Positive Behavioral Interventions and Supports

1. Positive Behavioral Interventions and Supports Wauwatosa School Board – January 9, 2012

2. 2010-11 Review • Following statewide model for PBIS • Wisconsin PBIS Network • Monitors fidelity of implementation • Creating the foundation for school-wide PBIS • Explicitly teach expectations • Reinforce desired behaviors at a high rate • Improve data collection on system-wide behaviors • Assess each school’s current systems of support

3. Fidelity of Implementation • Benchmarks of Quality Assessment Tool • Schools reached Tier One Fidelity in Spring 2011: • East, West, Madison, Roosevelt, Washington, and Wilson/WSTEM • PBIS Network “School of Merit” Recognition Award: • Wauwatosa West • Wilson/WSTEM • Unique success of our high school implementation

4. Self-Assessment Survey • Completed by all staff every Fall • Assesses status and priority of individual features of safe and effective schools • Four sections: Systems of Support • School-wide • Non-Classroom • Classroom • Individual

5. School-wide Systems

6. Self-Assessment Survey: East

7. Compared with National Average

8. Office Discipline Referrals Overall 7.2% reduction in office-managed problem behaviors.

9. Time Regained for Student Learning • Assuming one office referral averages: • 20 minutes of student time away from class • 15 minutes of administrator time

10. Self-Assessment Survey: West

11. Compared with National Average

12. Office Discipline Referrals Overall 24.9% reduction in office-managed problem behaviors.

13. Time Regained for Student Learning • Assuming one office referral averages: • 20 minutes of student time away from class • 15 minutes of administrator time

14. Self-Assessment Survey: Longfellow

15. Compared with National Average National Average Grades 6-9

16. Total Behavioral Incidents* * This includes both office-managed (major) and classroom-managed (minor) behaviors.

17. Elementary School Data Collection • Using fidelity data to drive implementation • Improving behavioral data system • Professional development • Documentation of problem behaviors • Accurate collection and input of data • Requires a shift in perspective! • Data is for decision-making to give us a picture of what’s going on school-wide, not just with individual students!

18. Self-Assessment Survey: Eisenhower

19. Self-Assessment Survey: Jefferson

20. Self-Assessment Survey: Lincoln

21. Self-Assessment Survey: Madison

22. Self-Assessment Survey: McKinley

23. Self-Assessment Survey: Roosevelt

24. Self-Assessment Survey: Underwood

25. Self-Assessment Survey: Washington

26. Self-Assessment Survey: Wilson/WSTEM

27. 2011-12 Implementation • Continue building and sustaining Tier One • Improving data system • Data-based decision-making • Targeting school-wide behaviors and system-wide features • Training for Whitman and Jefferson • Assess implementation fidelity in Spring • Layer Tier 2 training and support

28. Thank you! “Stay close to the data… … but have fun.” • Rob Horner, PhD. • Co-Director of the National Technical Assistance Center on Positive Behavioral Interventions and Supports