POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS (PBIS)

1. POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS (PBIS)

2. In Partnership with OSEP’s TA Center on Positive Behavior Support Co-Director’s: Rob Horner University of Oregon George Sugai University of Connecticut www.pbis.org www.swis.org

3. Why do we need a district-wide approach to address behavior needs? Proactive district-wide discipline systems help to establish a learning culture within which both social and academic success is more likely.

4. Schools face a set of difficult challenges today when dealing with behavioral needs • Multiple expectations (Academic accomplishment, Social competence, Safety) • Students arrive at school with widely differing understandings of what is socially acceptable. • Traditional “get tough” and “zero tolerance” approaches are insufficient. • Faculty come with divergent visions of effective discipline

5. MOST EFFECTIVE TRENDS IN SCHOOL 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)

6. What is District-wide Positive Behavior Interventions and Supports (SW-PBIS)? “PBIS is a broad range of proactive, systemic and individualized strategies for achieving important social and learning outcomes in safe and effective environments while preventing problem behavior with all students” (Sugai 2007)

7. What has research shown for schools implementing PBIS? Creates learning environments that proactively deal with behaviors. Improves support for students with specialized behavioral needs. Maximizes on-task behavior and increases learning time for all students.

8. What does PBIS emphasize? • The PBIS decision-making process emphasizes 3 integrated elements to provide measureable outcomes for students: • DATA sources to support decision-making, • PRACTICES that support student behavior, and • SYSTEMS that support staff behavior.

9. ٭ Social Competence & Academic Achievement Positive Behavior Support OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Adapted from “What is a systems Approach in school-wide PBS?” OSEP Technical Assistance on Positive Behavioral Interventions and Supports. Accessed at http://www. Pbis.org/schoolwide.htm Supporting Student Behavior

10. Data Collection • PBIS recommends the ability to isolate and analyze the following five data points: • Referrals by Problem Behavior, • Referrals by Location, • Referrals by Time, • Referrals by Student, and • Average referrals by Day and by Month

11. Improving Decision-Making From: Problem Solution To: Problem Solving Using Data Solution Monitor Outcome Problem

12. Supporting Student Behavior • Universal (Tier 1) instruction support for all district learners • Targeted (Tier 2) interventions for areas of need determined from data analysis • Individualized (Tier 3) supports required for individual students with high-needs or specific situations.

13. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

14. Supporting Staff Behavior Reduce teacher stress Increase teacher efficacy in teaching replacement behaviors Support teachers in designing classroom management systems

15. Six Key Elements of PBIS Define, teach and acknowledge positive behaviors. On-going collection and use of data for decision-making regarding implementation of systems that support effective practices. Continuum of universal supports, targeted interventions, and individualized supports.

16. Six Elements (cont.) Implement evidenced-based behavioral practices with fidelity and accountability Arrange the environment to prevent the development and occurrence of problem behavior Screen universally and monitor student performance and progress continually.

17. PBIS TRACK RECORD Highly successful in many other states Many excellent resources available free on-line Interest in Wisconsin schools is growing exponentially DPI acting to respond to this interest & need

18. When SWPBIS is implemented well more students find their school an effective learning environment.

19. www.pbis.org

20. Current Status Nationally • Main Messages: • SWPBIS is possible (over 13,000 schools) • SWPBIS is effective at (a) reducing problem behavior, (b) improving academic achievement, and (c) improving perceived faculty effectiveness • Coaching is critical to (a) implementation with fidelity and (b) sustained use of SWPBIS • Coaching is perceived a major contributor to the cultural “fit” of SWPBIS to a community/ school.

21. SWPBIS in 13,331 schools 8/10’ Wisconsin Illinois

22. A View of SWPBIS in Wisconsin • Themes: • Child as the unit of impact, School as the unit of implementation, District as the unit of coordination. • Use data for continuous improvement, cultural fit, sustainability. • Are we doing what we said we would do? • Is what we are doing benefiting children? • Build the systems needed to support effective practices. • Never train school teams without also training the Trainers, Coaches and Evaluators who will make the practices endure

23. Likely Outcomes The following are examples of some of the progress made in a few Illinois and North Carolina schools that have implemented PBIS.

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

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

26. 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

27. North CarolinaPositive Behavior Support Initiative Non-PBS Comparison Levels of behavior risk in schools implementing PBS were comparable to widely-accepted expectations and better than those in comparison schools not systematically implementing PBS.

28. Research on Time Lost to Discipline

29. Example of Time at the Middle School

30. District Commitments High priority in District Improvement Plans 3-5 year commitment Continuation of the district leadership team Ongoing staff development Allocation of resources

31. Building Commitments Establish and maintain building PBIS team. Identify building coaches Training for and implementation by all staff Effectively use student information systems

32. PBIS APPROACH WORKS! Data driven building decision-making Clear expectations that are universally known Focuses on positive interaction and acknowledges appropriate behavior. Proactive rather than reactive Supports a positive learning environment Delivers results

33. www.pbis.orgwww.wisconsinPBISnetwork.orgwww.pbssurveys.orgwww.swis.orgwww.pbis.orgwww.wisconsinPBISnetwork.orgwww.pbssurveys.orgwww.swis.org Resources