Horner & Sugai OSEP Center on PBIS Universities of Oregon & Connecticut

1. School-Wide Positive Behavioral Interventions & Supports (PBIS) Overview March 27, 2012Presented by:Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon & Connecticut

2. My job today… To describe features of a systems approach to Positive Behavioral Interventions & Supports (PBIS) “BIG IDEAS”

3. AGENDA • 9:10 – 10:30 Overview • 10:45 – 12:30 School Presentations • 12:30 – 1:30 Lunch • 1:30 – 2:30 Next Steps • 2:30 – 3:30 Closing

5. Coordination/ Collaboration 1999 - 2012

6. 16,232 Schools Adopting School-wide PBIS October 2011

7. SW-PBIS (aka PBIS) is Not limited to any particular group of students…it’s for all students Not new…it’s based on long history of behavioral practices & effective instructional design & strategies Not a specific practice or curriculum…it’s a general approach to preventing problem behavior Framework

8. What does PBIS look like in a school? • >80% of studentscan 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. • Administratorsare active participants. • Data & team-basedaction planning & implementation. • Function based behavior supportis a foundation for addressing problem behavior. • Full continuum of behavior supportis available to all students.

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

10. Challenge #1

11. Maslow's Hierarchy of Needs

12. Challenge # 2

13. 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

14. Challenge # 3

15. Challenge # 4

16. 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….

17. 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.)

18. Worry # 1 • Too much to do • We add more and more each year • Nothing is taken away (STOP DOING THIS ! ) • How can we be better prepared to integrate into existing programs?

19. Worry # 2“TEACHING” by Getting Tough If Russell Still doesn’t improve, we get REAL TOUGH & enforce BOTTOM LINE! Russell: “I hate this f____ing school, & you’re a dumbf_____.” If Russell doesn’t improve, we get TOUGHER Teacher: “Russell, that is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again….starting now!”

20. Staff Behaviors !! Common Behavior Concerns Texting and emailing during instruction Talking during instruction Eating, drinking and gum chewing Late arrival, early departure Starting an activity before listening to the instructions or “set up” Inappropriate attire

21. 5, 7, 9, 11

22. Erroneous assumptions are that the student: • Is inherently “bad” • Will learn more appropriate behavior through increased use of “aversives” • Will be better tomorrow…….

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

24. ALL BEHAVIORS SERVE SOME FUNCTION 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.”

25. Worry # 3“Train & Hope”

26. PBIS Implementation Logic

27. PBIS Systems Implementation Logic Visibility Political Support Funding Leadership Team Active Coordination Evaluation Training Coaching Local School Teams/Demonstrations

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

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

30. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE PBIS ~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

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

32. 3-Tiered PreventionModel TERTIARY PREVENTION Intensive, specialized & individualized strategies for students SECONDARY PREVENTION Targeted, supplementary strategies for students who do not respond to primary PRIMARY PREVENTION Universal School-wide or class-wide systems for all students and staff

33. The need to enhance environmental structures increases The frequency for collecting and acting upon information increases The required resources to address the problem increases Core Support Program: Provided to all, intended to reach most. Continuum of Supports 33

34. Critical Features • PBIS Team • Faculty/Staff Commitment • Effective Procedures for Dealing with Discipline • Data Entry and Analysis Plan Established • Expectations and Rules Developed • Reward/Recognition Program Established • Lesson Plans for Teaching expectations/rules • Implementation Plan • Classroom Systems • Evaluation

35. Critical Features • PBIS Team • Faculty/Staff Commitment • Effective Procedures for Dealing with Discipline • Data Entry and Analysis Plan Established • Expectations and Rules Developed • Reward/Recognition Program Established • Lesson Plans for Teaching expectations/rules • Implementation Plan • Classroom Systems • Evaluation

36. Team Composition • Administrator • Grade/Department Representation • Specialized Support • Special Educator, Counselor, School Psychologist, Social Worker, etc. • Support Staff • Office, Supervisory, Custodial, Bus, Security, etc. • Parent • Community • Mental Health, Business • Student Start with Team that “Works.”

37. Worry # 1 • Too much to do • We add more and more each year • Nothing is taken away (STOP DOING THIS ! ) • How can we be better prepared to integrate into existing programs?

38. Team Led Process - Sample Teaming Matrix • Eliminate initiatives that do NOT have a defined purpose and measurable outcome. • 2. Combine initiatives that have the same measurable outcome and/or same target group • 3. Combine initiatives that have 75% of the same staff • 4. Eliminate initiatives that are not tied to School Improvement Goals. Are outcomes measurable?

39. Critical Features • PBIS Team • Faculty/Staff Commitment • Effective Procedures for Dealing with Discipline • Data Entry and Analysis Plan Established • Expectations and Rules Developed • Reward/Recognition Program Established • Lesson Plans for Teaching expectations/rules • Implementation Plan • Classroom Systems • Evaluation

40. 80% Staff Buy In • Start Small • Easy Implementation • Share/ Present Data • Showcase Success

41. What does a reduction of 850 office referrals and 25 suspensions mean? • Savings in Administrative time • ODR = 15 min • Suspension = 45 min • 13,875 minutes • 231 hours • 29, 8-hour days • Savings in Student Instructional time • ODR = 45 min • Suspension = 216 min • 43,650 minutes • 728 hours • 121 6-hour school days

42. Marketing Strategy • Integrate past school behavior plans • Assure clarity of target areas • Incorporate school colors or mascot Respectful Able Motivated Safe

44. Critical Features • PBIS Team • Faculty/Staff Commitment • Effective Procedures for Dealing with Discipline • Data Entry and Analysis Plan Established • Expectations and Rules Developed • Reward/Recognition Program Established • Lesson Plans for Teaching expectations/rules • Implementation Plan • Classroom Systems • Evaluation

45. Office Discipline Referrals What is the belief system in your school around Office Referrals? Why do we complete the referral? Kid-Teacher-Administrator interaction Underestimation of actual behavior Improving usefulness & value Clear, mutually exclusive, exhaustive definitions Continuum of behavior support Positive school-wide foundations W/in school comparisons Distinction between office v. classroom managed

46. Purpose of Office Referral ?

47. Appropriate Definitions of Problem Behaviors • What one teacher may consider disrespectful, may not be disrespectful to another teacher. For that reason, problem behaviors must be operationally defined • e.g.TARDY

48. Nuts andBolts • Brainstorm classroom vs. office managed behaviors • Come to consensus on language to be used • Agree on behaviors to list

49. Office Managed Behaviors • Bomb Threat/False Alarm • Possession of a Weapon/Explosive Device • Threats of bringing/using Weapons • Fighting/Physical Aggression • Physical Assault/Harassment • Intimidation • Sexual Harassment/Sexual Offense • Loitering • Theft/Burglary • Verbal Abuse and/or Threat of Violence • Inappropriate Bus Behavior • Failure to Identify Oneself • Truancy • Vandalism/ Property Damage • False Fire Alarm or Arson • Possession/Distribution/Use of OTC Medication, Controlled Substance, Tobacco, or Alcohol • Leaving the Classroom without Permission • Forgery/Extortion • Staff Managed Behaviors • Tardiness (on 3rd tardy, enter student into Response System) • Non-compliance with staff direction • Classroom disruption • Bullying • Inappropriate language • Failure to serve teacher assigned reflection • Unprepared for class • Leaving the classroom without permission • Skipping class • Inappropriate hallway behavior • Inappropriate computer use • Inappropriate locker behavior • Dress code violation • Throwing objects • Eating/drinking in class • Academic dishonesty • Sleeping in class • Carrying backpack • Electronic devices/cell phones (visible and/or on)