Positive Behavioral Interventions and Supports (PBIS)

1. Positive Behavioral Interventions and Supports (PBIS) PBIS Construction Plans November 3, 2013 Sandy DeMuth Georgia Department of Education NAEHCY Conference

2. Learning Objectives • Define key features of PBIS • Describe how schools in GA implement PBIS • Identify where PBIS is being implemented in GA • Locate resources to learn more about PBIS

3. Positive Behavioral Interventions & Supports (PBIS)Building a Positive School Climate "You can design and create, and build the most wonderful place in the world. But it takes people to make the dream a reality." Walt Disney

4. Build Effective Environments Positive behavior is more effective than problem behavior Preventative, teaching, and reinforcement-based strategies to achieve meaningful behavior changes Effective interventions for problem behavior

6. Starting point… • Educators cannot “make” students learn or behave • Educators can create environments to increase the likelihood students learn and behave • Environments that increase that likelihood are guided by a core curriculum and implemented with consistency and fluency

7. PBIS is… • A problem solving framework • Culturally contextualized • Creation of a continuum of environmental evidence-based supports based on student needs

8. PBIS is not... • Not a specific practice, package or curriculum • Not limited to any particular group of students

9. 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 School-Wide Systems for Student Success 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

10. Continuum of Support for ALL Math Science Spanish Reading Soc skills Basketball Soc Studies Label behavior…not people Dec 7, 2007

11. An Essential Shift in Thinking The central question is not: “What about the student is causing the performance discrepancy?” But “What about the interaction of the curriculum, instruction, learners and learning environment should be altered so that the students will learn?”

12. Essential Features at the School Level • Teams of educators within the school (administrator) • Data-based decision making • Instructional Focus • Teach & Practice • Acknowledge student mastery of social skills • Positive Feedback

13. How Do Schools TypicallyRespond to Problem Behavior? • Reactive/Consequence Strategies • Office referral, detention, suspensions, etc. • Consequences will not teach the “right way” • Consequences may actually reinforce the behavior of concern • Restrictive and segregated settings • Individual counseling and therapy • Implement packaged programs

14. Traditional Discipline versus PBIS Traditional Discipline Goal is to stop undesirable behavior through the use of punishment Focuses on the student’s problem behavior PBIS Goal is to stop undesirable behavior by: Replacing with a new behavior or skill Altering environments Teaching appropriate skills Acknowledge appropriate behavior more frequently

15. The Critical Elements of School-Wide PBIS • The PBIS Team-Principal • Clear Expectations & Rules • Teaching Behavior • Data Entry and Analysis • Recognition (Feedback) • Effective Discipline Process • Faculty Commitment • Implementation • Classroom • Evaluation PBIS A brief review of some of the critical elements of PBIS that are addressed in a 3-day school training. Not all elements are addressed in this presentation.

16. School-wide Expectations “Core values are timeless and do not change, while practices and strategies should be changing all the time.” Jim Collins

17. Core Values • Excellent customer service • Taking care of our people • Giving back • Doing the "right" thing • Respect for all people • Entrepreneurial spirit Establishing Core Values is Best Practice in the Business Community

18. PBIS Developing Expectations Identify core values and expectations for all students/staff in all settings Select 3 to 5 State in positive terms More than just writing slogans on the walls…

19. Grace Snell Middle-Gwinnett County

20. Cowan Road Middle: Griffin-Spalding County

21. Clear, concise rules reduce mixed messages

23. Rules • Examples of expected behavior – what to do, NOT - what not to do! • Specific and observable • Positively stated • 3-5 for each expectation • Rules must be enforceable and worth acknowledging!

24. Mixed message? Teacher Observed Wearing Flip Flops at school

25. It is not enough to just post the words on the walls of the school or just publish in agendas…….

27. Why teach behavior? • For a child to learn something new, it needs to be repeated an average of 8 times. • For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated an average of 28 times (Harry Wong)

28. Rationale: 6,551 tardiesare impacting instruction. Many or few? Many Expectation to be addressed: Be Prepared Rule not followed by many: Students must be in seat before tardy bell. Lesson: AP will have someone film him crawling from one class to another with a backpack, stopping at his locker and still making it to his seat under 5 minutes. Film will be shown in homerooms and reinforced with group acknowledgement. 5 minutes to get to class **Many of the high schools we train report over 10,000 documented tardies.

30. Mary Persons High School-Monroe County

32. Acknowledging Appropriate Behavior Tied to specific behaviors Delivered soon after the behavior Age appropriate (actually valued by student) Delivered frequently Gradually faded away

33. “What the Worlds Greatest Managers Do Differently” (Buckingham & Coffman 2002, Gallup) 1. Know what is expected 2. Have the materials and equipment to do the job correctly 3. Receive recognition each week for good work. 4. Have a supervisor who cares, and pays attention 5. Receive encouragement to contribute and improve 6. Can identify a person at work who is a “best friend” 7. Feel the mission of the organization makes them feel like their jobs are important 8. See the people around them committed to doing a good job 9. Feel like they are learning new things (getting better) 10. Have the opportunity to do their job well.

34. A Review of the 10 Critical Elements of School-wide PBIS Anything less is experimentation! The PBIS Team-Principal Clear Expectations & Rules Teaching Behavior Recognition (Feedback) Data Entry and Analysis Effective Discipline Process Faculty Commitment Implementation Classroom Evaluation

35. Continuum of Support for ALL Math Science Spanish Reading Soc skills Basketball Soc Studies Label behavior…not people Dec 7, 2007

36. Tier II – Small Group • At-risk students • Screen • Data decision rules • Informal assessment process to match intervention to student need • Small group Social Skill instruction • Self-management • Academic Support • Part of a continuum – must link to universal school-wide PBIS system

37. Tiers III & IV - Individualized Supports • When small group is not sufficient • When problem is intense and chronic • Driven by Functional Behavioral Assessment • Connections to Mental Health and Community Agencies • Part of a continuum – must link to universal school-wide PBIS system

38. Over 18,000 schools in the U.S. implementing PBIS. Since 2008, 29% of Georgia’s Districts have been trained and more than 200 implementing. DJJ schools and GNETS

41. I can . . . • Define key features of PBIS. • Describe how schools in GA implement PBIS. • Identify where PBIS is being implemented in GA. • Locate resources to learn more about PBIS.

42. Ginny O’Connell-State Coordinator of PBIS Sandy DeMuth - PBIS Specialist gapbis@doe.k12.ga.us