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School-wide Positive Behavioral Interventions & Supports (PBIS) Creating Schools that Support ALL Students Mary Hunt, Aaron Barnes & Garrett Petrie April 28, 2015 Charting the Cs 2015

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Page 1: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

School-widePositive Behavioral Interventions & Supports (PBIS)

Creating Schools that Support ALL Students

Mary Hunt, Aaron Barnes & Garrett PetrieApril 28, 2015

Charting the Cs 2015

Page 2: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

bit.ly/pbisMNfacebook

twitter.com/pbisMN

#pbisMN

Social Media

Page 3: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

Overview of PBIS

- Big Ideas and Key Features

- Statewide impact

PBIS in the Classroom

- Classroom strategies

Questions and wrap-up

Today’s Outline

education.state.mn.us

Page 4: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

1. Successful individual student behaviorsupport is linked to host environmentsor schools that are effective, efficient,relevant, & durable

2. Learning & teaching environments must be redesigned to increase thelikelihood of behavioral & academic success

6

Big Ideas

Page 5: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

Value of Prevention for ALL Students

• Set a foundation and climate for work with ALL students

• Prevent minor problems before they grow

• More resources available for students who need additional support!

Page 6: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

2013 - 2014

Minnesota Exemplar Schools

Page 7: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

• Statewide Reductions in Disciplinary Incidents

– For All Students

– For Students with Disabilities

– For All Subgroups of Students with Disabilities

• Statewide Reductions in use of Restrictive

Procedures

– Prone Restraint

– Physical Holding

– Seclusion

Emerging Examples of Results Having a

Statewide Impact

education.state.mn.us 7

Page 8: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

Reviewing Minnesota Data from the

Disciplinary Incident Reporting System

• Good news, Part 1: Minnesota is trending down in

disciplinary removals for all students.

• Good news, Part 2: Minnesota is trending down in

disciplinary removals for students with disabilities

– Over the past 4 years, about 36 fewer students with

disabilities removed from school statewide each school day.

• Good news, Part 3: Minnesota is reducing the gap

between racial groups with the widest disparities in

disciplinary removals.

education.state.mn.us 8

Page 9: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

Four Year Reductions in Disciplinary Removals

for All Students

-5.2

41.5

26.8 27.5

17.221.6 20.4

-10

0

10

20

30

40

50

2010-11 through 2013-14

Reductions in DisciplinaryRemovals per 100students enrolled- SpecialEducation

education.state.mn.us 9

Page 10: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

Disciplinary Removals by Race Rates per 100

Students Enrolled for All Students

0

5

10

15

20

25

30

35

2010-11 and 2013-14

2010-11

2013-14

education.state.mn.us 10

Page 11: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

Four Year Reductions in Disciplinary Removals

for Students with Disabilities

9.6

44.9

28.226

16.9 16.7

21.2

05

101520253035404550

2010-11 through 2013-14

Reductions in DisciplinaryRemovals per 100students enrolled- SpecialEducation

education.state.mn.us 11

Page 12: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

Disciplinary Removals by Race Rates per 100

Students Enrolled for Students with Disabilities

0102030405060708090

100

2010-11 and 2013-14

2010-11

2013-14

education.state.mn.us 12

Page 13: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

Disciplinary Removals by Race Rates per 100

Students Enrolled: All Students compared to Students

with Disabilities

0

10

20

30

40

50

60

70

80

2013-14

All Students

Students with Disabilities

education.state.mn.us 13

Page 14: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

Reductions in the Use of Restrictive

Procedures

1423 1406

837

0

200

400

600

800

1000

1200

1400

1600

Incidents of ProneRestraint

2011-12

2012-13

2013-14

22,163

19,431

18,000

18,500

19,000

19,500

20,000

20,500

21,000

21,500

22,000

22,500

Incidents ofRestrictiveProcedures

2012-13

2013-14

education.state.mn.us 14

Page 15: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

State Level Updates

• Press release from Commissioner's

roundtable here.Impact of Positive Behavioral Interventions and Supports – PBIS

Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent of Minnesota districts, yet account for approximately 62.1 percent of the decrease in suspensions!

Page 16: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

State Level Updates - MDE

• PBIS praised by our Education Commissioner

Cassellius:

“It is truly remarkable that we can attribute a

majority of the decreases in suspensions to schools

using PBIS. These schools understand that

suspensions are not an effective measure of

discipline, and often cause a child to fall behind in

class. I want to thank Governor Dayton for

recognizing the importance of this work and

including it in his budget proposal.”

