School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna

1. School-Wide Positive Behavioral Interventions & Supports: OverviewPresented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon & Connecticut

2. My Job today… To describe the “CRITICAL FEATURES” of a systems approach to Positive Behavioral Interventions & Supports PBIS

3. Coordination/ Collaboration 1999 - 2008

4. PBIS Maryland:This is our 10th year!!

5. So,….what is PBIS? PBIS is a broad range of systemic & individualized strategies for achieving important social & learning outcomes while preventing problem behavior with all students. Not a specific practice or curriculum…it’s a general approach to preventing problem behavior Not new…it’s based on long history of behavioral practices & effective instructional design & strategies Not limited to any particular group of students…it’s for all students

6. What does PBIS look like in a school? • >80% of students can 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. • Data- & team-based action planning & implementation are operating. • Function based behavior support is foundation for addressing problem behavior. • Administrators are active participants. • Full continuum of behavior support is available to all students.

7. Challenge #1

8. Challenge # 2

9. Challenge # 3

10. Challenge # 4

11. 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….

12. Challenge # 6

13. 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.)

14. “Worry #1“TEACHING” by Getting Tough If Russell doesn’t respond, we get TOUGHER Russell: “I hate this f____ing school, & you’re a dumbf_____.” If Russell STILL doesn’t improve, we get REAL TOUGH & enforce BOTTOM LINE! Teacher: “That is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again….starting now!”

15. Erroneous assumption that student… • Is inherently “bad” • Will learn more appropriate behavior through increased use of “aversives” • Will be better tomorrow…….

16. Science of behavior has taught us that children…. • Are NOT born with “bad behaviors” • Do NOTlearn when presented contingent aversive consequences ……..Do learn better ways of behaving by being taught directly & receiving positive feedback…. consider function

17. Worry #2:“Train & Hope”

18. Enhanced PBIS Implementation Logic

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

20. Supporting Social Competence & Academic Achievement 4 PBIS Elements OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

21. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~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

22. Critical Features • Establish Commitment • Establish and Maintain Team • Self-Assessment • Establish School-Wide Expectations • Establish On-Going System of Rewards • Establish System for Responding to Behavioral Violations • Establish Information System • Build Capacity for Function-Based Support • Build District Level Support

23. Establish Commitment • Administrator support and active involvement • Behavior Support is 1of top 3 school improvement goals • 80% Faculty support • 3 year timeline

24. Critical Features • Establish Commitment • Establish and Maintain Team • Self-Assessment • Establish School-Wide Expectations • Establish On-Going System of Rewards • Establish System for Responding to Behavioral Violations • Establish Information System • Build Capacity for Function-Based Support • Build District Level Support

25. 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.”

26. Sample Teaming Matrix

27. Critical Features • Establish Commitment • Establish and Maintain Team • Self-Assessment • Establish School-Wide Expectations • Establish On-Going System of Rewards • Establish System for Responding to Behavioral Violations • Establish Information System • Build Capacity for Function-Based Support • Build District Level Support

28. Self-Assessment • Completion of PBIS Staff Survey • Team summarizes existing school discipline data. • Strengths, areas of immediate focus identified (prioritize) • Action plan written

29. Gather Information • AVAILABLE DATA: • Office Referrals, • Suspensions, • Attendance, • Academics • SURVEY: • Staff, Students, Administration, Parents

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

31. 80% Staff Buy In • Share/ Present Data • Start Small • Easy Implementation • Showcase Success

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

34. School-wide Positive Behavior Support Systems Classroom Setting Systems Nonclassroom Setting Systems Individual Student Systems School-wide Systems

35. Critical Features • Establish Commitment • Establish and Maintain Team • Self-Assessment • Establish School-Wide Expectations • Establish On-Going System of Rewards • Establish System for Responding to Behavioral Violations • Establish Information System • Build Capacity for Function-Based Support • Build District Level Support

36. School Rules NO Food NO Weapons NO Backpacks NO Drugs/Smoking NO Bullying Redesign Learning & Teaching Environment

38. Establish SW ExpectationsFRMS “High 5s” • Be Respectful • Be Responsible • Be There/Ready • Follow Directions • Hands & Feet to Self

39. Few positive SW expectations defined, taught, & encouraged

40. Jesse Bobo Elementary June 8, 2004 SC

42. The Power Of Teaching • “If a child doesn’t know how to read, we teach.” • “If a child doesn’t know how to swim, we teach.” • “If a child doesn’t know how to multiply, we teach.” • “If a child doesn’t know how to drive, we teach.” • “If a child doesn’t know how to behave, we … … teach? …punish?” Why can’t we finish the last sentence as automatically as we do the others? PBIS Philosophy

43. Teaching Matrix Activity Classroom Lunchroom Bus Hallway Assembly Respect Others Use inside voice Eat your own food Stay in your seat Stay to right Arrive on time to speaker Respect Environment & Property Recycle paper Return trays Keep feet on floor Put trash in cans Take litter with you Respect Yourself Do your best Wash your hands Be at stop on time Use your words Listen to speaker Respect Learning Have materials ready Eat balanced diet Go directly from bus to class Go directly to class Discuss topic in class w/ others

44. . PBIS Matrix for Home • I am respectful Listen to my parents • Be truthful to my parents • Play cooperatively • Speak nicely to others • I am responsible Put away my toys, bike, and equipment • Help with jobs at home • Follow my parents’ directions • Share Thursday folder with parents • I am safe Play safely with others • Stay in designated areas • Stay away from strangers • Wear bike helmet and equipment • I am prepared Finish homework and share with parent • Pack backpack at night for school the next day • Go to bed on time • Get up and get ready for school when called

45. Expectations & behavioral skills are taught & recognized in natural context

46. “Cool Tool”

47. Critical Features • Establish Commitment • Establish and Maintain Team • Self-Assessment • Establish School-Wide Expectations • Establish On-Going System of Rewards • Establish System for Responding to Behavioral Violations • Establish Information System • Build Capacity for Function-Based Support • Build District Level Support

48. Acknowledging SW Expectations: “RATIONALE” • Humans require regular & frequent feedback on their actions • Humans experience frequent feedback from others, self, & environment • W/o formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors

49. Clever Variations Bus Bucks Super Sub Slips Golden Plunger G.O.O.S.E. First-in-Line Patriot’s Parking Pass Business Partner Discount What really matters Is the positive social acknowledgement & interaction!!

50. Establish Procedures for Encouraging SW Expectations • FRMS: “High Fives” • Guidelines • Lots to less • Individual to group • External- to self-managed • Frequent to infrequent • Paired with social recognition • Label specific expectation & behavior • Culturally/contextually appropriate & considerate