POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS (PBIS) Linda Stead and Dana Kuehl

1. POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS (PBIS) Linda Stead and Dana Kuehl Wisconsin RtI Center/PBIS Network Technical Assistance Coordinators

2. What is PBIS? • Basic Understandings – A Quiz

3. TRUE or FALSE • Response to Intervention (RTI) and Positive Behavior Interventions and Supports (PBIS) describe two unrelated systems within a school.

4. FALSE • PBIS is RtI which focuses on behavior. Academic, Behavioral, and Culturally Responsive supports have a symbiotic relationship.

5. RtI Definition Response to Intervention Is what? An organizational frameworkthat Does what? guides implementation of a multi-level system of support toachieve academic and behavioral success for all For what?

6. Principles for RtI in Wisconsin: RtI is for ALL children and ALL educators. RtI must support and provide value to effective practices. Success for RtI lies within the classroom through collaboration. RtI is a framework for academics and behavior together. RtI supports and provides value to the use of multiple assessments to inform instructional practices. RtI is something you do and not necessarily something you buy. RtI emerges from and supports research and evidence based practice.

7. OUTCOMES Systems Data Practices

8. Wisconsin’s Vision in detail...

9. CULTURALLY RESPONSIVE PRACTICES include the degree to which a school’s programs, practices, procedures, and policies account for and adapt to the broad diversity of students' race, language, and culture. Wisconsin RtI Glossary

10. Academic and Behavior Tier 3/Intensive Level 1-5% Tier 2/Selected Level 5-15% Tier 1/Universal 80-90%

11. Integrated Systems for Academics and Behavior • High quality academic instruction by itself can reduce problem behavior (Filter & Horner, 2009; Preciado, Horner, Scott, & Baker, 2009; Sanford, 2006) • Implementation of school-wide positive behavior support leads to increased academic engaged time and enhanced academic outcomes(Algozzine & Algozzine, 2007; Horner et al., 2009; Lassen, Steele, & Sailor, 2006) • Integrated academic and behavior RtI models produce larger gains in both outcomes than single models (Ialongo, Poduska, Werthamer, & Kellam, 2001; Lane & Menzies, 2003; McIntosh, Chard, Boland, & Horner, 2006; Stewart et al., 2007).

12. Integrated Systems for Academics and Behavior • Reading/Math literacy, behavior, and culture impact all areas of learning and school success • Braiding initiatives allows school to maximize the resources available to provide greater instructional support • Academic, Behavioral, and Culturally Responsive supports have a symbiotic relationship

13. TRUE OR FALSE PBIS is a framework based in research.

14. TRUE • PBIS is a framework based in research.

15. What is PBIS ? “PBIS” is a research-based systems approach designed to enhance the capacity of schools to… • effectively educate all students, including students with challenging social behaviors • adopt & sustain the use of effective instructional practices

16. 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)

17. 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.

18. TRUE or FALSE PBIS assigns students to specific tiers for behavioral interventions.

19. FALSE PBIS provides a continuum of positive behavioral supports.

20. Academic and Behavior Tier 3/Intensive Level 1-5% Tier 2/Selected Level 5-15% Increasing Intensity LAYERS OF SUPPORT Tier 1/Universal 80-90%

21. A Student’s Snapshot Math (Acceleration) Reading (Intervention) PE Language Arts Strengths & Challenges Hallway Behavior Attendance Science Label Behaviors... Not People

22. TRUE or False • PBIS emphasizes creating systems so that schools are accountable to school boards.

23. False • PBIS emphasizes creating systems to support staff.

24. Systems - How Things are Done • Procedures for non-classroom settings (lunchroom, bus, bathroom, assembly, transition/hallway) • Procedures for teaching expected behavior • Procedures for reinforcing expected behavior • Procedures for responding to office discipline referrals • Procedures for collecting and using behavior data • Procedures for meeting the needs of all students

