NE WI Consortium School Wide Positive Behavior Intervention Strategies Fran RennMalcheski CESA 7 RSN

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NE WI Consortium School Wide Positive Behavior
Intervention StrategiesFran Renn-MalcheskiCESA
7 RSN Project Director
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Positive Behavior Intervention Support (PBIS)

• A broad range of proactive, systemic, and
  individualized strategies for achieving important
  social and learning outcomes in safe and
  effective environments while preventing problem
  behavior with all students (Sugai, 2007).
• PBIS is an evidence-based practice.
• For the research article please go to
  www.pbis.org Select online library, select
  research literature, and click on Evidence Based
  Research on School-wide Positive Behavior
  Support.

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Origins of PBIS

• Fern Ridge Middle School, Eugene, OR, 1994 A
  school in need of a systems approach to
  discipline
• 880 students - reported over 5,100 office
  discipline referrals in one academic year
• Rob Horner, George Sugai and Anne Todd,
  Professors at University of Oregon, focus Fern
  Ridge Middle School on the research regarding
  effective practices.
• The Positive Behavior Interventions Supports
  (PBIS) process begins and the National Center for
  PBIS was formed!

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PBIS Schools Over Ten Years Trained and
Partially or Fully Implementing
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• Kids these days . . .
• How are kids different today than when you were a
  kid (remember the other kids)?
• How are they the same?
• What do kids today need to succeed?
• How do we get kids what they need to succeed?

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School-Wide Systems for Student SuccessA
Response to Intervention (RtI) Model
Academic Systems
Behavioral Systems

• Tier 3/Tertiary Interventions 1-5
• Individual students
• Assessment-based
• High intensity

• 1-5 Tier 3/Tertiary Interventions
• Individual students
• Assessment-based
• Intense, durable procedures

• Tier 2/Secondary Interventions 5-15
• Some students (at-risk)
• High efficiency
• Rapid response
• Small group interventions
• Some individualizing

• 5-15 Tier 2/Secondary 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/school-wide.htm
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Positive Behavior Interventions SupportsA
Response to Intervention (RtI) Model

• Tier 2/Secondary
• Tier 3/
• Tertiary

Small Group Interventions (CICO, SAIG, etc)
ODRs, Attendance, Tardies, Grades, DIBELS, etc.
Group Interventions with Individualized Focus
(CnC, etc)
Daily Progress Report (DPR) (Behavior and
Academic Goals)

Simple Individual Interventions (Brief FBA/BIP,
Schedule/ Curriculum Changes, etc)
Competing Behavior Pathway, Functional
Assessment Interview, Scatter Plots, etc.

Multiple-Domain FBA/BIP

SIMEO Tools HSC-T, RD-T, EI-T
Wraparound
Illinois PBIS Network, Revised Sept.,
2008 Adapted from T. Scott, 2004
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Continuum of Support for Tier 2/Secondary-Tier
3/Tertiary Level Systems

• Small group interventions Check-in Check-Out
  (CICO), social/academic instructional groups
  (SAIG), tutor/homework clubs, etc.
• Group interventions with individualized focus
  Utilizing a unique feature for an individual
  student, e.g. CICO individualized into a Check
  Connect (CnC), mentoring/tutoring, etc.
• Simple individual interventions A simple
  individualized function-based behavior support
  plan for a student focused on one specific
  behavior, e.g. brief FBA/BIP-one behavior
  curriculum adjustment schedule or other
  environmental adjustments, etc.
• Multiple-domain FBA/BIP A complex function-based
  behavior support plan across settings, e.g.
  FBA/BIP home and school and/or community
• Wraparound A more complex and comprehensive
  plan that addresses multiple life domain issues
  across home, school and community, e.g. basic
  needs, MH treatment, behavior/academic
  interventions, as well as multiple behaviors

Illinois PBIS Network, Revised Sept., 2008
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Examples of Family/Community Partnerships at All
Three Tiers
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Why Choose PBIS ?Federal MandatesIDEA
2004NCLB Best PracticesResearched-based Data
drivenStandards Aligned Curriculum Family
InvolvementDISCIPLINE TIME LOST TEACHING
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Social Competence Academic Achievement
Positive Behavior Support
OUTCOMES
Supporting Decision Making
Supporting Staff Behavior
DATA
SYSTEMS
PRACTICES
Adapted from What is a systems Approach in
school-wide PBS? OSEP Technical Assistance
on Positive Behavioral Interventions
and Supports. Accessed at http//www. Pbis.org/sch
oolwide.htm
Supporting Student Behavior
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Processnot a curriculum

• Individualized to the unique features of the
  school
• Emphasis on continuous, data-based improvement
• Focus on efficiency, effectiveness, relevance

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1. Systems - How Things are Done

• Procedures for non-classroom settings (lunchroom,
  bus, bathroom, assembly, transition/hallway)
• Procedures for reinforcing expected behavior
• Procedures for responding to office discipline
  referrals.
• Procedures for meeting the needs of all students
  (AKA., The Triangle)

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2. Data -- How Decisions Are Made

• Components of decision making with PBIS
• A problem-solving team
• Data at every meeting no older than 48 hour
• Data collection
• T-chart
• ODR form
• Data use
• Big Five reports
• Communication with school community about data,
  patterns, and decisions

