pbis tier i: critical foundations

PBIS Tier I: Critical

Foundations

Chris Borgmeier, PhDPortland State Universitycborgmei@pdx.eduwww.swpbis.pbworks.com

School-wide Positive Behavior Support is:

A systems approach for establishing the social culture and individualized 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 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)

SW-PBIS Big IdeasCommitment to serve ALL students

Set students & staff up to be successful Proactive is better than reactive

Increase participation in school & academic success LIMIT LOSS OF INSTRUCTIONAL TIME Reduce use of exclusionary & punitive

strategies Time in Hall, Time in Office, Suspension, Detention

Use Data to guide decision making

Responding to Problem Behavior The emergence of SW-PBIS was a response to

a growing over-reliance on using negative consequences for problem behavior Zero Tolerance

Research shows these responses were not effective in reducing student problem behavior and improving school climate

Recommended Reading: “Suspending Hope” from Teaching Tolerance http://www.tolerance.org/magazine/number-41-spring-201

2/suspending-hope

Establishing a Social Culture

Common Vision/Values

Common Language

Common Experience

MEMBERSHIP

SYST

EMSPRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

Elements of SW-PBIS

Universal Interventions:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Targeted Group Interventions:

Specialized GroupSystems for Students with At-Risk Behaviour

Intensive Individual Interventions:Specialized

IndividualizedSystems for Students

with High-Risk Behaviour

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOUR

SUPPORT

~80% of Students

~15%

~5%

Team Process PBS is active, alive -- not static It’s not something we’ve done – it’s

something we’re doingRequires regular team meetings with a

team that represents ALL school staffTeam keeps PBS alive through ongoing

planning, support, and decision making to address needs as they arise

Looking at data & maintaining & developing programs to meet needs

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

SW - PBSGENERAL

IMPLEMENTATION PROCESS Staff Feedback

Responsibilities of Team Initially take the lead with development

and implementation of SW PBS programs Seek feedback from staff throughout

development After initial implementation

Maintain SW PBS programs Monitor data and problem solve areas of

concern Continued development of SW-PBS programs

Plan for Tier 2 Prevention to support at-risk students

Team Discussion What are strengths & areas for improvement

in your communication w/ staff re: SW-PBIS?

How will your team continue to communicate & get feedback from your entire staff? Identify specific ideas & be ready to share Don’t forget about those staff members who

don’t always come to staff meetings Instr’l Assistants, Supervisors, Office staff,

custodians, etc.

Time’s Up

Universal PBIS SystemsThe Basics

1. Define school-wide expectations2. Teach expectations and social-emotional

competencies3. Monitor and acknowledge prosocial behavior4. Provide instructional consequences for

problem behavior5. Collect information and use it for decision-

making

Few positive SW expectations defined, taught, & encouraged

SETTING

All Settings Hallways Playgrounds Cafeteria

Library/Computer

LabAssembly Bus

Respect Ourselves

Be on task.Give your best effort.

Be prepared.

Walk. Have a plan.

Eat all your food.Select healthy foods.

Study, read, compute. Sit in one spot. Watch for your

stop.

Respect Others

Be kind.Hands/feet to

self.Help/share with others.

Use normal voice volume.Walk to right.

Play safe.Include others.

Share equipment.

Practice good table manners

Whisper.Return books.

Listen/watch.Use appropriate

applause.

Use a quiet voice.

Stay in your seat.

Respect Property

Recycle.Clean up after self.

Pick up litter.Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Replace trays & utensils.Clean up

eating area.

Push in chairs.

Treat books carefully.

Pick up.Treat chairs

appropriately.

Wipe your feet.Sit

appropriately.

Routines & Procedures

Getting EquipmentLine up for Dismissal

Go thru lunch line

Find SeatClean up & dismissal

Checking out books.

Returning books

Lining up for bus & entry

TEACHING MATRIX

Exp

ecta

tions

Environmental Redesign Prevent problems & Set up Success

As you’re thinking about expectations & routines for settings…. ALSO consider environmental changes to set students up for success

Examples: Need more waste baskets in bathrooms Check tables & traffic patterns in cafeteria Add another garbage & recycling station for lunch

dismissal to reduce congestion Reduce long wait in lunch line

Items perceived to be more important to sustainability than initial implementation

Parents are actively involved in the SW-PBIS effort (e.g. as part of team at school or district)

SW-PBIS is viewed as a part of systems already in use (as opposed to being an add-on)

SW-PBIS has been integrated into new school or district initiatives

A vast majority of school personnel (80% +) support SW-PBIS

Critical to Sustaining Hume & McIntosh, 2011 The School team implementing SW-PBIS is well

organized and operates efficiently

School personnel perceive SW-PBIS as effective in helping them achieve desired outcomes

SW-PBIS has been expanded to other areas (e.g. classrooms, buses, students w/ intensive needs, parenting workshops)

Predicting Sustained Implementation of SW-PBIS

McIntosh et al., 2011

School team functioning Use of data for decision making

District Supports = coaching, professional development, & connection to a community of practice

Sustaining Implementation The most critical item that contributed

to sustainability

“Data are used for problem solving, decision making and action planning (to make SW-PBIS more effective &/or efficient)”

Hume & McIntosh, 2011

Team Task - Sustainability What are steps your team needs to take

to implement and sustain SW-PBIS with fidelity?

Identify 2-3 actions your team will take to promote sustained implementation… Be prepared to share with the other teams

Teaming & Data Based Decision Making Team Implemented Problem Solving (TIPS)

Meeting Foundations Purpose of the team Define team agreements about meeting

processes Define roles & responsibilities

Facilitator, Minute Taker, Data Analyst, Time Keeper -- & Back-Ups for each role

Use electronic meeting minutes Project minutes for Visual Guide

Clarifying the ProblemWhen Are Problem Behaviors Occurring?