Page 17: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

State Level Updates - EdMN

• Education Minnesota President Denise

Specht’s Statement:

“The program called ‘Positive Behavioral

Interventions and Supports’ has produced

promising results in districts where it has been

implemented with sufficient training and support for

the teachers and other staff members.”

Page 18: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

education.state.mn.us

Page 19: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

Clear Expectations

• A school motto that captures the desired culture of

the building & core values.• Positive Respectful Integrity Dedication & Excellence

• Determination Hard work Motivation Self-discipline

• Fits with initials of school

• The 3 R’s:

• Respect Self

• Respect Others

• Respect the Environment

Page 20: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

Sample Teaching Matrix for

Elementary Setting

Teaching Matrix

Elementary SETTING

Group

Area

Individual

AreaFree Time

Snack

Table

Teacher

Area

Be

Respectful

Raise hand

quietly

Wait turn

Raise hand

Be polite to

others

Be polite

Play safely

Wait turn

Say please

and thank

you

Ask before

entering

Ask to use

phone

Be

Responsible

Bring

materials

Put

materials

away

Keep desk

area clean

Do your

best work

Put games

away

Finish game

on time

Offer help if

needed

Finish on

time

Listen the

first time

Be

cooperative

Be Safe

Keep

hands and

feet to self

Sit in chair

safely

Use “cool

talk” skills

Follow game

rules

Keep hands

and feet to

self

Listen the

first time

Use utensils

safely

Keep hands

and feet to

self

Exp

ecta

tio

ns

Page 21: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

Sample Teaching Matrix for

Middle School Setting

Teaching Matrix

Middle School SETTING

Make upSwitching

Class

Enter and

ExitAssignments

Class

Work Time

Safe

Ask about

make-up

work when

absent

Line up

outside wall

hands feel

materials to

self

Walk go

straight to

seat

remain

until

dismissed

Write down in

your planner

Stay seated

in chair, legs

on floor

Respectful

Ask for

make-up

work at

appropriate

times

quietly

Quietly,

hands,

feet

material to

self

Label

assignments

appropriately

(see poster)

Raise hand

for help, talk

quietly

Responsible

Arrange for

help

w/teacher

outside of

class when

needed

Be prepared

with

materials

Start

working on

“Chalk

Talk”

problem

Turn in legible

work, on time in

appropriate

basket

Work on

assigned

tasks, read

book when

done

Exp

ecta

tio

ns

Page 22: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

Sample Teaching Matrix for

Secondary Setting

Teaching

Matrix

Secondary SETTING

Teacher’s

DeskMaterials

Enter

and Exit

Asking

for HelpDrinks Bathroom

SafeWalk to

and from

Carry and

use items

safely and appropriately

Walk, go

directly to

seat

If unsure,

ask

Keep

closed

and to self

Leave and

return in

direct

manner

Respectful

Keep in

front of,

ask to

have/use

items

Use your

own items

Quietly,

hands

and feet

to self

Raise

hand and

wait to be

called

Only

allowed

items

(H2O

bottle with

screw-on

lid

Raise hand

to get

permission

Responsible

Have your

own

materials

and use

them

Always

have your

planner

Have all

materials

ready at

bell

Ask at

appropriate

times

Keep

away from computers

Use during

appropriate

times

Exp

ecta

tio

ns

Page 23: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

Sample Matrix with “Good Communicator”

education.state.mn.us 23

Page 24: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

PBIS Expectations in Sign Language

Page 25: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

education.state.mn.us

Page 26: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

Teacher Practices

• Organization and Consistency

• Explicit Instruction

• Engage Students

• Consistent Feedback

Page 27: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

Organization and Consistency• Schedule Considerations

– Teach behaviors with 3-5 positively stated

rules

▪ Publicly post the rules

▪ Should match school-wide expectations

▪ Define what the rules look like

▪ Teach the rules in the context of those

routines

▪ Involve students in the lesson and check for

understanding

– Can’t correct what you have not taught

Page 28: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

Organization and Consistency (cont.)

• Routines and Arrangements

– Design the environment to

▪ Elicit appropriate behavior

▪ Minimize crowding and distractions

– Seating arrangements

– Adequate supervision - Proximity

– Furniture arrangement

– Teacher and Student Routines

Page 29: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

Explicit Instruction

• Modeling

• Verbal prompts along with

physical demonstration

• Use natural opportunities

• Verbal Prompts

• Pre-Correction

Page 30: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

Engage Students

• Opportunities to Respond (OTR)– Providing students with opportunities to

be engaged with instruction

– Asking questions

– Requests for student behavior

Page 31: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

Consistent Feedback

• Feedback that behavior is not in line with

school or classroom positively stated

expectations

– Is that being respectful?

