

20. “Worry #1“TEACHING” by Getting Tough If Russell doesn’t respond, we get TOUGHER Russell: “I hate this f____ing school, & you’re a dumbf_____.” If Russell STILL doesn’t improve, we get REAL TOUGH & enforce BOTTOM LINE! Teacher: “That is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again….starting now!”

21. Erroneous assumption that the student… • Is inherently “bad” • Will learn more appropriate behavior through increased use of “aversives” • Will be better tomorrow…….

22. Science of behavior has taught us that children…. • Are NOT born with “bad behaviors” • Do NOTlearn when presented contingent aversive consequences ……..Do learn better ways of behaving by being taught directly & receiving positive feedback…. consider FUNCTION

23. Worry #2:“Train & Hope”

24. Enhanced PBIS Implementation Logic

25. PBIS Systems Implementation Logic Visibility Political Support Funding Leadership Team Active Coordination COACHING Evaluation Training Local School Teams/Demonstrations

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

27. CONTINUUM OF SCHOOL-WIDE PBIS Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% APPLYING TRIANGLE LOGIC TO ADULT BEHAVIOR Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

28. 3-Tiered PreventionModel TERTIARY PREVENTION Intensive, specialized & individualized strategies for students SECONDARY PREVENTION Targeted, supplementary strategies for students who do not respond to primary PRIMARY PREVENTION Universal School-wide or class-wide systems for all students and staff

29. INTENSIVE Wrap Team Student Services Team TARGETED ESMH UNIVERSAL Family Leadership Team School counseling services Second Step FBAs/BIPs School health services Social skills, bully proofing, and/or anger management groups Student Intervention Plans School wide PBIS Behavioral contracting Health Education Voluntary State Curriculum Character Education Section 504 Plans and/or IEPs Alternative programs Check-in/Check-out Responsive counseling Bullying Prevention School mental health services Expanded School Mental Health Initiatives and Interagency Partnerships

30. Triangle Activity: Applying the Three-Tiered Logic to Your School Tier 3 Tier 2 Tier 1

31. Critical Features • Establish Commitment • Establish and Maintain Team • Self-Assessment • Establish School-Wide Expectations • Establish On-Going System of Rewards • Establish System for Responding to Behavioral Violations • Establish Information System • Build Capacity for Function-Based Support • Build District Level Support

32. Critical Features • Establish Commitment • Establish and Maintain Team • Self-Assessment • Establish School-Wide Expectations • Establish On-Going System of Rewards • Establish System for Responding to Behavioral Violations • Establish Information System • Build Capacity for Function-Based Support • Build District Level Support

33. Establish Commitment • Administrator support and active involvement • Behavior Support is 1of top 3 school improvement goals • 80% Faculty support • 3 year timeline

34. Critical Features • Establish Commitment • Establish and Maintain Team • Self-Assessment • Establish School-Wide Expectations • Establish On-Going System of Rewards • Establish System for Responding to Behavioral Violations • Establish Information System • Build Capacity for Function-Based Support • Build District Level Support

35. Team Composition • Administrator • Grade/Department Representation • Specialized Support • Special Educator, Counselor, School Psychologist, Social Worker, etc. • Support Staff • Office, Supervisory, Custodial, Bus, Security, etc. • Parent • Community • Mental Health, Business • Student

36. Coaching within SWPBIS Implementation • Context: • 10,500 schools implementing SWPBIS nationally • Defining the Role • Internal vs External • Selecting Coaches • Training and support for coaches

37. PBIS Maryland Coach by Position560 active coaches

38. Who should be a coach? • Internal vs External • Internal coaches are employed in the school where they provide support • External coaches are employed outside the schools where they provide support (e.g. by district, region, state).

39. Who should be a coach?

40. Sample Teaming Matrix

41. Sample Teaming Matrix Are outcomes measurable? • Eliminate all initiatives that do NOT have a defined purpose and outcome measure. • 2. Combine initiatives that have the same outcome measure and same target group • 3. Combine initiatives that have 75% of the same staff • 4. Eliminate initiatives that are not tied to School Improvement Goals.

42. Critical Features • Establish Commitment • Establish and Maintain Team • Self-Assessment • Establish School-Wide Expectations • Establish On-Going System of Rewards • Establish System for Responding to Behavioral Violations • Establish Information System • Build Capacity for Function-Based Support • Build District Level Support

43. Self-Assessment • Completion of PBIS Staff Survey • Team summarizes existing school discipline data. • Strengths, areas of immediate focus identified (prioritize) • Action plan written

44. Marketing Strategy • Integrate past school behavior plans • Assure clarity of target areas • Incorporate school colors or mascot

45. Respectful Able Motivated Safe

46. Nuts andBolts • Brainstorm classroom vs. office managed behaviors • Come to consensus on language to be used • Agree on behaviors to list

47. Office Managed Behaviors • Bomb Threat/False Alarm • Possession of a Weapon/Explosive Device • Threats of bringing/using Weapons • Fighting/Physical Aggression • Physical Assault/Harassment • Intimidation • Sexual Harassment/Sexual Offense • Loitering • Theft/Burglary • Verbal Abuse and/or Threat of Violence • Inappropriate Bus Behavior • Failure to Identify Oneself • Truancy • Vandalism/ Property Damage • False Fire Alarm or Arson • Possession/Distribution/Use of OTC Medication, Controlled Substance, Tobacco, or Alcohol • Leaving the Classroom without Permission • Forgery/Extortion • Staff Managed Behaviors • Tardiness (on 3rd tardy, enter student into Response System) • Non-compliance with staff direction • Classroom disruption • Bullying • Inappropriate language • Failure to serve teacher assigned reflection • Unprepared for class • Leaving the classroom without permission • Skipping class • Inappropriate hallway behavior • Inappropriate computer use • Inappropriate locker behavior • Dress code violation • Throwing objects • Eating/drinking in class • Academic dishonesty • Sleeping in class • Carrying backpack • Electronic devices/cell phones (visible and/or on)

50. OBSERVE PROBLEM BEHAVIOR What type of behavior is it? TEACHER MANAGED Calling Out, Dress Code , Electronic Devices, Food/Drink, Language, Lateness, Minor Dishonesty, Preparedness, Put Down, Throwing, Tone/Attitude, Touching, Work Refusal OFFICE MANAGED Aggressive Behavior, Bullying/ Harassment, Chronic/Repetitive Minor Infractions, Drugs/Alcohol, Fighting, Gambling, Major Dishonesty, Physical Aggression/Contact, Truancy, Vandalism, Weapons PROBLEM SOLVE WITH STUDENT ADMINISTER APPROPRIATE CLASSROOM BASED CONSEQUENCES COMPLETE OFFICE REFERRAL: Conference with Student, Notify Parent Did behavior resolve? • ADMINSTRATIVE RESPONSE Administrator investigates written report. • Student conduct record is consulted • Administrator determines consequence. • Administrative staff provides feedback to staff. YES: ocument interventions, Reinforce Expectations NO Have there been ≥3 MIR’s for similar behavior? MINOR INCIDENT REPORTS: Used only after classroom interventions have not met with success., Take concrete action to correct behavior (e.g detention, reflective writing, etc.), Corrective actions correspond to demonstrated behavior where possible., Administered with student knowledge. NO WRITE MIR: Conference with Student, Notify Parent; Reinforce Expectations, Track Behavior • YES • Refer to ‘Office Managed Behaviors’