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School-Wide Positive Behavioral Interventions & Supports (PBIS)

School-Wide Positive Behavioral Interventions & Supports (PBIS). February 25, 2010 Andrea Alexander alexander@msde.state.md.us. PBIS Framework is Based on Science. Behavioral Science: Reinforcement of positive behavior is a key component of Tier 1.

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School-Wide Positive Behavioral Interventions & Supports (PBIS)

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  1. School-Wide Positive Behavioral Interventions & Supports(PBIS) February 25, 2010 Andrea Alexander alexander@msde.state.md.us

  2. PBIS Framework is Based on Science Behavioral Science: Reinforcement of positive behavior is a key component of Tier 1. Social Science: Significance of student relationship with a key adult. Physical Science: Public Health Prevention Model

  3. Maryland’s Tiered Instructional & Positive Behavioral Interventions and Supports Framework Academic Systems Behavioral Systems • Intensive, Individually Designed Interventions • Address needs of individual student • Function-based assessments • Specialized & individualized • strategies for students with intensive needs • Intense, durable strategies • Intensive, Individually Designed Interventions • Address individual needs of student • Assessment-based • High Intensity • Targeted, Group Interventions • Small, needs-based groups • High efficiency • Rapid response • Function-based logic • Supplementary strategies • for at-risk students who do not respond to primary • Targeted, Group Interventions • Small, needs-based groups • High efficiency • Rapid response • Core Curriculum and • Differentiated Instruction • All students • Preventive, proactive • Core Curriculum and • Universal Interventions • All settings, all students • Preventive, proactive • School-wide or class-wide systems for all students and staff 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

  4. PBIS Maryland Infrastructure Commitment of leadership at State, District and School levels Private, Public, University partnership Implementation Standards and Protocols developed and implemented INFRASTRUCTURE developed to support State and Regional Training Capacity State-wide impact: 741 schools in all 24 systems trained 660 implementing Tier 1/Universal PBIS with fidelity. Over 100 in initial Tier 2 cohort. PBIS Maryland WEBSITE and DATABASE (www.pbismaryland.org)

  5. PBIS Maryland Infrastructure • Ongoing Technical Assistance from National TA Center on PBIS • Ongoing Evaluation/Progress Monitoring • Evaluation Tools • Ongoing Data Collection for Decision Making • IPI (Implementation Phases Inventory), SETs, SWIS, BOQ • Ongoing expansion of Local School System infrastructure as numbers of schools increase—staff designation, coaches for schools, and funding • Federal Grants to support Rigorous Randomized Evaluation Activity through JHU

  6. Maryland’s PBIS Mandates

  7. What is the difference between a regulation and a statute? The Legislature enacts statutes: Annotated Code of Maryland Administrative agencies adopt, amend and repeal regulations under the authority granted to them by statutes.  Unless the Legislature has created an exemption, agencies must follow the procedures in the Administrative Procedure Act when adopting, amending or repealing regulations: Code of Maryland Regulations (COMAR)

  8. How to find PBIS Statute: Annotated Code Of Maryland, Education Article §7-304.1 Go to http://www.michie.com Scroll down to Maryland and Click on Michie’s Code of Maryland Click on Education (Left Side of Screen) Click on Section 7: Public Schools Click on Subtitle 304

  9. How to find PBIS Regulations: Code of Maryland Regulations (COMAR) 13A.08.06.00 Go to: http://www.dsd.state.md.us/comar/ Search by Title Number: 13A State Board of Education Click on Subtitle 08: Students Click on Chapter 06: Positive Behavioral Interventions and Supports to find Title page .00, Definition .01, Administrative Procedures .02 and Administrative History .999

  10. "Positive Behavioral Interventions and Support Program" defined in 7-304.1.