• Re-teach Appropriate Behavior

– What is a better way?

– What is a more respectful behavior?

– Show me that – thanks!

Page 32: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

Communication & Behavior

• How is communication tied to behavior?

• What does behavior communicate?

• How can we help students communicate?

Page 33: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

• The current best practices in facilitation and

enhancement of communication among persons with

severe disabilities reflect six major tenets:

1. Communication is social behavior;

2. Effective communicative acts can be produced in a

variety of modes;

3. Appropriate communicative functions are those that are

useful in enabling individuals with disabilities to participate

productively in interactions with other people;

Communication:Persons with Severe Disabilities

Guidelines for Meeting the Communication

Needs of Persons With Severe Disabilities (ASHA)

Page 34: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

4. Effective intervention must also include efforts to modify the

physical and social elements of environments in ways that ensure

that these environments will invite, accept, and respond to the

communication acts of persons with severe disabilities;

5. Effective intervention must fully utilize the naturally occurring

interactive contexts (e.g., educational, living, leisure, and work) that

are experienced by persons with severe disabilities; and

6. Service delivery must involve family members or guardians and

professional and paraprofessional personnel.

Communication:Persons with Severe Disabilities (cont.)

Guidelines for Meeting the Communication

Needs of Persons With Severe Disabilities (ASHA)

Page 35: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

How might students with the following

language concerns demonstrate

challenging behaviors?–Expressive Language

–Receptive Language

–Pragmatic Language

–Social Communication

–Fluency

–Articulation

Communication and

Student Behaviors

Page 36: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

Utilizing Universal Design for Learning within PBIS to support ALL Students

• Will support ALL students

• Can view through lens of ASD/DCD

Some slides adapted from:

– Sheldon L. Loman, Portland State University

More resources at: UDLpbis.pbworks.com

Page 37: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

Systems (Integration):Supporting Staff Behavior

• Gain commitment & administrative approval for implementation of supports for ALL students – Including students with ASD and severe disabilities

• SpEd/Autism coaches actively involved in supporting school-wide implementation – Training someone on school team, Or – On school team and informing SW systems to better

support students receiving special education– School also has staff representative from SW-PBIS

team on District-level coaching meetings during the school year (e.g., SpEd specific trainings)

Page 38: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

Scale Down to Scale Up

• Bring together external supports within existing systems – Utilize district level supports/coaches to strengthen SW

Practices for students with disabilities

• Embed “specialized” trainings within SW-PBIS/RtI trainings for ALL staff rather than separate trainings

• ALL staff trained on general practices for students with disabilities – Environmental modifications

– Structured learning

– Communication & social skill development

Page 39: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

Evidence-Based Practices by UDL AreaRepresentation Expression Engagement

Visual Strategies AugmentativeCommunication

Social Narratives

Video Modeling FunctionalCommunication Training

Reinforcement

Modeling/Prompting Time Delay Peer-mediatedIntervention

Page 40: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

education.state.mn.us

Page 41: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

Example from Our Schools

Lionsgate Academy - www.lionsgate.academy

Page 42: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

Posted Classroom Expectations

Page 43: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

School-wide Matrix Built

Page 44: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

Posted Expectations in Common Areas

Page 45: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

Posted Hallway Expectations

Page 46: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

Visual Supports for Classroom Expectations

Page 47: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

o PBIS

o pbis.org

o Minnesota PBIS

o pbismn.org

o IRIS MODULES

o iris.peabody.vanderbilt.edu

o PBIS WORLD

o pbisworld.com

o Who Cares About Kelsey

o whocaresaboutkelsey.com

education.state.mn.us

Getting Started Resources

Page 48: Charting the Cs 2015 - LCSC · 2013 - 2014 Minnesota Exemplar Schools ... Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent

• Guidelines for Meeting the Communication Needs of Persons

with Severe Disabilities

– asha.org/policy/GL1992-00201/#sec1.3.1

• Institute on Community Integration

– ici.umn.edu/index.php?topics/view/111/products

• Approaches to Managing Challenging Behavior in Children

– ici.umn.edu/index.php?products/view_part/629/

• Illinois D/HH Behavior Support Teams

– isrc.us/behavior_teams

Resources for Students with Disabilities

education.state.mn.us