PBIS 101: School-Wide Positive Behavior Support: An Overview

1 An Overview of School-Wide PBIS 11/8/2016. PBIS 101: School-Wide Positive Behavior support : An Overview Marcie Handler, , BCBA-D. The May Institute, Inc. OSEP Center on Positive behavioral Interventions & Supports GOAL. Establish a 3-5 year plan to . Develop efficient and effective district- wide and School-Wide systems, practices, and capacity to improve discipline and academic support practices for ALL students using data based decision-making SW-PBS Logic! Science of Behavior If we teach it, they will learn . When a student cannot read, we teach her to Successful individual student decode and build fluency Behavior support is linked to When a student struggles in math, we teach him to add, subtract etc. and build fluency host environments or school Students When CAN dress a student cannot and DO learn himself, betterhim we teach climates that are effective, toways put onof each piece of clothing (over behaving by being TAUGHT head, pull up).

2 Efficient, relevant, & durable directly & receiving Positive feedback (Zins & Ponti, 1990) When a student has difficulty getting along with peers, talks back, and/or disrupts the class, . 2014 May Institute, Inc. 1. An Overview of School-Wide PBIS 11/8/2016. SWPBS is Framework Academic Behavior Continuum Continuum Continuum RTI. Academically Integrated Continuum All Mar 10 2010. CONTINUUM OF School-Wide . INSTRUCTIONAL & Positive Behavior support (example). IMPLEMENTATION TERTIARY PREVENTION (individual). FEW. W/ FIDELITY ~5%. Function-based support Wraparound Intensive Person-centered planning UNIVERSAL CONTINUUM OF Coordination of care plans ~15%. SCREENING MTSS EVIDENCE-BASED Targeted SOME SECONDARY PREVENTION (group). INTERVENTIONS Check in/out DATA-BASED. DECISION MAKING. RtI. PREVENTION. Targeted social skills instruction Peer-based supports Social skills club Connections & PROBLEM PBIS & EARLY.

3 SOLVING INTERVENTION Universal PRIMARY PREVENTION (universal). Teach SW expectations ALL Proactive SW discipline CONTINUOUS Positive reinforcement Effective classroom instruction PROGRESS ~80% of Students Parent engagement MONITORING Classroom Behavior support Data-based decisions Critical Features of PBIS. Overlapping Features Across Tiers Supporting Culturally Equitable Social Competence & Academic Achievement OUTCOMES OUTCOMES. Supporting Supporting Culturally Culturally Valid Knowledgeable Decision Staff Behavior Making PRACTICES. PRACTICES. Supporting Culturally Relevant Evidence-based Interventions 2014 May Institute, Inc. 2. An Overview of School-Wide PBIS 11/8/2016. What will your school want as Primary Outcomes? Improvement in school climate and academic performance: prosocial behaviors time on-task academic performance school attendance classroom on-task Behavior student, staff, and parent perceptions of school safety student, parent and staff satisfaction staff retention and attendance PREVENTION-based focus Few Positive SW expectations defined, PBIS Practices taught, & encouraged =.

4 Luckily we have many opportunities to COMMON LANGUAGE. PREVENT. TEACH. and RECEIVE FEEDBACK. Without dire consequences . School-Wide Typical Settings/ Contexts Rules/. All Settings Assemblies Bathroom Cafeteria Recess Hallway Bus Expectations Calm and quiet Calm and quiet Respect Eat your own Take turns Quiet voices Quiet and Be Respectful bodies bodies privacy food Share Hands to appropriate Use kind words Whisper voices Include yourself language everyone Calm and quiet Use bodies appropriate language Take care of Appropriate Clean up after Use quiet Use equipment Go directly Stay in your Be materials response yourself voices appropriately where you assigned Responsible Do your best Appropriate Raise your Keep hands need to section use of the hand and feet to Keep things in bathroom yourself your backpack Follow Eyes on the Do your Focus on Talk about the Have what you Sit and stay in Be Ready directions and speaker business and eating game's rules need your seat stay on task Listen get back to Clean up after before you Walk single file

5 Class yourself play on the right Have a plan for what to play 2014 May Institute, Inc. 3. An Overview of School-Wide PBIS 11/8/2016. Acknowledge Appropriate Behavior Fine Dining . Expected behaviors for the cafeteria: School-Wide 1. Voices at a 3 or below 2. Sit at your classroom table or 3. Clean up after yourself Targeted Every day, each class will be able to earn a certain amount of marbles based on their ability to follow these Areas / Behaviors expectations. At the end of the month, the class with the most amount of marbles will have the opportunity to sit on stage with their class, at a table with a table cloth and decorations!!. Establish a continuum of procedures to ATTEND ance respond to rule violating Behavior Classroom-based responses Maintain 95% attendance over the Office Discipline Referrals month and you can participate in a Minor vs. Major Classroom Managed vs. Office Managed dance party in the gym Other school -Based Consequences DURING the school day Warnings + so you need to be in school !

