Positive Behavior Intervention and Supports (PBIS)

1. Positive Behavior Intervention and Supports (PBIS) Natalie Hilton- PBIS Coach Lincoln Public Schools August, 2013

2. Why Do We Behave the Way We Do? • Behaviors are LEARNED and continue because they serve a PURPOSE or FUNCTION • We engage in behaviors because we have learned that a DESIRED OUTCOME occurs (OSEP on PBIS- Effective Schoolwide Interventions)

3. PBIS • Within the last 20 years significant increases have been noted with aggressive behaviors, acts of school violence, bullying, and student victimization within school settings. Problematic behaviors have become one of the greatest challenges for educators to face. • When students are noncompliant, aggressive, disruptive, and/or disrespectful, they impede their own learning as well as the learning of others. • Creating a safe, orderly and positive learning environment is crucial in order to enhance learning outcomes for all students (A. Champion, B. Pray, M. Coutts, M. Zabel)

4. What is School-wide Positive Behavior Support? • School-wide PBIS is: • IS a decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students. • Evidence-based features of SW-PBIS • 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) (OSEP on PBIS- Effective Schoolwide Interventions)

5. PBIS • There is a great deal of research supporting the use of PBIS in school systems (www.pbis.org) • PBIS is used as a means for reducing and preventing problem behaviors in schools. • PBIS emphasizes altering the environment and preventing inappropriate behaviors, by teaching desired skills and reinforcing appropriate behavior (U.S. Department of Education 2007).

6. Critical Elements PBIS Team Faculty/Staff Commitment Expectations and Rules Developed Plans for Teaching expectations/rules Reward/Recognition Program Established Effective Procedures for Dealing with Problem Behaviors Data Entry and Analysis Plan Established Classroom Systems Evaluation Implementation Plan (OSEP on PBIS- Effective Schoolwide Interventions)

7. School-wide Behavior Expectations • For all students, across all settings • Guidelines: • 3 – 5 Expectations • State positively • Use common & few words • Why? • Consistent communications • Consistent language (OSEP on PBIS- Effective Schoolwide Interventions)

8. Four Systems of PBIS • School-wide • Classroom • Common Areas (e.g. playground, hallways) • Individual Students

9. Develop an efficient teaching system • Provide initial lesson plans and/or lesson plan format to teach specific behaviors identified on the Matrix (OSEP on PBIS- Effective Schoolwide Interventions)

10. Other Features of PBIS • PBIS is based on three levels of prevention • Primary (Tier 1) (80% of Students) • Secondary (Tier 2) (15% of Students) • Tertiary (Tier 3) (5% of Students) PBIS establishes a continuum of behavior support. PBIS is not a curriculum, discipline package, or product. It is a process for individualized and sustained decision making, planning, and problem solving.

11. get these tiers of support in order to meet benchmarks. These students + = Three Tiered Model of Student Supports Three Tiered Model of Student Supports The goal of the tiers is student success, not labeling. (OSEP on PBIS- Effective Schoolwide Interventions)

12. Triangle Activity: Applying the Three-Tiered Logic to Your School Practices, Initiatives, Programs for a FEW Tier 3 Tier 2 Practices, Initiatives, Programs for SOME Tier 1 Practices, Initiatives, Programs for ALL (OSEP on PBIS Effective Schoolwide Interventions)

13. TIER I: Core, Universal TIER I: Core, Universal GOAL: 100% of students achieve at high levels Tier I: Implementing well researched programs and practices demonstrated to produce good outcomes for the majority of students. Tier I: Effective if at least 80% are meeting benchmarks with access to Core/Universal Instruction. Tier I: Begins with clear goals: What exactly do we expect all students to learn ? How will we know if and when they’ve learned it? How you we respond when some students don’t learn? How will we respond when some students have already learned? Questions 1 and 2 help us ensure a guaranteed and viable core curriculum 13 13 (OSEP on PBIS- Effective Schoolwide Interventions)

14. What would a positive, encouraging school climate look like? • Students know what is expected of them and choose to do so because they: • Know what to do • Have the skills to do it • See the natural benefits for acting responsibly • Adults and students have more time to: • Focus on relationships • Focus on classroom instruction • There is an instructional approach to discipline • Instances of problem behavior are opportunities to learn and practice pro-social behavior 14 (OSEP on PBIS- Effective Schoolwide Interventions)

15. Failure (punishment) Success(reinforcement) Receive frequent recognition & encouragement 4 : 1 (Scott, 2008)

16. The quickest way to change behavior….in anyone. Research indicates that you can improve behavior by 80% just by pointing out what someone is doing correctly. Point out what they’re doing right! Laura Riffel, OSEP

