Positive Behavioral Interventions and Supports (PBIS)

1. Positive Behavioral Interventions and Supports (PBIS) Lori Lynass, Ed.D. & BelaBikowsky Ph.D. Sound Supports LLC www.soundsupportsk12.com

2. Goal of this Training • Overview of Positive Behavior Interventions & Supports (SWPBIS) • Understand Core Features of PBIS • Solidify Expectations & Teaching Plans • Create Feedback Systems • Readiness for Implementation • Action Planning for Roll Out

3. Social Discipline Window High The Restorative Practices Handbook by Bob Costello, Joshua Wachtel and Ted Watchtel Control (limit setting, discipline) Support Encouragement, nurture High Low Permissive Punitive

4. School-wide PBS is: A systems approach, establishing the social cultureand behavioral supports needed for schools to be effective learning environments 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 Collection and use of data for decision-making Continuum of intensive, individual interventions. Administrative leadership – Team-based implementation What is School-wide PBIS?

6. Tier 3 Menu of Individual Supports for a FEW: • FBA-based Behavior Intervention Plan • Cognitive Behavior Therapy • School Mental Health Supports • Wraparound Supports With Community Menu of a continuum of evidence-based supports Targeted/ Intensive (FEW High-risk students) Individual Interventions (3-5%) Intensity of Assessment and Supports • Tier 2 Menu of Supports for SOME: • Self monitoring • School-home note • Mentor-based program • Check Connect and Expect • Academic Skills Group • Group social skills training Selected (SOME At-risk Students) Small Group & Individual Strategies (10-25% of students) • Tier I Menu of Supports for ALL: • Schoolwide PBIS • We Have Skills • Good behavior Game • Watch DOGs • Habits of Mind Universal (All Students) School/classwide, Culturally Relevant Systems of Support (75-90% of students)

7. (OSPI, 2015)

8. Big Ideas Across Tiers • Systems – Support adult behavior • Handbooks • Policy • Calendar of events • Data collection and summary system • Data – Support decision making • Identification • Fidelity • Outcomes • Practices – Support student behavior • Teaching rules and expectations • Acknowledge desired behaviors • Respond consistently to problem behaviors • Monitor data

9. PBIS Video Creating the Culture of Change pbis.org

10. Why implement PBIS? Create a positive school culture: School environment is predictable common language common vision common experience (everyone knows) School environment is positive regular recognition for positive behavior School environment is safe violent and disruptive behavior is not tolerated School environment is consistent adults use similar expectations.

11. Experimental Research on PBIS • PBIS Experimentally Related to: • Reduction in problem behavior • Increased academic performance • Increased attendance • Improved perception of safety • Improved organizational efficiency • Reduction in staff turnover • Increased perception of teacher efficacy Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115 Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473. Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148. Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26. Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145. Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14. Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics. Waasdorp, T., Bradshaw, C., & Leaf , P., (2012) The Impact of Schoolwide Positive Behavioral Interventions and Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial.Archive of Pediatric Adolescent Medicine. 2012;166(2):149-156

12. What We Want From Students…. • Sound Decision Making Skills • Regulation of Emotions and Body • Personal Insight • Flexibility and Adaptability • Empathy • Morality

13. Punishment vs Discipline • Punishment or consequence works as an immediate way to try and get a behavior to stop and to “make the child pay” for what has occurred. • Discipline defined means teaching, learning and giving instruction. Discipline offers skills that can change behavior. It can help the developing brain make connections about good choices. • We want to respond, not react.

14. Managing Complex Change

15. ALIGNMENt = Increased Student Achievement How Can We Best Serve Each & Every Student Goals and Measures Goals and Measures Random Acts of Improvement Aligned Acts of Improvement From Jim Shipley & Associates

17. From Data Analysis for Continuous School Improvement by Victoria Bernhardt

18. From Data Analysis for Continuous School Improvement by Victoria Bernhardt

19. Purpose Statement Example

20. Purpose Statement Example

21. 20 Minutes Why Are We Here? What is your team’s purpose statement? • What will be your top 2-3 measureable goals for next year? • Example • Reduce unexcused absences by 25%; • Reduce Suspensions by 20% • Have we clearly establish the need and commitment to change?