25. TRUE or FALSE • PBIS uses a data driven decision making process.

26. TRUE • PBIS uses a data driven decision making process.

27. Data - How Decisions Are Made • Components of decision making with PBIS: • A problem-solving team • Data collection • Data use • Communication with school community about data, patterns, and decisions

28. Two Types of Data • Student Outcome Data • Big 5 + 2 • ISS, OSS, attendance, teacher reports, etc. • Implementation Data • Fidelity data • Perceptual data

29. Student Outcome Data (Big 5 + 2) PBIS teams should analyze the following five data points and should be disaggregated by disability and ethnicity status for disproportional trends: • Referrals by Problem Behavior, • Referrals by Location, • Referrals by Time, • Referrals by Student, and • Average referrals by Day and by Month

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

31. Implementation Data Wisconsin PBIS Network Assessment Recommendations

32. Using the Self-Assessment Information • Is a system in place? • Is there a need to focus on a system? • Which system should receive focus first? • Always establish school-wide as first priority • Which features of the system need attention? • Biggest change with least amount of effort • Combine survey outcomes with information on office referrals, attendance, suspensions, vandalism, perceptions of staff/faculty • Create implementation action plan annually

33. TRUE or False • PBIS provides training in evidence based practices which are then implemented by selected staff members.

34. False • PBIS provides training in evidence based practices which are then implemented by ALL staff members.

35. Practices - How Staff Interact With Students • Every time any adult interacts with any student, it is an instructional moment! • Teaching behaviors like we teach academics • Modelingand practicing expected behaviors • Reinforcing expected behaviors • Pre-correcting to ensure positive behaviors are displayed • Actively supervising to prevent problem behaviors

36. TRUE or FALSE • PBIS implementation is led by the building principal.

37. FALSE • PBIS implementation is led by a building team.

38. Building Team • Meet 1-2 times/month • Create the systems and practices for building implementation • Staff development related to PBIS/RtI • Track interventions and outcomes with data • Use data based decision making at least monthly. • Self assess (and plan) with staff and team annually • Authority to implement decisions made by team

39. So……What is PBIS?

40. School-Wide Systems for Student Success: An RtI Model Academic Systems Behavioral Systems • Tier 3/Intensive Interventions 1-5% • Individual students • Assessment-based • High intensity • 1-5% Tier 3/Intensive Interventions • Individual students • Assessment-based • Intense, durable procedures • Tier 2/Selected Interventions 5-15% • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • 5-15% Tier 2/Selected Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 1/Universal Interventions 80-90% • All students • Preventive, proactive • 80-90% Tier 1/Universal Interventions • All settings, all students • Preventive, proactive Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

41. PBIS: The Big Ideas • Decide what is importantfor students to know (behavioralexpectations - local standards for student reading, math and behavior) • Teach what is importantfor students to know (high quality instruction= differentiation) • Acknowledgestudents for demonstrating skills • Keep trackof how students are doing ( data, data, data) • Make changesaccording to the results (interventions at 3 tiers - give kids what they need)

42. Universal School-Wide Features • Clearly define expected behaviors (Rules) • All Settings • Classrooms • Procedures for teaching & practicing expected behaviors • Procedures for encouraging expected behaviors • Procedures for discouraging problem behaviors • Procedures for data-based decision making • Family Awareness and Involvement

43. Tier II (Small Group) • Efficient and effective way to identify at-risk students • Screen • Data decision rules • Teacher referral • 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 PBS system!

44. Tier III (Individualized Support) • When small group not sufficient • When problem 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 PBS system!

45. 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.

46. 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.

47. Supporting Important Culturally Equitable Social Competence & Academic Achievement OUTCOMES Supporting Culturally Valid Decision Making Supporting Culturally Knowledgeable Staff Behavior DATA SYSTEMS PRACTICES Supporting Culturally Relevant Evidence Based Interventions

48. 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

49. http://www.pbis.org http://www.wisconsinpbisnetwork.org http://www.wisconsinpbisnetwork.org/parents-and-family/success.html

50. Mishicot P.R.I.D.E. It’s our Culture P.R.I.D.E.