17. Tips for Providing Acknowledgement "Thank you for being on time this morning, that's very responsible." • Name behavior and expectation observed (Teaching Matrix) • Tie-in recognition to school-wide recognition system (OSEP on PBIS- Effective Schoolwide Interventions)

18. Tell Teaching Behavior and Academics Reteach Show Feedback Practice (OSEP on PBIS- Effective Schoolwide Interventions)

19. Getting Success When You Want Students To Learn And Follow Rules and Procedures • If you just tell students the rules, 5% of them will establish responsible behavior. • If you tell students the rules and then demonstrate the correct procedures, 10% of them will comply. • If you tell students the rules, demonstrate the correct procedures, and then let your students practice the expected behaviors, you may get 15% to 20% of your students to develop responsible habits. • If you tell students the rules, demonstrate the correct procedures, provide time for students to practice expected behaviors, and then re-teach and maintain those expected behaviors, 80% to 90% or more of your students will develop responsible habits for behavior.

20. Impacts of SW-PBIS on Student Outcomes • Significant reduction in school-level suspensions • Students in PBIS schools were 32% less likely to receive an office discipline referral • A positive effect for school-level academic performance(Bradshaw et al., JPBI, 2010) • Significant reductions in teacher-rated behavior problems • Rejection & bullying (Waasdorp, Bradshaw, & Leaf, 2012) • Service use (e.g., counseling, special education referral, office referrals) • Reductions in concentration problems and aggressive/disruptive behavior, and improvements in prosocial behavior and emotion regulation (Bradshaw et al., submitted) • Some indication that the intervention effects are strongest the earlier students are exposed to SW-PBIS (Bradshaw et al., submitted)

21. “Exposure to exclusionary discipline has been shown not to improve school outcomes, but in fact to be associated with higher rates of school dropout.” (Skiba, Peterson, and Williams, 1997)

22. Why Develop a System for Teaching Behavior? • Procedures and routines create structure for staff and students • Repetition is key to learning new skills: • For a child to learn something new, it needs to be repeated on average of ___ times • Adults average ____ - Joyce and Showers, 2006 • For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated on average ___ times (Harry Wong) 8 25 28

23. Lincoln Public Schools • LPS plans to fully implement PBIS in all elementary, middle, and high schools in the next 3-5 years. • They have developed a District PBIS Leadership Team. • LPS is working with an outside trainer to help with the implementation of PBIS. This school year, middle school and high school staff will meet with the outside trainer 1 time per quarter, and a teleconference (with the outside trainer) will also take place with schools 1 time per quarter. • Currently, each middle school and each high school has identified an internal building coach (e.g. assistant principal).

24. Lincoln Public Schools • Scott Eckman has been hired as the district’s PBIS Coordinator. • Natalie Hilton (School Psychologist) and Shannon Hall-Schmeckpeper (School Psychologist) have been hired as the district’s two PBIS Coaches. • For the 2013-2014 school year the District is really focusing on middle school and high school implementation of Tier 1 building supports. • For the 2014-2015 school year, PBIS tier 1 implementation will begin at the elementary level. • This school year each PBIS Coach and Coordinator will meet with and help 6 or 7 schools each, with implementation. • At the end of July, eight LPS District Staff attended a two-day PBIS training in Chicago (including the two PBIS Coaches and PBIS Coordinator).

25. Roles of the PBIS Coaches • To be familiar with training material • Attend team training with the teams. • Support team action planning. • Work as a partner with administration to provide necessary resources • Communicate with division coordinator for necessary resources • Review Benchmarks of Quality (BoQ) and relevant training tools to ensure fidelity • Share implementation products and outcomes with division coordinator • Attend coaches meetings and other regional events • Visit other schools implementing PBIS

26. Teach in Context …in the cafeteria …in the restrooms (OSEP on PBIS- Effective Schoolwide Interventions)

27. Few positive SW expectations defined, taught, & encouraged (OSEP on PBIS)

29. Acknowledge & Recognize

30. (OSEP on PBIS- Effective Schoolwide Interventions)

31. Wheel of Fortune (OSEP on PBIS- Effective Schoolwide Interventions)

32. Recognizing Staff • Keep staff motivated and appreciated! • Use community resources and local businesses • Incentives for staff could include: • Tangibles • Tokens • Symbolic • Celebrations

33. teach. • “If a child doesn’t know how to read, we teach. • If a child doesn’t know how to swim, we • If a child doesn’t know how to multiply, we teach. teach. • If a child doesn’t know how to drive, we • 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?” • John Herner (NASDE President ) Counterpoint 1998, page 2

34. “What would make our students want to drop in instead of drop out?”~Steve Jobs