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3. Practices - How Staff Interact with Students

• Every time any adult interacts with any student,
  it is an instructional moment!
• PBIS emphasizes
• Teaching behaviors like we teach academics
• Modeling and practicing expected behaviors
• Reinforcing expected behaviors
• Precorrecting to ensure positive behaviors are
  displayed
• - Actively supervising to prevent problem
  behaviors

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Tier1/Universal Practices of PBIS

• Define
• 3-5 school-wide expectations
• rules show what the expectations look like
• Teach/Pre-correct
• cool tools/ behavior lesson plans direct
  instruction
• in-the-moment reminders
• Model/Practice
• adults model what they teach
• students practice what we teach
• Acknowledge
• daily recognition ex. Gotchas (students and
  adults)
• intermittent-unexpected
• weekly/quarterly grade-level/whole school
  celebrations
• Re-teach
• restate the expectation using a different
  strategy
• have the student practice the skill

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School-Wide Behavioral Matrix

• PURPOSES
• Defines the Expected Behaviors for Specific
• Non-Classroom Settings.
• hallways, gym, cafeteria, commons,
• bus loading, bathrooms, assemblies, playground
• Creates the Curriculum that will guide the
  teaching of expected behaviors.
• Enhances communication and creates common
  language among staff and between students and
  staff.

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What are tools/ behavior lesson plans?

• Cool tools/ behavior lesson plans structure how
  staff teach the expected behaviors from the
  school-wide behavioral matrix.
• A research-based procedure for teaching the
  behaviors.
• Examples and non-examples taken from classroom
  and non-classroom settings and situations.
• Modeling and role-playing to teach new skills and
  provide students with practice opportunities.
• Feedback and acknowledgment to ensure students
  display the expected/taught behaviors.
• Taught initially at kickoff, followed by weekly
  cool tools based on data with eventual
  integration into all curricula.

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Purposes of Acknowledgments

• Reinforce the teaching of new behaviors
• Encourage the behaviors we want to occur
• again in the future
• Harness the influence of the students who are
  showing expected behaviors to encourage the
  students who are not
• Strengthen positive behaviors that can compete
  with problem behavior
• Prompt for adults to recognize expected behavior

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Why should I reward students for something they
should be doing anyway?
How do rewards shape our behavior?
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Establish procedures for discouraging
inappropriate behavior

• Decide which behaviors are managed in the
  classroom and which behaviors are sent to the
  office
• Support teachers in designing classroom
  management systems
• Develop continuum of procedures for responding to
  ODRs
• Re-teaching of expected behavior
• Follow up with increased acknowledgment
• Verbal reprimands
• Community service
• Follow up with increased acknowledgment
• Detentions
• Additional responses/options for students needing
  Tier 2 and/or Tier 3 interventions (The Triangle)

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School Example

• Teacher Managed Behavior
• Attendance/Tardy Inform parents on effect on
  academic performance
• Profanity directed at student
• Gum chewing
• Homework
• No supplies
• Tattling
• Non-compliance
• Name calling
• Lying
• Minor stealing
• Cheating
• Dress Code Violations
• Minor Harassment

• Office Managed Behavior
• Attendance/Tardy
• Vandalism
• Substances
• Defiance
• Weapons
• Profanity directed at Adults
• Major disruptions
• Fighting
• Verbal/Physical intimidation
• Major stealing
• Cutting school
• Wanderers
• Gang Related Activity
• Chronic Dress Code Violation
• Harassment (including sexual)

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Data collection and use

• Why do we use data?
• Data gives a picture of whats happening
  behaviorally in the school.
• Sets baseline to measure improvement
• Identifies need
• Guides intervention planning
• Measures effectiveness of interventions

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

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PBIS teams CONSISTENTLY review the following
(current to within 48 hours) data/graphs

• The average number of referrals
• Per day per month
• By type of behavior
• By location
• By time of day
• By student

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What does this graph tell you (or not tell you)?
 
 
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Sustaining PBIS

• Administrative commitment
• Internal capacity building (80-100
• of staff support
• Communication participation of staff,
• students, parents and community
• Top 3 school improvement goals
• Use self-assessment data

(OSEP, 2003)
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Without Problem Solving
Special Education
Sea of Ineligibility
General Education
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Bridging the Gap
General Intensive Resources
General Supplemental Resources
Amount of Resources Needed to Solve Problem
General Resources
Intensity of Problem
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What does a PBIS school look like ?

• Answer
• Behavior is very different
• Teachers can teach
• Students can learn
• Academics are better

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www.pbis.orgwww.pbisillinois.orgwww.pbssurveys.o
rgwww.swis.orgwww.isbe.netwww.iirc.niu.eduwww.
is-tac.org
Resources
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Pre
Post----------------------------------------------
-------------?
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Foreman High School Office Discipline Referrals
by Month by Year
ODR per day per month per 100 students per
average daily enrollment
Sept Oct Nov Dec Jan
Feb March April May
June
Months
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MARK TWAIN PRIMARY SCHOOLAYP 2003-2008 -
MEETS/EXCEEDS
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Eisenhower Jr. High SchoolSchaumburg School
District 54