POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS (PBIS)

Linda Stead and Dana KuehlWisconsin RtI Center/PBIS NetworkTechnical Assistance Coordinators

What is PBIS?

Basic Understandings – A Quiz

TRUE or FALSEResponse to Intervention (RTI) and Positive Behavior Interventions and Supports (PBIS) describe two unrelated systems within a school.

FALSEPBIS is RtI which focuses on behavior. Academic, Behavioral, and Culturally Responsive supports have a symbiotic relationship.

Response to Intervention

Is what? An organizational framework

that

guides implementation of a multi-level system of support

Does what?

toachieve academic and

behavioral successfor all

For what?

Principles for RtI in Wisconsin:1.RtI is for ALL children and ALL educators.2.RtI must support and provide value to effective

practices.3.Success for RtI lies within the classroom through

collaboration.4.RtI is a framework for academics and behavior

together.5.RtI supports and provides value to the use of multiple

assessments to inform instructional practices.6.RtI is something you do and not necessarily something

you buy.7.RtI emerges from and supports research and evidence

based practice.

OUTCOMES

Syste

ms Data

Practices

CULTURALLY RESPONSIVE PRACTICES

include the degree to which a school’s programs, practices, procedures, and

policies account for and adapt to the broad diversity of students' race, language, and

culture.

Wisconsin RtI Glossary

Academic and Behavior

Tier 3/Intensive Level 1-5%

Tier 2/Selected Level 5-15%

Tier 1/Universal 80-90%

High quality academic instruction by itself can reduce problem behavior (Filter & Horner, 2009; Preciado, Horner, Scott, & Baker, 2009; Sanford, 2006)

Implementation of school-wide positive behavior support leads to increased academic engaged time and enhanced academic outcomes (Algozzine & Algozzine, 2007; Horner et al., 2009; Lassen, Steele, & Sailor, 2006)

Integrated academic and behavior RtI models produce larger gains in both outcomes than single models (Ialongo, Poduska, Werthamer, & Kellam, 2001; Lane & Menzies, 2003; McIntosh, Chard, Boland, & Horner, 2006; Stewart et al., 2007).

Integrated Systems for Academics and Behavior

Reading/Math literacy, behavior, and culture impact all areas of learning and school success

Braiding initiatives allows school to maximize the resources available to provide greater instructional support

Academic, Behavioral, and Culturally Responsive supports have a symbiotic relationship

Integrated Systems for Academics and Behavior

TRUE OR FALSE

PBIS is a framework based in research.

TRUE

PBIS is a framework based in research.

What is PBIS ? “PBIS” is a research-based systems approach designed to enhance the capacity of schools to…

effectively educate all students, including students with challenging social behaviors

adopt & sustain the use of effective instructional practices

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)

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.

TRUE or FALSE

PBIS assigns students to specific tiers for behavioral interventions.

FALSE

PBIS provides a continuum of positive behavioral supports.

Tier 3/Intensive Level 1-5%

Tier 2/Selected Level 5-15%

Tier 1/Universal 80-90%

Increasing Intensity

LAYERS OF SUPPORT

Attendance

Math (Acceleration)

A Student’s SnapshotReading

(Intervention)

PE

Hallway Behavior

Strengths &Challenges

Language Arts

Science

TRUE or False

PBIS emphasizes creating systems so that schools are accountable to school boards.

False

PBIS emphasizes creating systems to support staff.

Systems - How Things are Done

• Procedures for non-classroom settings (lunchroom, bus, bathroom, assembly, transition/hallway)

• Procedures for teaching expected behavior• Procedures for reinforcing expected behavior • Procedures for responding to office discipline

referrals• Procedures for collecting and using behavior data • Procedures for meeting the needs of all students

TRUE or FALSE

PBIS uses a data driven decision making process.

TRUE

PBIS uses a data driven decision making process.

Data - How Decisions Are Made

Components of decision making with PBIS: • A problem-solving team• Data collection• Data use• Communication with school community

about data, patterns, and decisions

Two Types of Data

Student Outcome Data• Big 5 + 2• ISS, OSS, attendance, teacher reports, etc.

Implementation Data• Fidelity data• Perceptual data

Student Outcome Data (Big 5 + 2)

PBIS teams should analyze the following five data points and should be disaggregated by disability and ethnicity status for disproportional trends:

1. Referrals by Problem Behavior,2. Referrals by Location,3. Referrals by Time,4. Referrals by Student, and5. Average referrals by Day and by Month

Improving Decision-Making

Problem Solution

From:

To:

Problem

Problem SolvingUsingData

SolutionMonitor

Outcome

Implementation DataSelf-Assessment Survey (80%): Annually – Fall

Team Implementation Checklist (80%): Fall and Winter until fidelity on BoQ

Benchmarks of Quality (70%): Annually – Spring

School-wide Evaluation Tool (80%): Research Tool – Research purposes

Classroom Self-Assessment Checklist: Fidelity of PBIS at the classroom level

Family Engagement Checklist: - Spring and Fall

Wisconsin PBIS Network Assessment Recommendations

Using the Self-Assessment Information

• Is a system in place?• Is there a need to focus on a system?

• Which system should receive focus first?

o Always establish school-wide as first priority• Which features of the system need attention?

o Biggest change with least amount of effort• Combine survey outcomes with information on office

referrals, attendance, suspensions, vandalism, perceptions of staff/faculty

• Create implementation action plan annually

TRUE or FalsePBIS provides training in evidence based practices which are then implemented by selected staff members.