6 Loss of privileges ( , recess, school dance, bus pass). Detention + easy to manage Restitution Suspension 2014 May Institute, Inc. 4. An Overview of School-Wide PBIS 11/8/2016. How does this fit with our SEL and PBIS Practices other universal practices? Responsive Classroom PBIS. Morning Meeting Positive School-Wide and Rule creation classroom- wide expectations (rules). Modeling Lessons to teach expected SOS CBT. Role-playing Behavior (modeling, role Bullying Positive teacher language playing) and problem solving Mindfulness Prevention Active supervision Logical consequences Open Circle Social thinking Consequences to reinforce Time away appropriate Behavior Responsive PBIS. Classroom Classroom organization Consequences to re-teach, Problem-solving strategies redirect, discourage inappropriate Behavior Effective instruction Effective Instruction SYSTEMS Devote time to Boosters and Next Steps Staff Training Planning ALL = Common language Staff professional Student participation, development / training surveys, teams New Procedures Student review Parent participation Implementing lessons Bus Blitzes New team members Providing reinforcement Newcomers club Community partners Documenting minors/majors PHASES: Re-generation Installation / Elaboration GENERAL Team IMPLEMENTATION.

7 PROCESS. Agreements Data-based Action Plan Evaluation Implementation 2014 May Institute, Inc. 5. An Overview of School-Wide PBIS 11/8/2016. GENERAL. IMPLEMENTATION Coaching School-Wide Systems PROCESS. 1. Common purpose & approach to discipline behavioral Capacity 2. Clear set of Positive expectations & behaviors Priority & 3. Procedures for teaching expected Behavior Representation Status 4. Continuum of procedures for encouraging Team expected Behavior Data-based 5. Continuum of procedures for discouraging Decision Administrator inappropriate Behavior Making Communications 6. Procedures for on-going monitoring &. evaluation Break please! Classroom Individual Student Setting Systems Systems Classroom- wide Positive expectations taught & encouraged behavioral competence across staff Teaching classroom routines & cues taught & Function-based Behavior support planning encouraged Team data-based decision making Ratio of 6-8 Positive to 1 negative adult- Comprehensive person-centered planning &.

8 Student interaction wraparound processes Active supervision Targeted social skills & self-management Redirections for minor, infrequent Behavior instruction errors Individualized instructional & curricular Frequent precorrections for chronic errors accommodations Effective academic instruction & curriculum Critical Features of PBIS. Supporting Culturally Equitable Social Competence & Academic Achievement OUTCOMES. Supporting Supporting Culturally Culturally Valid Knowledgeable Decision Staff Behavior Making PRACTICES. Supporting Culturally Relevant Evidence-based Interventions 2014 May Institute, Inc. 6. An Overview of School-Wide PBIS 11/8/2016. OUTCOMES. DATA. Clear definitions Efficient procedures If you can predict it . PRACTICES. Easy input/output Graphs/visuals You can prevent it! Regular review Supporting (or at least minimize it). Decision Making Feedback to staff/. students/ parents Behavior Frequency 80.

9 70. 60. 50. 40. 30. 20. 10. 0. 2009-2010 2010-2011 2011-2012. Referrals per Student More time in class . Less discipline referrals out of class Punishment alone does Interventions not change Behavior . Time devoted to instruction Should begin here support to students to complete tasks Less visits to the nurse or counselor More team planning time to discuss classroom support for at-risk students 2014 May Institute, Inc. 7. An Overview of School-Wide PBIS 11/8/2016. STAGES OF IMPLEMENTATION. Exploration / Adoption Installation Develop Commitment Initial Implementation Establish Leadership Elaboration Teams, Set up Provide Data Systems Significant Continuous support to Embed as Regeneration Implementers Standard Practice / Add Increase schools Efficiency &. Effectiveness Kincaid, Florida PBIS. Adapted from Fixsen & Blase, 2005. Step One: Readiness Exploration / Adoption Installation Step Two: Training PBIS Overview 2 Day Training: 1.

10 Consistency Plan Development Team Leader & 1. Finish Plan Document 2. Positive Expectations Team Development 2. Plan staff and student 3. Teaching social skills training schedules 4. Monitoring Staff Survey and 5. Reinforcement PBIS buy-in vote 6. Responding to problem Behavior Optional additional Data Systems 7. Data system day with PBIS trainer to complete the plan Step Three: Initial Implementation PBIS works because: Staff Training on Student Training on Universal language and common School-Wide plan School-Wide plan expectations are terrific. (practices). It wasn't dumped on it was a process and gradually implemented at our pace. (process). Monthly Team Meetings Ongoing Coaching and Data Review support It wasn't packaged we created it to work for us! (framework). 2014 May Institute, Inc. 8.