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POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS (PBIS)

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Title: POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS (PBIS)


1
  • POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS
    (PBIS)

2
In Partnership with OSEPs TA Center on Positive
Behavior Support
  • Co-Directors
  • Rob Horner
  • University of Oregon
  • George Sugai
  • University of Connecticut
  • www.pbis.org
  • www.pbisassessment.org
  • www.swis.org

3
Why do we need a district-wide approach to
address behavior needs?
  • Proactive district-wide discipline systems help
    to establish a learning culture within which both
    social and academic success is more likely.

4
Schools face a set of difficult challenges today
when dealing with behavioral needs
  • Multiple expectations (Academic accomplishment,
    Social competence, Safety)
  • Students arrive at school with widely differing
    understandings of what is socially acceptable.
  • Traditional get tough and zero tolerance
    approaches are insufficient.
  • Faculty come with divergent visions of effective
    discipline

5
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)

6
What is District-wide Positive Behavior
Interventions and Supports (SW-PBIS)?
  • PBIS is 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)

7
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.

8
What does PBIS emphasize?
  • The PBIS decision-making process emphasizes 3
    integrated elements to provide measureable
    outcomes for students
  • DATA sources to support decision-making,
  • PRACTICES that support student behavior, and
  • SYSTEMS that support staff behavior.

9
?
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
10
Data Collection
  • PBIS recommends the ability to isolate and
    analyze the following five data points
  • Referrals by Problem Behavior,
  • Referrals by Location,
  • Referrals by Time,
  • Referrals by Student, and
  • Average referrals per Day per Month

11
Improving Decision-Making
From
Problem
Solution
To
Problem Solving Using Data
Solution Monitor Outcome
Problem

12
Supporting Student Behavior
  • Universal (Tier 1) instruction support for all
    district learners
  • Targeted (Tier 2) interventions for areas of need
    determined from data analysis
  • Individualized (Tier 3) supports required for
    individual students with high-needs or specific
    situations.

13
Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT
5
Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
15
Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
14
Supporting Staff Behavior
  • Reduce teacher stress
  • Increase teacher efficacy in teaching replacement
    behaviors
  • Support teachers in designing classroom
    management systems

15
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.

16
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.

17
PBIS TRACK RECORD
  • Highly successful in many other states
  • Many excellent resources available free on-line
  • Interest in Wisconsin schools is growing
    exponentially
  • DPI acting to respond to this interest need

18
When SWPBIS is implemented well, more students
find their school to be an effective learning
environment.
19
www.pbis.org
20
www.wisconsinpbisnetwork.org
21
Current Status Nationally
  • Main Messages
  • SWPBIS is possible (over 16,000 schools
    nationally, over 800 in Wisconsin)
  • SWPBIS is effective at (a) reducing problem
    behavior, (b) improving academic achievement, and
    (c) improving perceived faculty effectiveness
  • Coaching is critical to (a) implementation with
    fidelity and (b) sustained use of SWPBIS
  • Coaching is perceived a major contributor to the
    cultural fit of SWPBIS to a community/ school.

22
SWPBIS in 15,995 Schools in 8/2011
Wisconsin
23
A View of SWPBIS in Wisconsin
  • Themes
  • Child as the unit of impact, School as the unit
    of implementation, District as the unit of
    coordination.
  • Use data for continuous improvement, cultural
    fit, sustainability.
  • Are we doing what we said we would do?
  • Is what we are doing benefiting children?
  • Build the systems needed to support effective
    practices.
  • Never train school teams without also training
    the Trainers, Coaches and Evaluators who will
    make the practices endure

24
Likely Outcomes
  • The following slides show 2010-11 outcomes for
    Wisconsin schools implementing PBIS.

25
Outcome Data Days of Out of School Suspension
  • 2010-11 Out of School Suspension data for
  • 21 schools Fully Implementing before 2010-11
    school year
  • 51 schools Partially Implementing before 2010-11

26
Outcome Data Students with Out of School
Suspension
  • 2010-11 Out of School Suspension data for
  • 21 schools Fully Implementing before 2010-11
  • (Ave 2.83 students receive OSS)
  • 51 schools Partially Implementing before 2010-11
  • (Ave 2.33 students receive OSS)

27
Outcome Data Occurrences - OSS
  • 2010-11 Out of School Suspension data for
  • 21 schools Fully Implementing before 2010-11
  • (Ave .06 OSS/student)
  • 51 schools Partially Implementing before 2010-11
  • (Ave .10 OSS/student)

28
Outcome Data Office Discipline Referrals
  • 2010-11 Office Discipline Referral Data for
  • 28 schools Fully Implementing before 2010-11
  • (Ave ODR/100 students/day.4909)
  • 67 schools Partially Implementing before 2010-11
  • (Ave ODR/100 students/day.5692)

29
Time Lost to Discipline
Teacher Student Administrator
Referrals 5 minutes 20 minutes 10 minutes
Out-of-School Suspensions 5 minutes 6 hours 45 minutes
(Barrett Swindell, 2002)
30
Time Savings in Wisconsin (Schools Fully
Implementing vs. Schools Partially Implementing)
ODRs (57 fewer) Out-of-School Suspensions (12 fewer)
Administrator 57 referrals x 10 minutes 570 minutes saved (over 9.5 hours returned!) 12 OSS x 45 minutes 540 minutes saved (9 hours returned!)
Student 57 referrals x 20 minutes 1140 additional minutes of instruction (19 hours!) 12 OSS x 6 hours 72 additional hours of instruction!
Teacher 57 referrals x 5 minutes 285 additional minutes for instruction 12 OSS x 5 minutes 60 additional minutes for instruction
31
District Commitments
  • High priority in District Improvement Plans
  • 3-5 year commitment
  • Continuation of the district leadership team
  • Ongoing staff development
  • Allocation of resources

32
Building Commitments
  • Establish and maintain building PBIS team
  • Identify building coaches
  • Training for and implementation by all staff
  • Effectively use student information systems

33
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

34
www.pbis.orgwww.wisconsinPBISnetwork.orgwww.pbis
assessment.orgwww.swis.org
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