  11. Implementation Requirement #1 Each county board shall require implementation of a positive behavioral interventions and support program; or (ii) An alternative behavior modification program in collaboration with the Department in an elementary school with a suspension rate that exceeds: (i) 18 percent of its enrollment for the 2005-2006 school year;    (ii) 16 percent of its enrollment for the 2006-2007 school year;    (iii) 14 percent of its enrollment for the 2007-2008 school year;    (iv) 12 percent of its enrollment for the 2008-2009 school year; and    (v) 10 percent of its enrollment for the 2009-2010 school year and each school year thereafter. 

  12. Implementation Requirement #2 An elementary school that has already implemented a positive behavioral interventions and support program or a behavior modification program shall expand its existing program if it has a suspension rate that exceeds the standard specified in paragraph (2) of this subsection. 

  13. Implementation Requirement #3 Each county board shall require implementation of a positive behavioral interventions and support program; or (ii) An alternative behavior modification program in collaboration with the Department, in any school with a truancy rate that exceeds: • 8% of its enrollment for the 2008-2009 school year;    • 6% of its enrollment for the 2009-2010 school year;    • 4% of its enrollment for the 2010-2011 school year;    • 2% of its enrollment for the 2011-2012 school year; and,    • 1% of its enrollment for the 2012-2013 school year and each school year thereafter. 

  14. Implementation Requirement #4 A school that has already implemented a positive behavioral interventions and support program or a behavior modification program shall expand its programif it has a truancy rate that exceeds the standards listed above. 

  15. Schools Identified in School Year 2008/2009 Elementary schools with suspension rates exceeding 12%; Elementary schools already implementing PBIS with suspension rates exceeding 12%; and, Any school with a truancy rate exceeding 8%; Any school already implementing PBIS with a truancy rate exceeding 8%.

  16. Defining Truancy-- Student Records Manual The Department is drafting regulations that suggest the use of “habitual truancy” to define the data to be tracked when implementing the law. In the Student Records Manual, a student is considered a habitual truant if he or she meets ALL of the following criteria: • the student was age 5 through 20 during the school year; • the student was in membership in a school for 91 or more days; and • the student was unlawfully absent for 20% or more of the days in membership.

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

  18. My job today… To describe features of a systems approach to Positive Behavioral Interventions & Supports…..moving beyond classroom & behavior management.

  19. Coordination/ Collaboration 1999 - 2009

  20. 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

  21. What does PBIS look like in a school? • >80% of students can 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. • Data & team-based action planning & implementation are operating. • Function based behavior support is foundation for addressing problem behavior. • Administrators are active participants. • Full continuum of behavior support is available to all students.

  22. Challenge #1

  23. Challenge # 2

  24. 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

  25. Challenge # 3

  26. Best Behavior (Sprague & Golly, 2004)

  27. 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….

  28. Challenge # 6 The key is not to prioritize what's on your schedule, but to schedule your priorities.” Steven Covey

  29. Not enough time Too much talk…not enough action Unclear outcomes Too few priorities Too many priorities Too many opinions Multiple competing experts No experts Too many diverse perspectives Too much redundancy Done it before Never done it before Lack of clear outcomes Slow to get started Unstructured Unresolved conflicts ……… Challenges (cont.)

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

  31. “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!”

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

  33. Science of behavior has taught us that children…. ALL BEHAVIORS SERVE SOME FUNCTION • 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

  34. ASSUMPTIONS • BEHAVIOR is learned • BEHAVIOR is teachable • BEHAVIOR occurrence is affected by the environment • BEHAVIOR is changeable • BEHAVIOR is more likely if effective, efficient, relevant and durable

  35. Non-examples of Function-Based approach “Function” = outcome, result, purpose, consequence • “Russell, you skipped 2 school days, so we’re going to suspend you for 2 more.” • “Jason, I’m taking your book away because you obviously aren’t ready to learn.” • “You want my attention?! I’ll show you attention,…let’s take a walk down to the office & have a little chat with the Principal.”

  36. Worry #2:“Train & Hope”

  37. Enhanced PBIS Implementation Logic

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

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

  40. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~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

  41. “80% Rule” • Apply triangle to adult behavior! • Regularly acknowledge staff behavior • Individualized intervention for non-responders - (administrative responsibility)

  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

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