Referrals by Time

0

2

4

6

8

10

12

14

16

7:00

AM

7:30

AM

8:00

AM

8:30

AM

9:00

AM

9:30

AM

10:0

0 A

M

10:3

0 A

M

11:0

0 A

M

11:3

0 A

M

12:0

0 P

M

12:3

0 P

M

1:00

PM

1:30

PM

2:00

PM

2:30

PM

3:00

PM

3:30

PM

4:00

PM

4:30

PM

5:00

PM

Num

ber o

f Ref

erra

ls

Is there one time period, clusters of time periods, many time periods throughout the day?How do the problem times link to the schedule of activities?Newton, J.S., Todd, A.W., Algozzine, K, Horner, R.H. & Algozzine, B. (2009). The Team Initiated

Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon unpublished training manual.

Use a Custom Report or Graph for Data to make Precise Problem Statement -what grade? -what location? -what behaviors? -what students?

SWIS – Ethnicity ReportDisaggregate Discipline Data x Race

Proportion of Referrals vs Enrollment By Ethnicity

The Ethnicity Report is the least used report within the School-

wide Information System (SWIS)

Expanding Implementatio

n & Understanding

of SW-PBIS

Nonclassr

oom

Setting Syst

ems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

• BullyProofing

• Parental Participation

• PBIS in the Classroom

• Systematic Supervision

• Tier 2 & 3

Bully Proofing All “bully proofing” skills are more effective if the

school has first established a set of POSITIVE school-wide behavioral expectations.

Great care is needed to prevent a “bully-proofing” effort from becoming a “bully-training” program.

Bully Proofing Bullying behavior typically is rewarded

(maintained) by the “victims” or “bystanders” Social attention Social recognition Social status Access to physical items/ preferred activities

Bullying behavior is seldom maintained by adult attention

A Comprehensive Bully-proofing Model

Universal Positive Behavior Support

Teach a “stop”signal Staff training Individual Student

Supports

Define & Teach Expectations

Consequences For Behavioral Errors

Data System

Teach “stop”routine

Teach Bystanderroutine

Teach being asked to “stop”

Teach how to train “stop”Signal

Teach Precorrection

Teach supervisorroutine

Function-basedsupport for Aggressive Student (bully)

Function-based support for victim

Parental Involvement & Participation

Brainstorm for Parent Involvement & Introduction to PBS Send home information

PBS in Parent/student handbook (see example) Website, newsletter

Integrate PBIS into “Back to School” night Teach parents a PBS lesson & hand out tickets for

good behavior, hold a drawing

Brainstorm for Parent Involvement & Introduction to PBS Involve Parents in PBIS

Parent on PBS team

Actively solicit information re: behavioral expectations & acknowledgments from families in the community

Use parent volunteers during PBS Kick-off in first week of school

Make sure volunteering parents can use school acknowledgement system & know the rules

Non-Classroom Settings & Systematic Supervision

Non-Classroom SettingsSystematic Supervision

Increase Teaching, Acknowledgment, Structure, Supervision & Monitoring

Visibility & Boundaries Teaching Routines, Games, & Equipment

Training Supervisors Increase positive interactions PreCorrection & Prevention Strategic traffic, monitoring patterns

Systematic Supervisionwww.irised.com

Extending SW-PBIS into the

Classroom

Classroom-wide positive expectations taught & encouraged

Teaching classroom routines & cues taught & encouraged

Ratio of 5 positive to 1 negative adult-student interaction

Active supervision Redirections for minor, infrequent behavior

errors Frequent precorrections for chronic errors Effective academic instruction & curriculum

Classroom Setting Evidence Based Practices

How can we implement systems that support staff to implement these

practices consistently?

Classroom SystemsBuilding Capacity v. One Shot Support

Build systems to support sustained use of effective practices SW leadership team Regular data review Regular individual & school action planning

Regular support & review To begin school year & throughout school year

Equity & Culturally ResponsiveSW-PBIS

Two levels of disproportionality in discipline systems Likelihood of referral to the office

Likelihood of a “consequence” that results in loss of educational minutes.

NOTE: The single strongest predictor of academic gains is the number of minutes of effective academic engagement. Removing a student from school is a serious

decision.

PBIS and Discipline DisproportionalityIf schools adopt school-wide PBIS

do they demonstrate improved performance for children at risk for discipline disproportionality?

Preliminary Evidence:When PBIS is linked to reduction in ODRs does reduction occur for students from all ethnic groups?

All Students Nat Asian Af Am Latino PacIs White0

5

10

15

20

25

30

35

Students with Major ODR/100 Students Enrolledn = 69 schools

200506200607200708

From: Vincent, Cartledge, May & Tobin, 2009

Main Messages:1. Reduction in ODRs occurred for all ethnic

groups

2. However, racial disproportionality continued

Equity & PBIS Develop School-wide Expectations that

fit local context

Challenge School faculty/staff is often not

representative of the community How can we ensure that behavioral

expectations are representative of the community?

Team Membership Invite members of the community that represent the

diversity of the community to participate as PBIS team members or as a sub-team

Identify customs representing the diverse membership of the community that can be actively built into PBIS implementation SW Rules & Language Behavioral Expectations Acknowledgment System, Assemblies & Celebrations Responses to problem behavior & Consequences

Representative Behavioral Expectations Actively seek feedback and participation from

community members that represent the diversity within the community

Provide an avenue for community members to provide feedback re: behavioral expectations and whether they represent the culture of community members Hold events to seek feedback from community members Send out expectations grids to seek feedback