Illinois PBIS Network www'pbisillinois'org Basic components of Positive Behavior Interventions and S

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Illinois PBIS Networkwww.pbisillinois.orgBasic
components of Positive Behavior Interventions
and Supports (PBIS)2009 Summer Leadership
ConferenceJohn Gardner, TAC
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We Know.

• To improve the academic success of our children,
  we must also improve their social success.
• Academic and social failures are reciprocally and
  inextricably related.

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What is 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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What is School-wide Positive Behavior Support?

• School-wide PBS A systems approach for
  establishing the social culture and
  individualized behavioral supports needed for
  schools to achieve both social and academic
  success for all students.
• Evidence-based features of SW-PBS
• Prevention
• Define and teach positive social expectations
• Acknowledge positive behavior
• Arrange consistent consequences for problem
  behavior
• On-going collection and use of data for
  decision-making
• Continuum of intensive, individual interventions.
  
• Administrative leadership Team-based
  implementation (Systems that support effective
  practices)?

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Establishing a Social Culture
Common Language
MEMBERSHIP
Common Experience
Common Vision/Values
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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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Time Lost at FRMS in 93-94?

• Teacher Time 5 min. per 25500 min. or 425 hrs.
  or 70.83 days of time
• Administrative time 15 min. per 76500 min. or
  1275 hrs. or 212.5 days of time
• Student time 5100 hours or 850 student days of
  instruction lost.
• Time wasted is money wasted GO FIGURE!

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National Count

• Over 9000 schools within the United States are in
  some phase of implementation of Positive Behavior
  Interventions and Supports.
• Over 45 states now have some structure in place
  to support implementation of PBIS in their state
  or major metropolitan areas.
• Federal legislation now in the hopper to allow
  funding of PBIS from Title programs.

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National Adoption of School-wide PBS

• Over 9000 schools involved in SWPBS
• Pre-school 117
• Elementary 5669
• Middle Schools 1943
• High Schools 931
• K to (8-12) 124
• Alternative/JJ 344

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Il PBIS Schools Over Ten Years Trained and
Partially or Fully Implementing
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PBIS Illinois Network

• IL Statewide Technical Assistance Center
• Director, Lucille Eber
• Technical Assistance Directors
• Technical Assistance Coordinators
• External Coaches
• District Leadership Teams
• Internal Coaches Bldg level PBIS Implementation
  Teams

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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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Social Competence Academic Achievement
Positive Behavior Support
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
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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District Vision Principlesto Guide Planning

• Give priority to prevention
• Focus on whole school community
• Give priority to evidence-based practices
• Lead with a team
• Emphasize data-based evaluation

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District Action Planning4 capacity building
targets

• Local Policy Funding Capacity
• Local Training Capacity
• Local Coaching Capacity
• Local Evaluation Capacity

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Building-level Commitments

• Three-five year focus to get sustainable change
• Active administrative support and participation
• Administrative leadership for PBIS teams
• Commitment from staff (80)?
• Ongoing communication and support with staff
• Completion and use of data collection (discipline
  and academic data, survey, checklists)?
• Staff participation in ongoing training

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• Implementation emphasizes
• Team-based planning problem solving
• Instructional approaches data-based
• Active administrator support/participation
• Long-term action planning
• Staff commitment
• On-going professional development

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Emphasis on Prevention at Each Level

• Universal Level
• GOAL To reduce new cases of problem behavior
  and/or academic failure
• Secondary Level
• GOAL To reduce current cases of problem
  behavior and/or academic failure
• Tertiary/Wraparound Level
• GOAL To reduce complications, intensity,
  severity of students with chronic problem
  behavior and/or academic failure

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Why Choose PBIS ?Federal MandatesIDEA
2004NCLBState MandatesSELRTI Best
PracticesResearched-based Data
drivenStandards Aligned Curriculum Family
InvolvementDISCIPLINE TIME LOST TEACHING
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Illinois Social Emotional Learning (SEL)
Standards

• Develop self-awareness self-management skills
  to achieve school life success
• Use social-awareness interpersonal skills to
  establish maintain positive relationships
• Demonstrate decision-making skills responsible
  behaviors in personal, school, and community
  contexts
• (www.isbe.net)?

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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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Trends in Discipline Practices

• Least Effective
• Punishment (when used too often)?
• Exclusion
• Counseling
• (Gottfredson, 1997)?

• Most Effective
• Proactive school-wide discipline systems
• Social skills instruction
• Academic/curricular restructuring
• Behaviorally based interventions
• Early screening and 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)?

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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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Without Problem Solving
Special Education
Sea of Ineligibility
General Education
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Improving Decision-Making
From
Problem
Solution
To
Problem Solving Using Data
Solution Monitor Outcome
Problem

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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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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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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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What does a PBIS school look like ?

• 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