FalsePBIS provides training in evidence based practices which are then implemented by ALL staff members.

Practices - How Staff Interact With Students

Every time any adult interacts with any student, it is an instructional moment!

• Teaching behaviors like we teach academics• Modeling and practicing expected behaviors• Reinforcing expected behaviors• Pre-correcting to ensure positive behaviors

are displayed• Actively supervising to prevent problem

behaviors

TRUE or FALSE

PBIS implementation is led by the building principal.

FALSE

PBIS implementation is led by a building team.

Building Team

• Meet 1-2 times/month • Create the systems and practices for building

implementation • Staff development related to PBIS/RtI• Track interventions and outcomes with data• Use data based decision making at least monthly.• Self assess (and plan) with staff and team annually• Authority to implement decisions made by team

So……What is PBIS?

Tier 3/Intensive Interventions 1-5%• Individual students• Assessment-based• High intensity

1-5% Tier 3/Intensive Interventions• Individual students• Assessment-based• Intense, durable procedures

Tier 2/Selected Interventions 5-15%• Some students (at-risk)• High efficiency• Rapid response• Small group interventions• Some individualizing

5-15% Tier 2/Selected 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

School-Wide Systems for Student Success: An RtI Model

Academic Systems Behavioral Systems

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/schoolwide.htm

PBIS: The Big Ideas1. Decide what is important for students to know

(behavioral expectations - local standards for student reading, math and behavior)

2. Teach what is important for students to know (high quality instruction= differentiation)

3. Acknowledge students for demonstrating skills4. Keep track of how students are doing ( data, data,

data)5. Make changes according to the results (interventions

at 3 tiers - give kids what they need)

Universal School-Wide Features

• Clearly define expected behaviors (Rules)o All Settingso Classrooms

• Procedures for teaching & practicing expected behaviors

• Procedures for encouraging expected behaviors• Procedures for discouraging problem behaviors• Procedures for data-based decision making• Family Awareness and Involvement

Tier II (Small Group)• Efficient and effective way to identify at-risk

studentso Screeno Data decision ruleso Teacher referral

• Informal assessment process to match intervention to student need

o Small group Social Skill Instructiono Self-managemento Academic Support

• Part of a continuum – Must link to universal school-wide PBS system!

Tier III (Individualized Support)

• When small group not sufficient• When problem intense and chronic• Driven by Functional Behavioral Assessment• Connections to Mental Health and Community

Agencies• Part of a continuum – Must link to universal

school-wide PBS system!

Six Key Elements of PBIS

1. Define, teach and acknowledge positive behaviors.

2. On-going collection and use of data for decision-making regarding implementation of systems that support effective practices.

3. Continuum of universal supports, targeted interventions, and individualized supports.

Six Elements (cont.)

4. Implement evidenced-based behavioral practices with fidelity and accountability

5. Arrange the environment to prevent the development and occurrence of problem behavior

6. Screen universally and monitor student performance and progress continually.

SYSTEMS

PRACTICES

DATASupportingCulturally

Knowledgeable Staff Behavior

SupportingCulturally

ValidDecisionMaking

Supporting Culturally RelevantEvidence Based Interventions

OUTCOMES

Supporting Important Culturally Equitable Social Competence &

Academic Achievement

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

http://www.pbis.org

http://www.wisconsinpbisnetwork.org

http://www.wisconsinpbisnetwork.org/parents-and-family/success.html

Mishicot P.R.I.D.E.

It’s our Culture

demographics• 177 students in middle school

26% economically disadvantaged15% of students disabled1% ELL students48.5% females/51.5% Males93% white/4.3% American Indian/2.3%

Asian and Hispanic41% eight graders

TRANSFORMATION• PROACTIVE NOT REACTIVE

Demerit systemo negative approacho expectations were not taughto Teachers were not responsible for classroom

managemento Time consumingo Poor resource management

• Promote positive school culture• Emphasize high achieving student behavior

and performance• Increase academic learning by decreasing

behavior distractions

GOAL• “The staff at Mishicot Middle

School will work together to build a positive culture here in our district. We will promote respectful interaction between students and staff and celebrate our successes.

Mishicot’s journey• Administration support

Mishicot’s journey• Board of Education Support

Mishicot’s journey• staff support

parental/community support

•Newsletter to all parents/Community members•Newspaper articles•Information to parent backers•School orientation invite•Video•Financial support

MISHICOT p.r.i.d.e. TEAMCOLLEEN TIMMTERRI RISCH

Rebecca armbrusterScott vanhefty

vICKI pech kortbeinSandy tulachka

Core Expectations

P.R.I.D.E.

P.r.i.d.e. PrinciplesBe Respectful

Be ResponsibleBe Safe

Be Your BestIn All School Settings

P.r.i.d.e. expectations

Classroom expectations

Teaching expectations•Boosters/cool tools•Videos•Send home expectations•Each teacher has a pbis binder

schedule

swis data

• School wide information system• Tracks student behavior• Compiles data for pbis team to

revise, improve and reteach• Data used for quarterly incentives

swis data

• Reportso 2012-2013

o483 referralso 2.1/day

o 8th-7th-6tho 2013-2014

o237 referralso 1.07/day

o 7th-8th-6th

Staff meetings

• Staff views data • Data is used for improving problem

areas• Staff discusses needed changes or

concerns

incentives