22. Establishing the PBS Leadership Team • The purpose and function of a Tier 1 Team • Membership of the team • Establishing effective and ongoing Tier 1 Team meetings • Establishing subcommittees of the Tier 1 Team if needed

23. Functions of PBIS Tier 1 Team • Meets 1-2x monthly w/set agenda during first year • Creates, distributes, schedules behavioral lesson plans to staff • Analyzes and shares datawith school, family, community monthly • Informs school audiences of PBIS activities in building (parents, community members, district administration, board of education) • Assists administration in developing continuum for managing inappropriate behavior • Establishes an acknowledgment system for positive behaviors • Identifies students in need of secondary and tertiary level supports • Completes fidelity assessments annually

24. Key Team Roles Roles of team members • Facilitator(creates the agenda, sets up the room & leads the meeting) • Data Manager (brings data to team meetings) • Time-keeper(keeps team on task) • Minute Taker(takes and distributes minutes; archives material) • Communicator(shares information on activities and data to staff, families, and communities)

25. Including All Stakeholders • School, Family, and Community Partnerships Are Essential to High Level Success • In School Have You Sought Input From: • Students • Teachers & Specialists • Classified Staff • Others Regularly Present – Security Offices, Bus Drivers • Families • Diverse Populations • Parents of Students With Special Needs • Community • Mental Health • Businesses • Youth Programs

26. Working Smarter • Eliminate all initiatives that do NOT have a defined purpose and outcome measure. • 2. Combine initiatives that have the same outcome measure and same target group • 3. Combine initiatives that have 75% of the same staff • 4. Eliminate initiatives that are not tied to School Improvement Goals.

27. PBIS Biggest Idea! Instead of working harder (inefficient), schools have to establish systems/processes and use data and practices that enable them to work smarter (efficient, effective). PBIS Enables Schools To… • Establish a small number of priorities • “do less, better” • Consolidate/integrate whenever possible • “only do it once” • Specify what is wanted & how you’ll know when you get there • “invest in a clear outcome and assess progress” • Give priority to what works • “research-based, evidence-based”

28. 15 Minutes ACTIVITY: The PBIS Leadership Team • Consider Membership for your PBIS Leadership Team • Consider Reviewing the Working Smarter Matrix • Discuss Regular Meeting Times • Discuss Team Roles – Facilitator, Data Analyst, Minute Taker, Time Keeper

29. Shared School-Wide Social Expectations

30. Establish Behavioral Expectations • 3-5 positively and broadly stated expectations • Respect, Responsibility, Safety • Title or Name for expectations • Hawk Values, Raider Way, PRIDE, Do The Right Thing • Use your data to prioritize (ex: If your school’s data show a lot of fights, then Be Safe may be a good expectation) • Expectations apply to students as well as staff/adults • Consistency district wide is encouraged • KEEP IT SIMPLE!!!

32. Cedarcrest Middle School

33. Cascade Elementary

34. Shared “GLAD” Expectations

36. Engaging Stakeholders • Team representation • Create opportunities for gathering input and feedback from all stakeholders • Surveys • Asking for suggestions • Allowing edits and changes * Are you expectations, definitions, images and messages appropriate across cultural groups within the school?

37. Informing Stakeholders • How will you inform all stakeholders of school-wide expectations? • Videos • Staff and student handbooks • Website • Back to School Night • Registration • Bulletin Boards • Newsletters • Newspaper • Rotary Club or other community meetings • Sporting events at school

38. 20 Minutes PBIS Expectations:Next Steps • As a team: • Develop a short statement that will define for staff, students, families, and community members why you have established school-wide expectations • Define 3-5 Potentialpositive school-wide expectations • Create a name or title for your school-wide expectations • Before implementing, be sure to allow opportunities for input and feedback on these school-wide expectations.

39. School-Wide Behavioral Matrix Establishes universal expectations to guide all students and staff based on the expectations • State positively • Use common and few words • Show what the behavior “looks like”

42. Lincoln Elementary Behavior Matrix

43. TOTEM

46. 30 minutes ACTIVITY: Construct a Universal Behavior Matrix • Identify The Settings (Locations) In Your Schools For The Matrix (Hall, Cafeteria) • Begin Your Behavior Matrix By Working On Two School Settings/Locations • Define Behaviors In Positive Terms That Exemplify Your Schoolwide Expectations In These Settings • All Staff Feedback/Involvement In Matrix Development

47. Teaching Expectations

48. Why Develop a System forTeaching Behavior? • Behaviors are prerequisites for academics • Procedures and routines create structure • Repetition is key to learning new skills: • For a child to learn something new, it needs to be repeated on average of 8 times • For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated on average 28 times (Harry Wong)

49. Behavioral Errors • More often occur because: • Students do not have appropriate skills- “Skill Deficits” • Students do not know when to use skills • Students have not been taught specific classroom procedures and routines • Skills are not taught in context

50. A Comparison of Approaches to Academicand SocialProblems We Assume: • Student refuses to cooperate • Student knows what is right and has been told often Next We: • Provide a “punishment” • Withdraw student from normal social context • Maintain student removal from normal context Finally We Assume: • Student has “learned” lesson and will behave in future Colvin, 1988 We Assume: • Student learned it wrong • Student was (inadvertently) taught it the wrong way Next We: • Diagnose the problem • Identify the misrule/ reteach • Adjust presentation. Focus on the rule. Provide feedback. Provide practice and review Finally We Assume: • Student has been taught skill • Will perform correctly in future